Swarthmore College Catalogue, 1996-1997

Swarthmore
College Bulletin 1996'1997
Volume XCIV Number 1
Catalogue Issue September 1996

1

Directions for Correspondence

SW A R TH M O RE CO LLEG E, 500 C O LLEG E AVENUE, SW A RTH M O RE, PA 19081-1397

Alfred H. Bloom

G EN ER A L C O LLEG E POLICY

I

President

II

Jennie Keith

A C A D E M IC PO LICY

Provost

Ngina Lythcott

ST U D E N T SER V IC ES

Dean of the College I

Robin G. Mamlet I . .

A D M ISSIO N S A N D C A TA LO G U ES

Dean o f Admissions I

Martin 0. Warner

R E C O R D S A N D T R A N S C R IP T S

Registrar I

Paul J . Aslanian

FIN A N CIA L IN FO RM A TION

V ice President I

Laura Talbot I

FIN A N C IA L A ID A N D
FIN A N C IN G O P T IO N S IN FO RM A TIO N

Director o f Financial Aid I

Thomas Francis

C A R EE R PLA N N IN G A N D PLA CEM EN TH .

Director i

Harry D. Gotwals j

A LU M N I, DEVELOPM ENT, A N D P U BLIC RELA TIO N S

■Vice President 1
gen eral

Barbara Haddad Ryan

IN FO RM A TIO N

j

Associate V ice President

Swarthmore College does not discriminate in
education or employment on the basis o f sex,
race, color, age, religion, national origin, sexu­
al preference, or handicap. T his policy is con­
sistent with relevant governmental statutes
and regulations, including those pursuant to
Title IX o f the Federal Education Amendments
o f 1972 and S e ctio n 504 o f the Federal
Rehabilitation A ct o f 1973.
T his Bulletin contains policies and program
descriptions as of July 31, 1996, the date of
publication, and should be used solely as an
informational guide. T h e College reserves the
right to alter or amend at any time the policies
or programs contained in the Bulletin. Students
are responsible for informing themselves of
current policies and m eeting all relevant
requirements.

T h e Swarthmore College B u lletin (ISSN |
0 888-2126), o f which this is Volume XCIV,
number 1, is published in September,
November, January, February, May, and August
by Swarthmore College, 500 College Avenue,
Swarthmore, PA 19081-1397.
Periodical postage paid at Swarthmore, PA
19081 and additional mailing offices. Permit
number 0530-620. Postmaster: Send address
changes to Swarthmore College Bulletin, 500
College Avenue, Swarthmore, PA 19081-1397.
Phone (610) 328-8000
Printed in U .S.A .

y

Table of Contents

CA LEN D A R

I

h

ni
IV

v

VI

4

IN TR O D U C T IO N 8
ED U CA TIO N A L R E SO U R C E S
A D M ISSIO N 18
EXPEN SES 21
FIN A N C IA L A ID
C O LLEG E LIFE

9

23

36

ED U CA TIO N A L P R O G R A M 55
FA CU LTY R EG U LA TIO N S 65
DEG REE R EQ U IR EM EN TS 69
AW ARDS A N D PRIZES 71
FELLO W SH IPS 76
C O U R SE S O F IN ST R U C T IO N
A rt 80
Asian Studies 87
Biology 91
Black Studies 96
Chemistry 99
Classics 105
Computer Science 110
Economics 116
Education 122
Engineering 127
English Literature 136
Environmental Studies 153
Francophone Studies 155
German Studies 158
History 160
Interpretation Theory 170
Latin Am erican Studies 172

79
Linguistics 174
Literature 181
Mathematics and Statistics 183
Medieval Studies 192
M odem Languages and Literatures 194
Music and Dance 217
Peace and C onflict Studies 230
Philosophy 234
Physical Education and A thletics 239
Physics and Astronomy 241
Political Science 248
Psychology 257
Public Policy 265
Religion 269
Sociology and Anthropology 276
W om en’s Studies 284

T H E C O R PO R A T IO N and B O A R D O F M A N A G E R S 289
A LU M N I A SSO C IA T IO N O FFIC ER S and A LU M N I C O U N C IL
T H E FA CU LTY 295
A D M IN IST R A T IO N 313
V IS IT IN G EXA M IN ERS 324
D EG REES C O N FERRED 326
AW ARDS A N D D IST IN C T IO N S 331
EN RO LLM EN T ST A T IS T IC S 334
IN DEX

293

335

PLAN O F CO LLEG E G R O U N D S 350
D IR E C T IO N S FO R R EA C H IN G T H E C O LLEG E

352

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1997
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1998
JANUARY

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College Calendar

1996

Fall Semester

August 27'September 1

New student orientation

August 31

Registration

September 2

Classes and Seminars begin

September 27-28

Meeting o f the Board o f Managers

October 11

October holiday begins, end o f last class or seminar

October 21

October holiday ends, 8:30 a.m.

November 2 7

Thanksgiving vacation begins, end o f last class or seminar

December 2

Thanksgiving vacation ends, 8:30 a.m.

December 6-7

Meeting o f the Board o f Managers

December 10

Classes end

December 11

Enrollment for spring semester

December ¡3

Final examinations begin

December 13

Seminars end

December 21

Final examinations end

1997

Spring Semester

January 20

Classes and Seminars begin

February 28'M arch 1

Meeting o f the Board o f Managers

March 7

Spring vacation begins, end o f last class or seminar

March 17

Spring vacation ends, 8:30 a.m.

March 21-23

Black Alumni Weekend

April 18-20

Parents Weekend

May 2

Classes and Seminars end

May 2-3

Meeting o f the Board o f Managers

May 5

Enrollment for fall semester

May 8

W ritten Honors examinations begin

May 8

Final examinations begin

May 17

Final examinations end

May 19

W ritten Honors examinations end

May 19-20

Senior comprehensive examinations

May 22-24

Oral Honors examinations

June 1

Baccalaureate

June 2

Commencement

June 6-8

Alumni Weekend

1997

Fall Semester

(Tentative)
August 26-31

New student orientation

August 30

Registration

September 1

Classes and Seminars begin

September 26-27

Meeting o f the Board o f Managers

O ctober 10

O ctober holiday begins, end o f last class or seminar

O ctober 20

O ctober holiday ends, 8:30 a.m.

N ovember 26

Thanksgiving vacation begins, end o f last class or seminar

December 1

Thanksgiving vacation ends, 8:30 a.m.

D ecember 5-6

M eeting o f the Board o f Managers

D ecember 9

Classes end

December 10

Enrollment for spring semester

D ecem ber 12

Final examinations begin

December 12

Seminars end

D ecember 20

Final examinations end

1998

Spring Semester

(Tentative)
January 19

Classes and Seminars begin

February 27-28

Meeting o f the Board o f Managers

M arch 6

Spring vacation begins, end o f last class or seminar

M arch 16

Spring vacation ends, 8:30 a.m.

March 21-22

Black Alumni Weekend

May 1

Classes and Seminars end

May 1-2

M eeting o f the Board o f Managers

May 4

Enrollment for fall semester

May 7

W ritten Honors examinations begin

May 7

Final examinations begin

May 16

Final examinations end

May 18

W ritten Honors examinations end

May 18-19

Senior comprehensive examinations

May 21-23

O ral Honors examinations

May 31

Baccalaureate

June 1

Comm encement -

June 5-7

Alum ni Weekend

6

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 300 acres of rolling wooded land
in and adjacent to the borough of Swarthmore
in Delaware County, Pennsylvania. It is a small
college by deliberate policy. Its present enroll­
m ent is about 1,300 m en and women students.
T h e borough o f Swarthmore is a residential
suburb within half an hour’s commuting dis­
tance o f Philadelphia. College students are
able to enjoy both the advantages o f nearby
rural settings and the opportunities offered by
Philadelphia. T h e C ollege’s location also
makes possible cooperation with three nearby
institutions, Bryn Mawr and Haverford
Colleges and the University o f Pennsylvania.

OBJECTIVES AND PURPOSES
Swarthmore students are expected to prepare
themselves for full, balanced lives as individu­
als and as responsible citizens through exacting
intellectual study supplemented by a varied
program o f sports and other extra-curricular
activities.
T h e purpose o f Swarthmore College is to make
its students more valuable human beings and
more useful members o f society. W hile it shares
this purpose with other educational institu­
tions, each school, college, and university 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 opportunity which is
part o f the American heritage.
Swarthmore seeks to help its students realize
their fullest intellectual and personal potential
combined with a deep sense o f ethical and
social concern.

riching and exciting intellectual experiences to
students who choose to prepare for evaluation
by examiners from other colleges and universi­
ties. Throughout the curriculum, options for
independent study and interdisciplinary work
offer opportunities for exploration and devel­
opment over a wide range o f individual goals.
These opportunities typically include consider­
able flexibility o f program choices from semes­
ter to semester, so that academic planning may
be responsive to the emerging needs o f stu­
dents.

THE RELIGIOUS TRADITION
Swarthmore College was founded by members
o f the Religious Society o f Friends. Although it
has been nonsectarian in control since the
beginning o f the present century, and although
Friends now compose a minority o f the student
body, the faculty, and the administration, the
College seeks to illuminate the lives of its stu­
dents with the spiritual principles o f that
Society.
Foremost among these principles is the indi­
vidual’s responsibility for seeking and applying
truth, and for testing whatever truth one
believes one has found. As a way o f life,
Quakerism emphasizes hard work, simple living, and generous giving; personal integrity,
social justice, and the peaceful settlement of
disputes. T h e College does not seek to impose
on its students this Quaker view o f life, or any
other specific set o f convictions about the
nature o f things and the duties o f human
beings. It does, however, encourage ethical and
religious concern about such matters, and continuing exam ination o f any view which may be
held regarding them.

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TRADITION AND CHANGE
VARIETIES OF EDUCATIONAL EXPERIENCE
Education is largely an individual matter, for
no two students are exactly alike. T h e Swarth­
more College curriculum is designed to give
recognition to this fact, and seeks to evoke the
maximum effort and development from each
student. T h e Honors Program, in which
Swarthmore pioneered, offers additional en­

8

A college draws strength from tradition, and
energy from the necessity of change. Its purposes and policies must respond to new conditions and new demands. By being open to
change, Swarthmore tries to provide for its students, by means appropriate to the times, the
standard o f excellence it has sought to maintain from its founding.

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Educational Resources

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

THE ENDOWMENT
T h e 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 build­
ings, equipment, collections o f art and litera­
ture, and permanently endowed professorships,
scholarships, awards, book funds and lecture­
ships. T heir gifts to Swarthmore have not only
provided the physical plant, but also have cre­
ated an endowment fund o f approximately
$610,000,000 at market value o n M arch 31,
1996. Swarthmore ranks among the top ten in
the country in endowment per student. Income
from the endowment during the academic year
1994-95 contributed approximately $16,100 to
meet the total expense o f educating each stu­
dent and provide over 32% of the College’s
operating revenues.
T he College’s ability to continue to offer a
high quality of education depends on continu­
ing voluntary support. Swarthmore seeks addi­
tional gifts and bequests for its current opera­
tions, its permanent endowment, and its capi­
tal development programs to m aintain and
strengthen its resources. T h e Vice President in
charge of development will be pleased to pro­
vide 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 tight to the annual income during his or
her lifetime.

LIBRARIES
T he College Library is an active participant in
the instructional and research program o f the
College. T h e primary mission o f the Library is
to instruct students in effective, efficient use of
the library and to encourage them to develop

habits o f self-education so that they may use
books, libraries, and recorded communication
in all forms for a lifetime o f intellectual devel­
opment. To this end the Library acquires and
organizes books, journals, audiovisuals, and
electronic information in a variety o f digital
and other formats for the use o f students and
faculty. W hile the Library’s collections are
geared primarily towards undergraduate
instruction, the scope, nature, and depth of
student and faculty research require providing
a greater quantity o f source materials than is
typically found in undergraduate libraries.
Further needs are met through interlibrary
loan, document delivery and other cooperative
arrangements.
T h e Swarthmore College Libraries together
with those o f Bryn Mawr and Haverford col­
leges are linked in a fully automated consortial
library system, Tripod, with an online public
access catalog and reciprocal borrowing.
Tripod as well as other networked information
sources can be accessed through the Library’s
Home Page on the World W ide Web. T he
U R L is: http://www.swarthmore.edu/Library/.
Electronic bibliographic indexes and full-text
databases have become increasingly important
to undergraduate research. Swarthmore C ol­
lege and the consortium provide a growing
selection o f electron ic research databases
which are available in the Libraries and, in
many cases, networked to dormitory rooms and
other campus settings.
T h e Thomas B. and Jeanette E .L . M cCabe
Library is the center of the College Library sys­
tem housing the major portion of the College
Library collection s, reading and seminar
rooms, a video projection classroom, and
administrative offices. Total College Library
holdings amount to 880,000 volumes with
some 20,000 volumes added annually. Approx­
imately 2,400 periodical titles are received reg­
ularly. Swarthmore College participates in the
Federal Depository Library Program by select­
ing publications most appropriate to the needs
of the curriculum and the public, and by mak­
ing them easy to find through the Tripod sys­
tem.

The Cornell Library o f Science and Engineering
houses more than 71,000 volumes and serves
the scientific, academic and research needs o f
students and faculty. The Daniel Underhill Music
Library contains around 17,000 books and

9

Educational Resources

scores, 11,000 recordings and listening equip­
ment. A small collection o f relevant material is
located in the Black Cultural Center.

Special Library Collections
T h e College Library contains certain special
collections: British A m ericana, accounts o f
British travellers in the U nited States; the
works o f English poets W ordsworth and
Thomson bequeathed to the Library by Edwin
H . Wells; the works o f Seamus H eaney, winner
o f the Nobel Prize for Literature, 1995; the W.
H . Auden Collection comm emorating the
English poet who taught at Swarthmore in the
mid-forties; the Bathe Collection o f the history
o f technology donated by Greville Bathe; the
Private Press Collection representing the work of
over 6 0 0 presses; and the Swarthmoreana
Collection o f over 7,000 publications by gradu­
ates o f the College.

The Audiovisual Collection with 2,300 video­
tapes and discs and 1,400 spoken word record­
ings on disc and tape includes contemporary
writers reading from and discussing their works;
full-length versions o f Shakespearean plays
(both videocassettes and audiodiscs) and other
dramatic literature; the literature o f earlier
periods read both in modem English and in the
pronunciation o f the time; recordings o f liter­
ary programs held at Swarthmore; and video­
recordings of U .S. and foreign classics, educa­
tional, documentary, and avant-garde films.
These materials support the study o f literature,
art, dance, and history and are housed in the
M cCabe Library.
W ithin the M cCabe Library building are two
special libraries which enrich the academic
background o f the College:

The Friends Historical Library, founded in 1871
by A nson Lapham, is one of the outstanding
collections in the U nited States o f manu­
scripts, books, pamphlets, and pictures relating
to the history o f the Society of Friends, T he
library is a depository for records o f Friends
M eetings belonging to Baltim ore, Phila­
delphia, 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.
T h e W illiam Wade Hinshaw Index to Quaker
M eeting Records lists material o f genealogical
interest. Special collections include materials
on various subjects o f Quaker concern such as

10

abolition, Indian rights, utopian reform, and
the history of women’s rights. Notable among
the other holdings are the W hittier Collection
(first editions and manuscripts o f Jo h n
Greenleaf W hittier, the Quaker poet), the
M ott manuscripts (over 500 autographed let­
ters of Lucretia M ott, antislavery and women’s
rights leader), and the H icks manuscripts
(more than 300 letters o f Elias Hicks, a promi­
nent Quaker minister). T h e library’s collection
of books and pamphlets by and about Friends
numbers more than 42,000 volumes. About
200 Quaker periodicals are currently received.
There is also an extensive collection o f pho­
tographs o f meetinghouses and pictures o f rep­
resentative Friends and Quaker activities, as
well as a number o f oil paintings, including two
versions o f “T h e Peaceable Kingdom” by
Edward Hicks. It is hoped that Friends and oth­
ers will consider the advantages of giving to
this library any books and family papers which
may throw light on the history of the Society
o f Friends.

The Swarthmore College Peace Collection is of
special interest to research students seeking the
records o f the peace movement. T h e records of
the W om en’s International League for Peace
and Freedom and the personal papers o f Jane
Addams o f Hull-House, Chicago, formed the
original nucleus o f the C ollection (1930).
Over the years other major collections have
been added including the papers o f Devere
A llen, Emily Greene Balch, Julien Cornell,
Homer Jack, Lucy Biddle Lewis, A . J. Muste,
Lawrence Scott, Joh n N evin Sayre, W illiam
Sollm ann, E. Raymond W ilson, and others, as
well as the records o f the Am erican Peace
Society, A Quaker A ction Group, Business
Executives M ove, C C C O , Fellowship o f
R econ ciliatio n , Friends Com m ittee on
National Legislation, T h e G reat Peace March,
Lake M ohonk Conferences on International
Arbitration, National Interreligious Service
Board for Conscientious Objectors, National
C ouncil for P revention o f War, N ational
Council to Repeal the Draft, SA N E, W ar
Resisters League, W om en Strike for Peace,
World Conference of Religion for Peace, and
many others. T h e Peace C ollection serves as
the official repository for the archives o f many
o f these organizations, incorporated here in
more than 10,000 docum ent boxes. T h e
C ollection also houses over 12,000 books and

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pamphlets and about 2,(XX) periodical titles.
Four hundred periodicals are currently received
from 22 countries. T h e comprehensive Guide
to the Swarthmore College Peace Collection, published in 1981, and the Guide to Sources on
Women in th e Swarthmore C ollege Peace
Collection describe the archival holdings.

I ---------------------------PHYSICAL FACILITIES

Laboratories, well-equipped for undergraduate
instruction and in most cases for research, exist
in astronomy, biology, chemistry, computer science, engineering, physics, and psychology.
The Sproul Observatory, with its 24-inch visu­
al refracting telescope, is the center o f much
fundamental research in multiple star systems.
A 24-inch reflecting telescope on Papazian
Hall is used for solar and stellar spectroscopy.
The Edward M artin Biological Laboratory provides facilities for work in molecular, organismal, and population biology. A laboratory for
Interdisciplinary Research, created w ith a
grant from the Howard Hughes Medical
Institute, is designated for the conduct o f inter­
disciplinary scientific research by teams o f faculty and students selected through an internal­
ly conducted, competitive process. T h e Pierre
S. Du Pont Science Building provides accom­
modations for chemistry, mathematics, and
physics. Hicks Hall contains the engineering
laboratories, several o f which are equipped for
computer-assisted and com puter-controlled
laboratory experimentation and a solar labora­
tory. Papazian Hall provides facilities for work
in psychology, and for the engineering shops.

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The List Art Gallery for exhibitions is located in
the Eugene M. and Theresa Lang Performing
Arts Center.
I

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The Eugene M . and Theresa Lang Music Build­
ing, opened in 1973, contains an auditorium
seating approximately 500, the Daniel Under­
hill Music Library, classrooms, practice and
rehearsal rooms, and an exhibition area. It is
the central facility for the program of the
Music Department and for musical activities at
the College.

The Eugene M . and Theresa Lang Performing
I
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Arts Center, opened in January, 1991, houses
the Pearson-Hall Theatre, the largest perform­
ing stage on campus, and also the Frear

Ensemble Theatre, an experimental and in­
structional studio, the Patricia W ityk Boyer
Dance Studio and a Dance Lab, and the List
A rt Gallery. T h e Lang Performing Arts Center
also houses the offices o f the English Literature
Department, Theatre Studies program, and
Dance Department, as well as seminar rooms,
the theatre design studio, and set construction
shop. T h e Pearson-Hall Theatre has a seating
capacity o f about 825 or o f over 1,000 if seats
are placed on stage. T h e theatre can be divid­
ed in two, with a cinem a theatre on one side of
a movable soundproof wall and a more inti­
mate performing space on the other. T h e build­
ing is linked to the second floor o f the Lang
Music Building by a walk way and faces Crum
Woods over the Ann Lubin Buttenwieser

Terrace.
The Trotter/North Campus Project is the C ol­
lege’s newest and most visual commitment to
enhancing our educational environm ent.
Three years in the planning, this $25 million
project is expected to be completed by 1998.
Built in 1881, Trotter Hall is home to nearly
one-quarter of the faculty and to more than
half of all classes and seminars. Architectural
plans will maintain the historic integrity of the
exterior, and the interior will be completely
renovated to provide technologically advanced
classrooms, inviting seminar rooms, and mod­
em faculty offices. Construction on Trotter
began in February, 1996, and is slated to be
completed by the summer of 1997.
A new academic building, Kohlberg Hall, fea­
tures spaces intended for use by the entire
College community including a commons
complete with an espresso bar, T h e Scheuer
Room for lectures and gatherings, and a dra­
matic courtyard. T h e top two floors house the
three departments o f economics, modem lan­
guages and literatures, and sociology/anthropology, 44 faculty offices, 13 classrooms and
seminar rooms.
T h e new campus plans include surrounding
these academic buildings with enhanced land­
scaping, new pedestrian walkways, and the cre­
ation o f outdoor spaces conducive to convers­
ing, studying, and relaxing.

The Computing Center, with offices located in
Beardsley H all, provides computing and
telecommunication resources and support to
all faculty, registered students, and College

11

Educational Resources

staff. Academic computing resources are com­
prised o f several components: a number of
DEC Alpha servers running U N IX managed by
the Computing Center, a network o f SU N
Sparc workstations in the Computer Science
Department, a network o f HP workstations in
the Engineering Department, a Power M ac­
intosh lab in the Mathematics Department,
and D EC A lpha systems in Chemistry,
Astronomy and Physics departments. A spe­
cialized multi-media facility in Beardsley gives
faculty a place to try out new technology and
create presentations and multi-media projects
for their courses. A DEC 5900 server and a
D EC 2100 server running Oracle and S C T
Banner is used for the College’s administrative
data management needs. Fiber optic cabling
ties these components together into a campus­
wide network. T h e campus network is linked
to the Internet allowing communication and
data access on a global scale.
M acintosh computers (the personal computer
supported by the Computing Center) are wide­
ly used for word processing as well as for data
management and analysis. Power Macintosh
computers are available in public areas in
Beardsley, Du Pont, Kohlberg, and McCabe
and Cornell libraries. Virtually every adminis­
trative and faculty office is equipped with a
Macintosh. Students may connect Macintosh
computers to the campus network from their
dormitory rooms. Any M acintosh connected
to the network can be used to gain access to
electronic mail, bulletin boards, the World
W ide W eb, Tripod (the tri-college electronic
library card catalog), programming languages
(C and Fortran 77 on a DEC server), and sta­
tistical packages (S P S S on a D EC server, and
M acintosh 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. Som e of
these file servers also contain an assortment of
shareware and public domain software.
T h e Computer Store and a repair service are
both located in Beardsley. T h e Computer Store
sells a variety of M acintosh equipment and
software at very reasonable prices, and the
repair service provides on-campus repair ser­
vices for student-owned M acintosh computers.
T h e telecommunications department o f the
Computing C enter provides telephone and

12

voice mail services to faculty, staff, and stu­
dents. Every student residing in a college dor­
mitory room is provided with a private tele­
phone and personal telephone number as well
as a voice mail account. Long distance calling
is available to students.
Assistance with the use 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, located
temporarily in Parrish Hall (room 22), serves as
a laboratory for the social sciences. T h e 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. T h e Center also supports the
concentration in Public Policy through its
physical facilities, data archives and program of
events.

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

long enough period to enter into the life o f the
community. Som e o f these speakers have been
invited with the understanding that their lec­
tures should be published under the auspices of
the Foundation. T his arrangement has so far
produced eighteen volumes.

The Promise Fund, established anonymously by
an alumnus on the occasion of his graduation,
is administered by the Cooper Foundation
Committee. Income fom the Promise Fund
brings guest speakers and performers in music,
film, dance, and theatre who show promise of
distinguished achievement.

The Alfred H . Bloom Jr. and M artha B . Bloom,
parents of Alfred H. Bloom, Memorial Visiting
Scholar Fund is the gift o f Frank Solom on Jr.
'50. It brings visiting scholars to campus at the
discretion o f the president.

The Barbara Weiss Cartwright Fund for Social
Responsibility was created in 1993 by a gift from
Barbara W. Cartwright ’37 and Dorwin P.
Cartwright ’37. T h e Fund supports new or
existing programs which encourage involve­
ment in addressing societal problems through
projects initiated by the College or created by
current students. In addition, it will provide
opportunities for faculty and students to partic­
ipate in volunteer service projects linked to the
academic program.

The Jam es C . Hormel ’5 5 Endowment for Stu­
dent Services was established by James Hormel
’55 to support staffing and programs related to
student services and activities, including stu­
dent involvement in volunteering and pro­
grams to encourage greater understanding of,
sensitivity to, and incorporation into the great
society o f the differences in culture, sexual ori­
entation, or race.

The William 1. Hull Fund was established in
1958 by Mrs. Hannah C lothier Hull, Class of
1891, in memory of her late husband. Dr. Hull
was Professor o f History and International Law
at Swarthmore College for 4 8 years. T h e Fund
enables the College to bring a noted lecturer
on peace to the campus each year in memory of
Dr. and Mrs. Hull who were peace activists.

The Jonathan R. Lax Fund, created by his
bequest in 1996, supports an annual Lax C on­
ference on Entrepreneurship and Economic
Anthropology. Jonathan Lax, Class o f 1971,
was class agent and a reunion leader. His par­
ents, Stephen ’41 and Frances Lax, and broth­

ers Stephen G . Lax, Jr. (Gerry) ’74, and
Andrew Lax ’78 have been actively involved at
the College.

The Genevieve Chmg-tven Lee ’96 M emorial
Fund, established in her memory by family and
friends, recognizes the importance o f mutual
understanding and respect among the growing
number of ethnic groups in our society. T h e
Fund supports an annual lecture by a promi­
nent scholar of Asian American Studies and/or
an annual award to two students to assist in
projects pertaining to Asian American Studies.

The List G allery Exhibit Fund, established
through the generosity of Mrs. A lbert List, sup­
ports exhibits in the List Gallery o f the Eugene
M. and Theresa Lang Performing Arts Center.

The Sager Fund o f Swarthmore College was
established in 1988 by alumnus Richard Sager
’73, a leader in San Diego’s gay community. To
combat homophobia and related discrimina­
tion, the fund sponsors events that focus on
concerns of the lesbian, bisexual, and gay com­
munities and promotes curricular innovation
in the field of Lesbian and Gay Studies. T he
fund also sponsors an annual three-day sympo­
sium. T h e fund is administered by a committee
o f women and men from the student body,
alumni, staff, faculty, and administration.

The Scott Arboretum. About three hundred
twenty-five acres are contained in the College
property, including a large tract of woodland
and the valley of Crum Creek. Much o f this
tract has been developed as a horticultural and
botanical co llectio n o f trees, shrubs, and
herbaceous plants through the provisions of
the S co tt Arboretum, established in 1929 by
Mrs. A rthur Hoyt S c o tt and Ow en and
Margaret M oon as a memorial to Arthur Hoyt
S co tt o f the Class o f 1895. T h e plant collec­
tions are designed both to afford examples of
the better kinds o f trees and shrubs which are
hardy in the climate o f Eastern Pennsylvania
and suitable for planting by the average gar­
dener, and to beautify the campus. A ll collec­
tions are labeled and recorded. There are
exceptionally fine displays o f hollies, Japanese
cherries, flowering crabapples, magnolias, and
tree peonies, and a great variety o f lilacs,
rhododendrons, azaleas, and daffodils. Choice
specimens from the collections are displayed in
several specialty gardens including T h e Terry
Shane Teaching Garden, T h e Theresa Lang
Garden o f Fragrance, the Dean Bond Rose

13

Educational Resources

Garden, and the Isabelle Bennett Cosby ’28
Courtyard. Many interested donors have con­
tributed generously to the collections.
T h e 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 M erit through the
Pennsylvania Horticultural Society, the perfor­
m ance o f hollies through the Am erican Holly
Society, and the National Crabapple Evalua­
tion Program.
T h e Arboretum offers horticultural education­
al programs to the general public and Swarthmore students. These workshops, lectures, and
classes are designed to cover many facets of the
science/art called gardening. Tours are con­
ducted throughout the year for college people
and interested public groups.
Aiding the Arboretum’s staff, in all o f its
efforts, are the “Associates o f the S co tt Arbo­
retum.” T his membership organization pro­
vides not only financial support but also assis­
tance in carrying out the myriad operations
which make up the Arboretum’s total program,
such as plant propagation, public lectures, and
bus tours to other gardens. Student member­
ships are available. T h e Arboretum’s newslet­
ter, Hybrid, serves to publicize their activities
and provides up-to-date information on sea­
sonal gardening topics. Maps for self-guided
tours and brochures o f the Arboretum’s plant
collections are available at the S co tt Offices
(6 1 0 ) 328-8025, located in the Cunningham
House.
T h e S co tt Arboretum was accredited by the
Am erican Association o f Museums in 1995,
signifying its professional standards o f opera­
tion as an arboretum.

The Barnard Fund was established in 1964 by
two graduates o f the College, Mr. and Mrs.
Boyd T. Barnard o f Rosemont, Pennsylvania.
T h e fund has been augmented by the 50-year
class gifts from the classes o f 1917 and 1919,
and other friends. T h e 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 of vocal and orches­
tral scores and other musical literature, and to
provide scholarships for students in the
Departm ent o f Music who show unusual
promise as instrumentalists or vocalists.

14

The G ene D. Overstreet M emorial Fund, given
by friends in memory of G ene D. Overstreet
(1 9 2 4 -1 9 6 5 ), a member o f the P olitical
S cien ce Departm ent, 1 9 57-1964, provides
income to bring a visiting expert to the campus
to discuss problems of developing or moderniz­
ing nations and cultures.
The Benjamin West Lecture, made possible by
gifts from members o f the class of 1905 and
other friends o f the College, is given annually
on some phase o f art. It is the outgrowth o f the
Benjam in W est Society which built up a col­
lection o f paintings, drawings, and prints,
which are exhibited, as space permits, in the
college buildings. T h e lecture owes its name to
the American artist, who was bom in a house
which stands on the campus and who became
president of the Royal Academy.
The Swarthmore Chapter o f Sigma Xi lecture
series brings em inent scientists to the campus
under its auspices throughout the year. Local
members present colloquia o n their own
research.

The Lee Frank M emorial Art Fund, endowed by
the family and friends o f Lee Frank, Class of
1921, sponsors each year a special event in the
A rt Department: a visiting lecturer or artist, a
scholar or artist in residence, or a special
exhibit.

The M arjorie Heilman Visiting Artist Fund was
established by M. G rant Heilman, Class of
1941, in memory of Marjorie Heilman to stim­
ulate interest in art, particularly the practice of
art, on campus.

Endowed Chairs
*

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The Edmund Allen Professorship o f Chemistry

en the perspective of both students and faculty.

was established in 1938 by a trust set up by his
daughter Laura A llen, friend o f the college and
niece o f Manager Rachel Hillbom.

The Alexander Griswold Cummins Professorship
o f English Literature was established in 1911 in

The Franklin E. and Betty Barr Chair in Eco­
nomics was established in 1989 as a memorial
to Franklin E. Barr, Jr. ’48 by his wife, Betty
Barr.

»

»

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*

The Albert L. and Edna Pownall Buffington Pro­
fessorship was established by a bequest from
Albert Buffington, Class o f 1896, in 1964, in
honor o f his wife, Edna Pownall Buffington,
Class o f 1898.

The Dorurin P. Cartwright Professorship in Social
Theory and Social Action was created in 1993 by
Barbara Weiss Cartwright, Class o f 1937, to
honor her husband, Dorwin P. Cartwright,
Class o f 1937. T h e Professorship shall be
awarded for a period o f five years to a full pro­
fessor 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, unre­
v

stricted 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 . Clothier 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 C ivil and
Mechanical Engineering, he later approved its
being a ch air in L atin, and in 1912 he
approved its present designation.

h

The Isaac H . C bthier, Jr ., Professorship of
Biology was established by Isaac H. Clothier, Jr.
as a tribute o f gratitude and esteem for Dr.
Spencer Trotter, Professor o f Biology, 18881926.

a

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The Morris L . C bthier Professorship o f Physics
was established by Morris L. Clothier, Class of
1890, in 1905.
The Julien and Virginia Cornell Visiting Profes­
sorship was endowed by Julien Cornell ’30,
member, and Virginia Stratton Cornell ’30,
former member of the Board of Managers, to
bring professors and lecturers from other
nations and cultures for a semester or a year.
Since 1962, from every com er o f the world,
Cornell professors and their families have
resided on the campus so that they might deep­

honor o f Alexander Griswold Cummins, Class
o f 1889, by Morris L. Clothier, Class of 1890.

The Howard N . and A d a ]. Eavenson Professor­
ship in Engineering was established in 1959 by a
trust bequest o f Mrs. Eavenson, whose husband
graduated in 1895.

The Jam es C . Hormel Professorship in Social
Justice, established in 1995 by a gift from James
C . Hormel, Class o f 1955, is awarded to a pro­
fessor in any academic division whose teaching
and scholarship stimulate increased concern
for and understanding o f social justice issues,
including those pertaining to sexual orienta­
tion.

T he William L . and M arjorie C . Huganir Chair
was created in 1990 by William L. Huganir ’42.
It is to be held by the College Librarian.

The Howard M . and Charles F. Jenkins Profes­
sorship o f Q uaker History and Research was
endowed in 1924 by Charles F. Jenkins, Hon.
’26 and member o f the Board o f Managers, on
behalf o f the family o f Howard M . Jenkins,
member of the Board o f Managers, to increase
the usefulness o f the Friends Historical Library
and to stimulate interest in American and
C olonial history with special reference to
Pennsylvania. T h e fund was added to over the
years through the efforts o f the Jenkins family,
and by a 1976 bequest from C . Marshall Taylor
’04.
The William R. Kenan, Jr. Professorship was
established in 1973 by a grant from the
W illiam R. Kenan, Jr. Charitable Trust to “sup­
port and encourage a scholar-teacher whose
enthusiasm for learning, com m itm ent to
teaching and sincere personal interest in stu­
dents will enhance the learning process and
make an effective contribution to the under­
graduate community.”

The Eugene M . Lang Research Professorship,
established in 1981 by Eugene M. Lang ’38,
member o f the Board o f Managers, normally
rotates every four years among members o f the
Swarthmore faculty and includes one year
devoted entirely to research, study, enrichment
or writing. It carries an annual discretionary
grant for research expenses, books and materi­
als.

15

Endowed Chairs

The Eugene M . Lang Visiting Professorship
endowed in 1981 by Eugene M. Lang ’38,
brings to Swarthmore College for a period of
one semester to three years an outstanding
social scientist or other suitably qualified per­
son who has achieved prominence and special
recognition in the area o f social change.
The Sara Lawrence Ughtfoot Professorship was
created by the College in 1992 in recognition
o f an unrestricted gift by James A . Michener,
Class o f 1929. T h e professorship is named in
honor o f Sara Lawrence Lightfoot, Class of
1966, Doctor o f Humane Letters, 1989, and
former member o f the Board o f Managers.

The Susan W. Lippincott Professorship o f French
was endowed in 1911 through a bequest from
Susan W. Lippincott, member o f the Board of
Managers, a contribu tion from her niece
Caroline Lippincott, Class of 1881, and gifts by
other family members.

T he Edward H icks Magi'll Professorship o f
M athematics 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 Charles and Harriet C ox M cDowell Profes­
sorship o f Philosophy and Religion was established
in 1952 by Harriet C ox McDowell, Class of
1887 and member o f the Board o f Managers, in
her name and that o f her husband, Dr. Charles
McDowell, Class o f 1877.

The Mari S. M ichener Associate Professorship
was created by the College in 1992 to honor
Mrs. Michener, wife o f James A . Michener,
Class o f 1929, and in recognition o f his unre­
stricted gift.

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

The Richter Professorship o f Political Science was
established in 1962 by a bequest from Max
R ichter at the suggestion o f his friend and
attorney, Charles Segal, father o f Robert L.
Segal ’4 6 and Andrew Segal ’50.

The Scheuer Family Chair o f Humanities was cre­
ated in 1987 through the gifts o f James H.
Scheuer ’4 2 , W alter and Marge Pearlman
Scheuer ’4 8 , and their children, Laura Lee ’73,
Elizabeth H elen ’75, Jeffrey ’75, and Susan ’78
and joined by a challenge grant from T h e

National Endowment for the Humanities.

The Henry C . and J . Archer Turner Professorship
o f Engineering was established with their con­
tributions and gifts from members o f the
Turner family in 1946 in recognition o f the
devoted service and wise counsel o f Henry C .
Turner, Class o f 1893 and member o f the Board
of Managers, and his brother J. A rcher Turner,
Class o f 1905 and member o f the Board of
Managers.

The Daniel Underhill Professorship o f Music was
established in 1976 by a bequest from Bertha
Underhill to honor her husband, Class o f 1894
and member o f the Board o f Managers.

The M arian Snyder W are Professorship o f
Physical Education and Athletics was established
by Marian Snyder Ware ’38 in 1990. It is to be
held by the C h air o f the Department o f
Physical 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 W harton, President
o f the Board o f Managers.

The Isaiah V. Williamson Professorship o f Civil
and Mechanical Engineering was endowed in
1888 by a gift from Isaiah V. Williamson.

Admission

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

and applica­
Dean o f A d­
500 College
19081-1397.

Applicants considering a major in engineer­
ing must also take an SA T-II (or A chieve­
m ent Test) in mathematics.
5. A brief essay on a meaningful activity or
interest and a longer essay (subject speci­
fied).

GENERAL STATEMENT

6. Reading, research, work and travel experi­
ence, both in school and out.

In the selection o f students, the College seeks
those qualities of character, social responsibili­
ty, and intellectual capacity which it is primar­
ily concerned to develop. It seeks them, no t in
isolation, but as essential elements in the
whole personality o f candidates for admission.

Applicants must have satisfactory standing in
school and S A P s, as well as strong intellectual
interests. O ther factors o f interest to the
College include strength o f character, promise
o f growth, initiative, seriousness o f purpose,
distinction in personal and extra-curricular
interests, and a sense o f social responsibility.
T h e College values the diversity which varied
interests and backgrounds can bring to the
community.

Selection is important and difficult. N o simple
formula will be effective. T h e 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 stu­
dents o n the basis o f their individual future
worth to society and o f their collective realiza­
tion o f the purpose o f the College.
It is the policy o f the College to have the stu­
dent body represent no t only different parts of
the U nited States but many foreign countries,
both public and private secondary schools, and
various economic, social, religious, and racial
groups. T h e College is also concerned to in­
clude in each class sons and daughters of alum­
n i and o f 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 admission,
provided they meet the competition o f other
candidates in general maturity as well as readi­
ness for a rigorous academic program.
A ll applicants are selected on the following
evidence:
1. Record in secondary school.
2. Recommendations from the school princi­
pal, headmaster, or guidance counselor, and
from two teachers.
3. Scores in the SAT-I (or earlier SA T ) or the
A C T.
4. Scores in three SA T-II: Subject Tests (or
earlier Achievem ent Tests) one o f which
must be the writing or composition test.

PREPARATION
Swarthmore does not require a set plan o f sec­
ondary school courses as preparation for its
program. T h e 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 prin­
ciples o f mathematics.
3. T h e strongest possible command o f one or
two foreign languages. T h e College encour­
ages students to study at least one language
for four years, if possible.
4. Substantial course work in (a) history and
social studies, (b) literature, art, and music,
(c) the sciences. Variations o f choice and
emphasis are acceptable although some work
in each o f the three groups is recommended.
Those planning to major in engineering should
present work in chemistry, physics, and four
years o f mathematics including algebra, geom­
etry, and trigonometry.

APPLICATIONS AND EXAMINATIONS
Application to the College may be submitted
through either the Regular Decision of one of
the Early Decision plans. Applicants follow the

>

*
same procedures, submit the same supporting
materials, and are evaluated by the same crite­
ria under each plan.
>

»

ft

ft

The Regular Decision plan is designed for those
candidates who wish to keep open several dif­
ferent options for their undergraduate educa­
tion throughout the adm issions' process.
Applications under this plan will be accepted
at any time up to the January . 1 deadline, but
the Preliminary Information Form (Part 1 of
the application) should be submitted as early as
possible to create a file for the candidate to
which supporting material will be added up to
the deadine.
The Early Decision plans are designed for can­
didates who have thoroughly and thoughtfully
investigated Swarthmore and other colleges
and found Swarthmore to be an unequivocal
first choice. Early Decision candidates may file
regular applications at other colleges with the
understanding that these applications will be
withdrawn upon admission to Swarthmore;
however, one benefit o f the Early Decision
plans is the reduction of cost, effort, and anxi­
ety inherent in multiple application proce­
dures.
Application under any plan must be accompa­
nied by a non-refundable deposit o f $50.
Timetables for the plans are:

Fall Early Decision
w

Closing date for applications

November 15

Notification o f candidate

on or before
December 15

Winter Early Decision

ft

Closing date for applications
Notification o f candidate

January 1

■

Notification o f candidate
Candidates reply date

V

Application to take these tests is usually done
through th e secondary school counseling
office, but application may be made directly to
the College Entrance Examination Board, Box
592, Princeton, New Jersey 08540. A bulletin
of information may be obtained without charge
from the Board. Students who wish to be
examined in any o f the following western
states, provinces, and Pacific areas— Alaska,
Arizona, California, Colorado, Hawaii, Idaho,
M ontana, Nevada, New M exico, Oregon,
U tah, Washington, Wyoming, Alberta, British
Columbia, Manitoba, Saskatchewan, Mexico,
Australia, and all Pacific Islands including
Taiwan and Japan— should address their
inquiries and send their applications to the
College Entrance Examination Board, Box
1025, Berkeley, California 94701. Application
should be made to the Board at least a month
before the date on which the test will be taken.
For those students wishing to take the A C T,
information may be obtained by writing to
A C T, P.O. Box 414, Iowa City, 1A 52243.
No additional tests are required o f candidates
for scholarships. A ll applicants who would like
to be considered for any o f our scholarships
should complete their applications at the earli­
est possible date. Inform ation concerning
financial aid will be found on pages 23-34-

on or before
February 1

THE INTERVIEW

Regular Decision
Closing date for applications

take the SAT-I (or earlier SA T ) or the A CT.
They must also take three SAT-11: Subject
Tests (or earlier A chievem ent Tests) one of
which must be the writing or composition test.
Applicants considering a major in Engineering
must also take an SA T-II (or Achievem ent
Test) in mathematics.

January 1
on or before
April 10
May 1

Any Early Decision candidate not accepted
will receive one o f two determinations: denial
of admission, which withdraws the application
from further consideration, or a deferral of
decision, which secures reconsideration for the
candidate among the Regular Decision candi­
dates.
All applicants for first-year admission must

A n admissions interview with a representative
o f the College is a recommended part of the
application process. Applicants should take
the initiative in arranging for this interview.
Those who can reach Swarthmore with no
more than a half day’s trip are urged to make an
appointment to visit the College for this pur­
pose.* O ther applicants should request a meet­
ing with an alumni representative in their own
area. Interviews with alumni representatives
take longer to arrange than interviews on cam­
pus. Applicants must make alumni interview

Admission

arrangements well in advance o f the final dates
for receipt o f supporting materials.

APPLICATIONS FOR TRANSFER

Arrangements for on-campus or alumni inter­
views can be made by writing the Office of
Admissions or calling 610-328-8300.

T h e College welcomes well-qualified transfer
students. Applicants for transfer must have had
a good academic record in the institution
attended and must present full credentials for
both college and preparatory work, including a
statement o f honorable dismissal. They must
take the SAT-I (or earlier SA T ) given by the
College Entrance Examination Board or the
A C T if one o f these tests has no t been taken
previously.

ADVANCED PLACEMENT
Entering first-year students with special cre­
dentials may apply during the first semester for
advanced placement (placement into courses
with prerequisites) and/or credit towards grad­
uation from Swarthmore (32 credits are re­
quired). A ll decisions are made on a subject by
subject basis by individual Swarthmore depart­
ments. Typically, special credentials consist of
Advanced Placem ent exam inations o f the
College Entrance Examination Board, higher
level exam inations o f th e International
Baccalaureate, certain other foreign certifica­
tions (such as British A-Levels or the German
Abitur), or courses taken at another college.
Every effort is made to place students at the
appropriate level, but no department is
required to give credit for work done else­
where. Credit is denied if a student chooses to
take a course at Swarthmore that essentially
repeats the work covered by the credit.
In some cases students may qualify for
advanced standing— they may become juniors
in their second year. To qualify for advanced
standing a student must 1) do satisfactory work
in the first semester; 2) obtain 14 credits by the
end o f the first year; 3 ) intend to complete the
degree requirements in 3 years; and 4) signify
this intention when she/he applies for a major
by writing a sophomore paper during the spring
o f the first year.
Those students who wish to have courses taken
at another college considered for either ad­
vanced placement or credit must provide an
official transcript from the institution attended
as well as written work (papers, examinations),
syllabi, and reading lists in order that the
course work may be evaluated by the depart­
m ent 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 exam ination at Swarthmore to
validate their previous work.

20

Four semesters o f study at Swarthmore College
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 1 o f the year in which entrance
is desired. Decisions on these applications are
announced by June 1. Application for transfer
at mid-year must be received by November 15.
Financial assistance is available for transfer stu­
dents as long as they are not foreign nationals.*

*D irections for teaching the College can be
found inside the back cover o f this catalogue.

Expenses

STUDENT CHARGES
Total charges for the 1996-97 academic year
(two semesters) are as follows:
Tuition

$20,846

Room

3,688

Board

3,488

Student A ctivities Fee

208
$28,230

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 acad­
emic credit is anticipated are expected to regis­
ter in advance in the usual way and pay normal
tuition. If the student is away from the College
for a full semester, no charge for room and
board will be made; but, if a student is away
only for a part o f a semester the above charges
may be made on a pro rata basis.
Late fees of 1 K% per month will accrue on all
past-due balances. Students with past-due bal­
ances will not be permitted to attend college
the following semester.
The regular College tuition covers the normal
program o f four courses per term as well as vari­
ations of as many as five courses or as few as
three courses. Students who elect to carry more
than five courses incur a unit charge for the
additional course ($ 2 ,6 0 6 ) or h alf course

($1,303), although they may within the regular
tuition vary their programs to average as many
as five courses in the two semesters o f any aca­
demic year. College policy does not permit pro­
grams o f fewer than three courses for degree
candidates in their first eight semesters of
enrollment.
Study abroad: Students who wish to receive
Swarthmore credit for study abroad must, for
the semester or year abroad, pay the full
Swarthmore charges (excluding the student
activities fee). Financial aid is normally applic­
able to study abroad, with the approval of the
office for foreign study. Students contemplat­
ing study abroad should contact Steven Piker,
Foreign Study Advisor, well in advance for aca­
demic and administrative planning.

PAYMENT POLICY
Semester bills are mailed in July and Decem­
ber. Payment for the first semester is due by
August 1 and for the second semester by
January 2. A 1.5 percent late fee will be as­
sessed monthly on payments received after the
due date. Many parents have indicated a pref­
erence to pay college charges on a monthly
basis rather than in two installments. For this
reason, Swarthmore offers a monthly payment
plan, which provides for payment in install­
ments without interest charges. Information
on the plan is mailed to all parents in April.

WITHDRAWAL POLICY
Charges for tuition and fees will be reduced for students who withdraw for reasons approved by
the Dean prior to or during a semester. Reductions in charges will be made in the following ways:

students who withdraw prior to
week 2 o f classes
week 3 o f classes
week 4 o f classes
week 5 o f classes
week 6 o f classes
week 7 o f classes
week 8 o f classes
week 9 o f classes
week 10 o f classes
no reductions thereafter

tuition and fees will be reduced

board fees will be reduced

to $200
by 90%
by 80%
by 70%
by 60%
by 50%
no further reductions

by 95%
by 90%
by 85%
by 80%
by 75%
by 70%
by 65%
by 60%
by 55%

:

—

(continued, next page)

Expenses

T h e following penalties will be imposed on stu­
dents who select a room in the lottery but do
no t live in it.
For Fall Semester: If you selected a room in the
lottery and choose to live off-campus but are
still enrolled, you will be assessed a $500.00
penalty unless everyone in the space notifies
the Residential Life Office by the end o f the
spring semester that they will not be occupying
that room. If you selected a room in the lottery
and take a Leave of Absence and notify the
Dean’s Office by August 1, there will be a
$100.00 penalty; after August 1 and before
mid-semester, a penalty o f one half the room
charge for the semester, approximately $922;
after mid-semester, there will be no room
refund.
For Spring Semester: If you selected a room in
the lottery and choose to live off-campus but
are still enrolled, you will be assessed a $250.00
penalty unless everyone in the unit leaves this
space.
If you selected a room in the lottery and take a
Leave o f Absence and notify the Dean’sOffice
by December 1, there will be no penalty;
between December 1 and January 5, a $100.00
penalty; after January 5 and before mid-semes­
ter, one half the room charge for the semester,
$922 penalty; after mid-semester, no room
refund.
A n 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 A ll correspondence regarding
payment o f student charges should be ad­
dressed to: M onique C onstan tin o, Bursar.
610/328-8394

22

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 fifty 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 usual­
ly a combination o f scholarship, loan, and stu­
dent employment. T h e College is committed
to meeting all demonstrated financial need,
and need is assessed after a careful review of
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. Finan­
cial assistance will be offered if family resources
are not sufficient to meet College costs. T h e
amount a family is expected to contribute is
determined by weighing the family’s income
and assets against such demands as taxes, living
expenses, medical expenses, and siblings’ un­
dergraduate tuition expenses. It also includes
the expectation o f $ 1 ,3 0 0 -$ 1 ,7 0 0 from the stu­
dent’s summer earnings as well as a portion of
his or her personal savings and assets.
For 1996-97 the College bill, which includes
tuition, room and board, a comprehensive fee
and the health insurance fee, will be $28,230.
This comprehensive fee covers not only the
usual student services— health, library, labora­
tory fees, for example— but admission to all so­
cial, cultural, and athletic events on campus.
The total budget figure against which aid is
computed is $29,800. T his allows $1,570 for
books and personal expenses. A travel al­
lowance 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 stu­
dent’s aid is not withdrawn unless financial
need is no longer demonstrated. Assistance is
available only during a normal-length under­
graduate program (8 semesters) and while a
student makes satisfactory academic progress.

These limitations are applied in our considera­
tion o f a sibling’s educational expenses also.
Students who choose to live off campus may
not receive College scholarship or loan assis­
tance in excess of 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 o f aid may be used to help
meet off-campus living costs.
Students who have not previously received fi­
nancial aid may apply if special circumstances
have arisen. A student who marries may con­
tinue to apply for aid, but a contribution from
the parents is expected equal to the contribu­
tion made were the student single.
T h e College has reaffirmed its need-blind ad­
mission policy and the related practice of
meeting the demonstrated financial need o f 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 Statem ent o f Registration
Compliance, but additional funds have been
made available for those who are unable to ac­
cept need-based federal aid because they have
not registered with the Selective Service.
Aid for foreign citizens is limited and can be re­
quested during the admission process only.
A special brochure has been prepared to advise
families o f the various sources of aid, as well as
a variety of financing options. Please request a
copy.

SCHOLARSHIPS
For the academic year 1996-97 we awarded
more than $9 million in Swarthmore scholar­
ship funds. About one half o f that sum was
provided through the generosity of alumni and
friends by special gifts and the endowed schol­
arships listed on pp. 24-34. T h e Federal gov­
ernment also makes Pell Grants and Supple­
mental Educational Opportunity Grants avail­
able. It is not necessary to apply for a specific
College scholarship; the College decides who is
to receive endowed scholarships and others are
helped from general scholarship funds.
Although some endowed scholarships are re­
stricted by locality, sex, religion or physical
vigor, the College’s system o f awarding aid
makes it possible to meet need without regard

23

Financial Aid

to these restrictions. Financial need is a re­
quirement for all scholarships unless otherwise
indicated.

provides short-term loans without interest to
meet student emergencies. Income earned by
The Alphonse N . Bertrand Fund is also available
for this purpose.

w

LOAN FUNDS
STUDENT EMPLOYMENT
Long-term, low-interest loan funds with gener­
ous repayment terms combine with Swarthmore’s program o f scholarships to enable the
College to meet the needs of each student.
Although most offers o f support from the C ol­
lege 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 por­
tion o f their demonstrated need (from $1,000
to about $ 5,500) through the Stafford Loan
Programs, Perkins Loan, or the Swarthmore
College Loan (SC L ) (the College will deter­
mine which source is appropriate for the stu­
dent). Each o f these programs allows the bor­
rower to delay repayment until after leaving
school, and each allows deferment o f the debt
if the borrower goes on to graduate school. Up
to 10 years may be taken to repay Stafford
Loans, Perkins, or SC L. No separate applica­
tion is needed for the Perkins or SC L 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 PLU S Loan. Up to $30,000 per year is
available at a variable interest rate. Repayment
may be made over a period of 10 years.
Students who would like more information
about these loan programs should read our
Financial Aid Brochure.
T h e College also maintains special loan funds
which are listed below:

The Class o f 1916 Loan Fund
T he Class o f 1920 Loan Fund
The Class o f 1936 Loan Fund
The Class 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. Williams Fund
The Swarthmore College Student Loan Fund
The Joseph W. Canard M emorial Fund, estab­
lished by friends o f the late Professor Conard,

24

<1
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, de­
partmental offices, the post office, and the student-run coffee house, etc., and placements
can be arranged when students arrive in the
fall. On-campus rates o f pay run from $5.30 to
$5.83 per hour. Students receiving financial
aid are usually offered the opportunity to earn
up to $1,260 during the year and are given hir­
ing priority, but there are usually jobs available
for others who wish to work on campus.
T h e Student Employment Office publicizes
local off-campus and temporary employment
opportunities, Students are generally able to
carry a moderate working schedule without
detriment to their academic performance. We
hope that students will no t work more than
seven hours weekly.
For students who qualify under the federal
College Work-Study Program (most aided stu­
dents), off-campus placements in public or private, non-profit agencies in the local or Phila­
delphia area can be arranged through the
Financial Aid Office during the academic year
or nation-wide during the summer (when
federal funds are sufficient). Among suitable
agencies are hospitals, schools, museums, social
service agencies and local, state or federal gov­
ernment agencies.

Scholarships
A ll 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 requirement for all scholar­
ships unless otherwise indicated. N o separate ap­
plication is needed.)

<*

i
’


1*

, t

<►

The Aetna Foundation Scholarship Grant pro­
vides assistance to minority students with fi­
nancial need.

The Lisa P. Albert Scholarship is awarded to a
young man or woman on the basis of scholar­
ship and need with preference given to those
with a demonstrated interest in the humani­
ties.

The George I. AJden Scholarship Fund estab­
lished as a memorial by the Alden Trust is
awarded on the basis o f merit and need with
preference to a student from Massachusetts
studying in the sciences or engineering.

The Vivian B . Allen Foundation provides schol­
arship aid to enable foreign students to attend
Swarthmore College, as part o f the Founda­
tion’s interest in the international exchange of
students.

The Jonathan Leigh Altman Scholarship, given in
memory of this member o f the Class o f 1974 by
Shing-mei P. A ltm an ’76, is awarded, on the
recommendation of the Department o f A rt, to
a junior who has a strong interest in the studio
arts. It is held during the senior year.
The Alumni Scholarship is awarded to students
on the basis of financial need. Established in
1991, this endowment is funded through alum­
ni gifts and bequests.

The Evenor Armington Scholarship is given each
year to a worthy student with financial need in
recognition of the long-standing and affection­
ate connection between the Armington family
and Swarthmore College.
The Frank and M arie Aydelotte Scholarship is
awarded to a new student who shows promise
of distinguished intellectual attainment based
upon sound character and effective personality.
T h e award is made in honor o f Frank
Aydelotte, President of the College from 19211940, and originator o f the Honors program at
Swarthmore, and of Marie Osgood Aydelotte,
his wife.

The Philip and Roslyn Barbash, M .D . Scholarship
was endowed in 1990 as a memorial by their
daughter and son-in-law, Babette B. Weksler,
M.D. ’5 8 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 emorial Scholarship, es­
tablished in memory o f Philip H. Barley, ’66, by

his family and friends and the Class o f 1966,
which he served as president, provides finan­
cial assistance for a junior or senior who has
demonstrated outstanding leadership qualities
at Swarthmore.

The Franklin E . Barr, Jr. ’48 Scholarship is
awarded to a freshman student who has broad
academic and extracurricular interests and who
shows promise o f developing these abilities for
the betterment o f society. This scholarship is
based on need and is renewable for three years.

The H . Albert Beekhuis Scholarship in engineer­
ing is awarded on the basis of merit and need to
a freshman and is renewable through the senior
year as long as that student retains a major in
engineering. T h is scholarship is endowed
through the generous bequest of Mr. Beekhuis,
neighbor, friend, and successful engineer.

The Brand and Frances Blanshard Scholarship is
given in their memory to a deserving student
with high academic promise.

The Curtis Bok Scholarship was established in
the College’s Centennial Year 1964 in honor of
the late Philadelphia attorney, author and ju ­
rist, who was a Quaker and honorary alumnus
of Swarthmore. T h e scholarship is assigned an­
nually to a junior or senior whose qualities of
mind and character indicate a potential for hu­
manitarian service such as Curtis Bok himself
rendered and would have wished to develop in
young people. Students in any field o f study,
and from any part o f this country or from
abroad, are eligible. T h e scholarship is renew­
able until graduation.

The Edward S. Bower M emorial Scholarship,
established by Mr. and Mrs. Ward T. Bower in
memory o f their son, Class o f ’42, is awarded
annually to a man or woman student who
ranks high in scholarship, character, and per­
sonality.

The Daniel W alter Brenner M emorial Scholarship,
established by family and friends in memory of
Daniel W. Brenner, Class o f 1974, is awarded
to a senior majoring in biology who is distin­
guished for scholarship and an interest in plant
ecology, or wildlife preservation, or animal be­
havior research. T h e recipient is chosen with
the approval of biology and Classics faculty.

The M alcolm Campbell Scholarship, established
by Malcolm Campbell ’44 on the occasion of
his 50th Reunion, is awarded to a student who
is an active U nitarian Universalist with finan-

25

Financial Aid

cial need and a strong academic record. T h e
scholarship is renewable through the senior
year.

open discussion and reconciliation. T h e schol­
arship is awarded on the basis o f merit and
need and is renewable through the senior year.

The William and Eleanor Stabler C larke Scholarships, established in their honor by Cornelia

The N . Harvey Collisson Scholarship established

Clarke Schm idt ’4 6 and W. Marshall Schm idt
’47, are awarded to two worthy freshmen with
need. Preference is to be accorded to members
o f the Society o f Friends. These scholarships
are renewable through the senior year.

The Class 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 aca­
demic achievement, with preference to those
who exercise leadership in athletics and com ­
munity service. T h e scholarship is renewable
through the senior year.

The Class o f 1939 Scholarship was established at
the 50th reunion of the class in fond memory
o f Frank Aydelotte, President o f the College
from 1921 to 1940, and his wife, M arie
Aydelotte. It is awarded to a worthy student
with need and is renewable through the senior
year.

The Class o f 1941 Scholarship was created in cel­
ebration o f the fiftieth reunion o f the Class. It
is awarded on the basis o f merit and need and
is renewable through the senior year.
The Class o f 1943 Scholarship, established to
honor the 50th reunion o f that class, is award­
ed to a student in the sophomore class on the
basis of sound character and academic achieve­
ment, with preference given to those partici­
pating in athletics and community service. T he
scholarship is renewable through the senior
year.

The Class o f 1946 Scholarship, established on
the occasion of the class’s 50th Reunion in
recognition o f the Swarthmore tradition which
so influenced its members.

by his family and the O lin Mathieson Chari­
table Trust in memory o f N . Harvey Collisson
o f the Class o f 1922 is awarded to a freshman
man or woman. Selection will place emphasis
on character, personality, and ability.

The David S. Cowden Scholarship was estab­
lished by Professor David S . Cowden, Class of
1942, who taught English Literature at Swarth­
more from 1949 until his death in May 1983. It
is awarded on the basis o f financial need.

T he Marion L . D annenberg Scholarship is
awarded to a freshman student with financial
need who ranks high in personality, character,
and scholarship. T his endowment is in memo­
ry o f Mrs. Dannenberg who was mother and
grandmother o f six students who attended
Swarthmore.

The Edith Thatcher ’50 and C . Russell '47 de
Burlo Scholarship is awarded alternately to stu­
dents intending to major either in engineering
or in the humanities. It is awarded on the basis
o f need and merit and is renewable annually. It
is the gift o f Edith and Russell de Burlo.

The District o f Columbia Scholarship was estab­
lished by alumni residents in the area of
Washington, D .C ., to encourage educational
opportunity for qualified minority and disad­
vantaged students. Awards are made on the
basis of merit and need.

The Francis W. D’O lier Scholarship, in memory
o f Francis W. D ’O lier of the Class o f 1907, is
awarded to a freshman. Selection will place
emphasis on character, personality, and ability.
It is renewable through the senior year.

The Class o f 1963 Scholarship is awarded on the
basis o f merit and need and is renewable
through the senior year. T h e scholarship was
created in honor o f the class’s 25th reunion.

The Robert K . Enders Scholarship, established by
his friends and former students, to honor Dr.
Robert K. Enders, a member of the College fac­
ulty from 1932 to 1970, is awarded annually to
a worthy student with an interest in the study
o f biological problems in a natural environ­
ment.

The Class o f 1969 Scholarship was established at

The Philip Evans Scholarship is established in

the 25th Reunion o f the class in honor o f the
contributions made by Courtney Sm ith, presi­
dent o f Swarthmore College from 1953 to
1969. T h e scholarship was given with bitter­
sweet memories of the campus turmoil o f the
1960s and with confidence in the power of

fond memory o f a member o f the Class o f 1948
by his friend Jerome Kohlberg ’46 and seeks to
expand the diversity o f the Swarthmore com­
munity by bringing to this campus outstanding
students with need, whether from near or far.
T h e scholarship is awarded to members o f the

26

freshman class and is renewable annually, and
provides a summer opportunity grant which is
awarded on the recommendation o f the Dean.

The Samuel and Gretchen Vogel Feldman Scholar­
ship is awarded to a student interested in pursu­
ing a teaching career. It is awarded on the basis
of need and is renewable through the senior
year.

The Elizabeth Pollard Fetter String Q uartet
Scholarships, endowed by Frank W. Fetter ’20,
Robert Fetter ’53, Thomas Fetter ’56, and Ellen
Fetter G ille in memory o f Elizabeth P. Fetter
’25, subsidize the private instrumental lessons
of four top-notch student string players at the
College. Interested applicants should write to
the Chairman o f the Department o f Music and
should plan to play an audition at the College
when coming for an interview. Membership in
the Quartet is-competitive. A t the beginning
of any semester, other students may challenge
and compete for a place in the Quartet.

The 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 o f 1930, author o f Century o f Struggle
and Mary W ollstonecraft: A Biography. T he
scholarship is renewable through the senior
year.

The Polly and Gerard Fountain Scholarship has
been established in their honor by Rosalind
Chang W hitehead ’58 in appreciation o f their
kindness and support during her college years.
It is awarded to a freshman with need and
merit, and is renewable through the senior
year.

The David W. Fraser Scholarship. T his endowed
scholarship has been established by the Board
of Managers and friends o f David Fraser in
honor o f his service as President of Swarthmore College from 1982 to 1991. T his needbased scholarship will be awarded each semes­
ter to one student enrolled in an approved pro­
gram o f academic study outside the boundaries
o f the U nited States. Preference will be given
for students studying in Asian, Middle Eastern,
and African countries.

The Theodore and Elizabeth Friend Scholarship is
established as an expression of respect and ap­
preciation by Board members and others who
have been associated with them in the service
of Swarthmore College. T h e scholarship will
be awarded each year on the basis of need to a

worthy student.

The Joyce M erit Gilmore Scholarship is awarded
to an entering freshman, and may be renewed
for each of the following three undergraduate
years. T h e 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. T h e award was estab­
lished in 1976 by Harold Mertz ’26 in memory
o f Joyce Mertz Gilmore, who was a member of
the class of 1951.
The Barbara Entenberg Gim bel Scholarship Fund
was endowed in memory o f Barbara Entenberg
Gimbel '39 by her husband, Dr. Nicholas S.
Gimbel. T h e scholarship is awarded on the
basis o f need to a worthy student, with prefer­
ence to a black candidate.

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.
Preference is given to students from northern
California.
The Berda Goldsmith Scholarship, established
1991 in memory of Mrs. Goldsmith, is a needbased scholarship awarded annually to a music
major beginning in his or her junior year. Mrs.
Goldsmith was a music lover and patroness of
the Settlem ent Music School. Accordingly, in
the selection of T h e Berda Goldsmith Scholar,
preference will be given to a student who at­
tended the Settlem ent Music School; prefer­
ence also will be given to a student who shows
interest and proficiency in playing the piano.

The Stella and Charles Guttman Foundation
Scholarships were established in 1964 by a grant
from the Foundation to provide scholarships 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 of college and who are contemplating
graduate or professional study. T h e scholar­
ships are renewable for a second year.

The Lucinda Buchanan Thom as ’34 and Joseph
H . H afkenschiel ’37 Scholarship Fund was estab­
lished as a memorial to Lucinda Thomas in
1989 by her husband and sons, Joseph III ’68,
B.A . Thomas ’69, Mark C . ’72, and John
Proctor ’80. Lucinda’s father, B .A . Thomas,
M.D. graduated with the Class o f 1899. This
scholarship is awarded to a junior and is re­
newable for the senior year, based on need.

Financial Aid

Preference is given to students who have
demonstrated proficiency in water sports or
who have shown talent in studio arts and who
have been outstanding in service to the
College.

The M ason H aire Scholarship is given by his
wife, Vivian, in honor of this member o f the
Class o f 1937, a distinguished psychologist and
sometime member o f the Swarthmore College
faculty. T h e scholarship is awarded to a fresh­
man with financial need who is distinguished
for intellectual promise and leadership. It is re­
newable through the senior year.

The M argaret Johnson H all Scholarship for the
Performing Arts is the gift o f Margaret Johnson
Hall, Class o f 1941. It provides financial assis­
tance based on merit and need, with preference
to students intending to pursue a career in
music or dance.

The William 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 . Hitchner, Jr., ’6 7 Scholarship was
established in 1990 by the Board o f Managers
in memory o f Stephen B. Hitchner, Jr. with
gratitude for his strong leadership o f the
Student Life Comm ittee and his previous ser­
vice to the College. Recipients o f this needbased scholarship will be selected from the ju ­
nior class for their interest in a career in the
public or non-profit sectors and is renewable in
the senior year.

The Hispanic Scholarship, funded in part by the
Ahm anson Foundation and in part by Joh n C.
Crowley ’41, supports grants to Hispanic stu­
dents from the Western states.

The Betty Stem H offenberg Scholarship, estab­
lished in 1987 in honor o f this member o f the
Class o f 1943, is awarded to a junior or senior
w ith m erit and need who shows unusual
promise, character, and intellectual strength.
Strong preference is given to a student major­
ing in history.

The Hadassah M . L . H olcombe Scholarship is
awarded to a freshman with financial need and
is renewable for three years at the discretion of
the College. Preference will be given to mem­
ber^ of the Society o f Friends.

The C arl R. Horten ’47 Scholarship was created
by the Ingersoll-Rand Company. Preference in
the awarding is given to students planning to

major in engineering or pre-law.

The Richard Humphreys Fund Scholarship pro­
vides assistance to a student (or students) of
A frican descent.
The Everett L . Hunt Scholarship, endowed by
the Class o f 1937 in the name of its beloved
emeritus professor and dean, provides an unre­
stricted scholarship to be awarded annually by
the College.

The Betty P. Hunter Scholarship Fund. Betty P.
Hunter, Class o f 1948, one o f the first black
students to attend Swarthmore College, estab­
lished this fund through a bequest “to provide
scholarship aid to needy students.”
The William Y. Inouye '44 Scholarship, estab­
lished in loving memory by his family, friends,
and colleagues in recognition of his life o f ser­
vice as a physician, is awarded to a worthy ju­
nior premedical student with need. T h e schol­
arship is renewable in the senior year.

The William and Florence Ivins Scholarship Fund,
established by their daughter, Barbara Ivins,
Class o f 1935, provides financial assistance to
worthy students “in discrete aid o f their educa­
tion.”

The George B . Jackson ’21 Scholarship has been
endowed by G ene 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.

The Howard M . and Elsa P. Jenkins Scholarship
in engineering provides financial assistance to
a promising sophomore or junior with need
who is interested in pursuing a career in engi­
neering. It is the gift of Elsa Palmer Jenkins ’22,
Swarthmore’s first woman graduate in engi­
neering.

The Howard C ooper Johnson Scholarship, estab­
lished by Howard Cooper Johnson ’96, is
awarded on the basis o f all-around achieve­
ment to a male undergraduate who is a member
of the Society o f Friends.

The Edmund A . Jones Scholarship Fund was cre­
ated in 1965, awarding a grant each year to a
graduate o f Swarthmore High School and,
since 1983, to a graduate of Strath Haven High
School. In 1997, this four-year, renewable
scholarship was designated for graduates of
Strath Haven High School with demonstrated
financial need who attend Swarthmore
College. Edmund A . Jones was the son of

Adalyn Purdy Jones, Class o f 1940 and
Edmund Jones, Class o f 1939, long-time resi­
dents o f Swarthmore.

The Kennedy Scholarship is given in honor of
the parents and with thanks to the children of
Christopher and Jane Kennedy. T h e scholar­
ship is awarded on the basis o f need and merit
and is renewable through four years.

The Florence and M elville Kershaw Scholarship is
endowed in their honor by their son Thomas
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 engi­
neering, and is renewable through the senior
year.

The William H. Kistler ’43 Scholarship is en­
dowed in his memory by his wife, Suzanne, and
his friends and former classmates. It is awarded
to a needy and deserving student majoring in
engineering or economics.
The Paul and Mary Jane Kopsch Scholarship
Fund, established through a gift of Paul J.
Kopsch o f the Class of ’46, is awarded each year
to a junior premedical student(s) with finan­
cial need. T h e scholarship is renewable in the
senior year.

The Kyle Scholarship, established in 1993 by
Elena Sogan Kyle ’54, Frederick W. Kyle ’54,
and Robert B. Kyle, Jr. '52, is awarded in the ju ­
nior or senior year to a student who has shown
leadership capability, made significant contri­
butions to the life o f the College, and demon­
strated the need for financial assistance.

The Laurence Lafore ’38 Scholarship was estab­
lished in his memory in 1986 by family, friends,
classmates, and former students. Professor
Lafore, author o f numerous books and essays,
taught history at Swarthmore from 1945 until
1969. This scholarship is awarded to a needy
student showing unusual promise and is renew­
able through four years.

The Barbara Lang Scholarship is awarded to a
student in the junior class whose major is in
the arts, preferably in music, who ranks high in
scholarship and has financial need. It is renew­
able in the senior year. This scholarship was es­
tablished by Eugene M. Lang ’38 in honor of
his sister.
Eugene M . Lang Opportunity Grants are
awarded each year to as many as five entering
students who are selected by a special commit­
tee on the basis o f distinguished academic and

extra-curricular achievement and demonstra­
ble interest in social change. Stipends are
based on financial need and take the form of
full grants up to the amount o f total college
charges. Each Lang Scholar is also eligible for
summer or academic year community service
support, while an undergraduate, up to a maxi­
mum o f $11,000. Projects, which must be ap­
proved in advance by a faculty committee, are
expected to facilitate social change in a signif­
icant way. T h e program is made possible by the
gift of Eugene M. Lang ’38.

The Ida and Daniel Lang Scholarship established
by their son, Eugene M. Lang of the Class of
1938, provides financial assistance for a man or
woman who ranks high in scholarship, charac­
ter, and personality.

The Frances Reiner and Stephen Girard Lax
Scholarship has been established with prefer­
ence for minority or foreign students who show
both merit and need. This scholarship has been
endowed by the family o f Stephen Girard Lax
’4 1, who was Chairm an o f the Board of
Managers o f Swarthmore College from 1971 to
1976.

The Stephen Girard Lax Scholarship, established
by family, friends and business associates of
Stephen Lax ’41, is awarded on the basis o f fi­
nancial need every two years to a student en­
tering the junior year and showing academic
distinction, leadership qualities, and definite
interest in a career in business.
The Scott B . Lilly Scholarship, endowed by Jacob
T. Schless o f the Class o f 1914 at Swarthmore
College, was offered for the first time in 1950.
T his scholarship is in honor of a former distin­
guished Professor o f Engineering and, there­
fore, students who plan to major in engineering
are given preference. A n award is made
annually.
The Lloyd-Jones Family Scholarship is the gift of
Donald ’52 and Beverly M iller ’52 Lloyd-Jones
and their children A nn e ’79, Susan ’84,
Donald ’86, and Susan’s husband Bob Dickin­
son ’83. It is awarded on the basis of merit and
need and is renewable through the senior year.

The Joan Longer '78 Scholarship was created as a
memorial in 1989 by her family, classmates,
and friends, to honor the example o f Joan’s per­
sonal courage, high ideals, good humor, and
grace. It is awarded on the basis of merit and
need and is renewable through the senior year.

29

Financial Aid

The David Laurent Low M emorial Scholarship,
established by Martin L. Low, Class of 1940,
his wife, A lice, Andy Low, Class o f 1973, and
Kathy Low in memory o f their son and broth­
er, is awarded to a man or woman who gives
the great promise that David himself did. T he
award assumes both need and academic excel­
lence, and places emphasis, in order, on quali­
ties o f leadership, a concern for others, and
character, or outstanding and unusual promise.
T h e scholarship is awarded to a freshman and
is renewable for the undergraduate years.

The Lyman Scholarship, established by Frank L.
Lyman, Jr. ’43 and his wife, Julia, on the occa­
sion o f his 50th Reunion in 1993, is awarded to
a student who is a member of the Religious
Society o f Friends or whose parents are mem­
bers of the Religious Society of Friends, on the
basis o f need, and is renewable through the se­
nior year.

The Leland S. M acPhail, Jr. Scholarship, given
by M ajor League Baseball in recognition o f 48
years o f dedicated service by Leland S .
MacPhail, Jr. ’39, will be awarded annually to a
deserving student on the basis o f need and
merit.

The Thom as B. M cCabe Awards, established by
Thomas B. M cCabe ’15, are awarded to enter­
ing students from the Delmarva Peninsula, and
Delaware County, Pennsylvania. In making se­
lections, the Comm ittee places emphasis on
ability, character, personality, and service to
school and community. These awards provide a
minimum annual grant o f tuition, or a maxi­
mum to cover tuition, fees, room and board,
depending on need. Candidates for the
M cCabe Awards must apply for admission to
the College by December 15.

The Charlotte 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.

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

The Norman M einkoth Scholarship, established
by his friends and former students, to honor Dr.

Norman A . Meinkoth, a member o f the C ol­
lege faculty from 1947 to 1978, is awarded an­
nually to a worthy student with an interest in
the study o f biological problems in a natural
environment.

The Peter M ertz Scholarship is awarded to an en­
tering freshman outstanding in mental and
physical vigor, who shows promise of spending
these talents for the good o f the college com­
munity and o f the larger community outside.
T h e 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 o f 1957.
It is renewable for the undergraduate years.
The Mari M ichener Scholarship provides finan­
cial support to four students on the basis of
merit and need. It is the gift of James Michener
’29.
The Hajime Mitarai Scholarship, established in
1995 by Eugene M. Lang ’38 in memory o f his
close friend and the father o f Tsuyoshi Mitarai
’98, is awarded to students with financial need.
Preference is given to students with interna­
tional backgrounds.

T he M argaret M oore Scholarship Fund provides
scholarships to foreign students with a préfér­
ence given to students o f South Asian origin.

T he Florence Eising Naumburg Scholarship,
named in 1975 in honor o f the mother o f an
alumna o f the Class o f 1943, is awarded to a
student whose past performance gives evidence
o f intellectual attainm ent, leadership, and
character, and who shows potential for future
intellectual growth, creativity, and scholarship,
and for being a contributor to the College and
ultimately to society.

The Thom as S. '30 and Marian Hamming Nicely
'30 Scholarship is awarded to a freshman with
need who shows promise o f academic achieve­
m ent, fine character, and ath letic ability.
Preference will be given to a person who has
been .on the varsity tennis, squash, racquets,
golf, or swimming teams in high or preparatory
schools.

The John H . Nixon Scholarship was established
by Jo h n H. N ixon, Class of ’35, to assist Third
World students, especially those who plan to
return to their country o f origin.

The Edward L . Noyes '31 Scholarship has been
endowed in his memory by his wife, Jean
W alton Noyes ’32, his three sons and his many
friends. T h e scholarship is available to an in-

coming freshman, with preference given to
those from the southwest, especially Texas. It is
awarded on the basis o f need and merit to stu­
dents with broad interests and is renewable
through four years.

The Rogers Palmer Scholarships, established in
1973 by Rogers Palmer of the Class o f 1926, are
awarded to members of the freshman class who
show promise o f leadership and who have need
of financial assistance. T h e scholarships are re­
newable for a total of four years at the discre­
tion o f the College.

The Tory Parsons ’63 Scholarship was established
in 1991 in his memory by a member of the
Class of 1964 to provide scholarship aid to stu­
dents with demonstrated need.

The J . Roland Pennock Scholarships were estab­
lished by A nn and G uerin Todd ’38 in honor of
J. Roland Pennock ’27, R ich ter Professor
Emeritus o f Political Science. Income from this
endowment is to be used to award four scholar­
ships on the basis o f merit and need, preferably
to one scholar in each class.

The Cornelia Chapman and Nicholas O . Pittenger
Scholarship, established by family and friends, is
awarded to an incoming freshman man or
woman who ranks high in scholarship, charac­
ter, and personality and who has need for fi­
nancial assistance.

Laurama Page Pixton '43 Scholarship provides fi­
nancial assistance for foreign students studying
at Swarthmore, with preference for those from
the former Soviet U nion and Eastern Europe.
It is a gift o f her brother Edward Page, Class of
1946.
The Anthony Beekm an Pool Scholarship. This
scholarship is awarded to an incoming fresh­
man man o f promise and intellectual curiosity.
It is given in memory of Tony Pool o f the Class
of 1959.
The Richard ’36 and Helen Shilcock Post ’36
Scholarship, established in 1995 by H elen
Shilcock Post ’36, B ill ’61 and Suzanne Rekate
Post ’65, Carl ’66 and Margery Post A bbott ’67,
Barbara Post W alton, Betsy Post Falconi,
Richard W. ’9 0 and Jennifer Austrian Post ’90
and their families, is awarded to a well-rounded
first-year student who demonstrates merit,
need, and an interest in athletic endeavors. It
is renewable through four years.

The Henry L. Price, Jr., M .D ., ’44 Scholarship
in Natural Sciences was established in 1994 by

Hal and Meme Price and is awarded to a stu­
dent who has declared the intention to choose
a major in the Division of Natural Sciences ex­
cluding engineering. It is awarded on the basis
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.

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

The Byron T. Roberts Scholarship, endowed by
his family in memory o f Byron T. Roberts, T 2 ,
is awarded annually to an incoming student
and is renewable for his or her years o f study at
Swarthmore.

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

The Edwin P. Rome Scholarship provides finan­
cial assistance to worthy students with need. It
was established in memory of Edwin P. Rome
’37 by his wife, Mrs. R ita Rome, and the
William Penn Foundation on whose board he
served.
The Alexis Rosenberg Scholarship Fund, estab­
lished by T h e A lexis Rosenberg Foundation,
provides aid for a freshman student. It is award­
ed annually to a worthy student who could not
attend the College without such assistance.

The Ida and William Rosenthal Scholarship was
established by Elizabeth Colem an ’69 to be
awarded to a student with need from a middle
income family.

The Girard Bliss Ruddick ’27 Scholarship is
awarded to a junior on the basis of merit and
need, with preference to an economics major.
It is renewable in the senior year. T h e Marcia
Perry Ruddick Cook ’27 Scholarship is award-

31

Financial Aid

ed to a junior on the basis o f merit and need,
with preference to an English Literature major,
and is renewable for the senior year. Both
scholarships are endowed by ]. Perry Ruddick
in memory o f his parents.

The Nancy Baxter Skallerup Scholarship, estab­

The David Barker Rushmore Scholarship, estab­

tablished in 1981 by a member of the Class of
1943 is awarded to a deserving student on the
basis o f merit and need.

lished in honor o f David Barker Rushmore,
Class o f 1894, by his niece Dorothea Rushmore
Egan ’24, is awarded annually to a worthy stu­
dent who plans to major in Engineering or
Economics.

The Katharine Schemum 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 no t be excluded from con­
sideration. Awarded in honor of Katharine
Scherm an, o f the Class of 1938, it is renewable
for the full period o f undergraduate study.

The Howard A . Schneiderman, Class o f 1948,
Scholarship, established in 1991 by his family, is
awarded to a freshman student and is renew­
able through the senior year. Preference is
given to students with interest in the biological
sciences.

The Jo e and Terry Shane Scholarship, created in
honor o f Joe Shane ’25, who was Vice Presi­
dent o f Swarthmore College’s Alumni, Devel­
opment, and Public Relations from 1950-1972,
and his wife, Terry, who assisted him in count­
less ways in serving the College, was estab­
lished by their son, Larry Shane ’56, and his
wife, Marty Porter Shane ’57, in remembrance
o f Joe and Terry’s warm friendship with gener­
ations o f Swarthmore alumni. T his award is
made to a freshman student on the basis of
merit and need. It is renewable through four
years.
The Florence C reer Shepard ’26 Scholarship, es­
tablished by her husband, is awarded on the
basis o f high scholastic attainment, character,
and personality.

lished by her husband and children, is awarded
to an incoming freshman with financial need.
It is renewable through four years.

The William W. Slocum, Jr. Scholarship fund es­

T he Courtney C . Smith Scholarship is for stu­
dents who best exemplify the characteristics of
Swarthmore’s N inth President: intellect and
intellectual courage, natural dignity, humane
purpose, and capacity for leadership. Normally
the award will be made to a member of the
freshman class on the basis o f merit and need.
It is renewable during the undergraduate years.
Holders of this scholarship gain access to a spe­
cial 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 o f stewardship of the
College’s affairs and his tragic death in its ser­
vice.
The W.W. Smith Charitable Trust provides
scholarships to students who qualify on the
basis o f need and merit.

The H arold E . and Ruth Colwell Snyder Pre­
medical Scholarship is the gift o f Harold E,
Snyder, Class o f 1929. It provides support up to
full tuition and fees for junior or senior pre­
medical students and is awarded on the basis of
merit and need.
The Cindy Solomon M emorial Scholarship is
awarded with preference to a young woman in
need o f financial assistance, and who has spe­
cial talent in poetry or other creative and
imaginative fields.
The H elen Solomon Scholarship is given in her
memory by her son, Frank Solom on Jr. o f the
Class o f 1950. It is awarded to a freshman oh
the basis of merit and need and is renewable
through the senior year.

The Sarah W. Shreiner Scholarship, given in lov­

The Babette S. Spiegel Scholarship Award, given

ing memory by her daughter, Leah S. Leeds of
the Class o f 1927, is awarded annually to a
woman who ranks high in scholarship, charac­
ter, and personality.

in memory of Babette S. Spiegel, Class of 1933,
is awarded to a student showing very great
promise as a creative writer (in any literary
form) who has need of financial assistance.
T h e Department of English determines those
eligible.

The William C . and Barbara Tipping Sieck Schol­
arship is awarded annually to a student showing
distinction in academics, leadership qualities,
and extra-curricular activities, and who indi­
cates an interest in a career in business.

32

The Harry E. Sprogell Scholarship was estab­
lished in 1981 in memory of Harry E. Sprogell
’32, and in honor o f his class’s 50th reunion. It

4

t ----------------------------------1 is awarded to a junior or senior with financial
need who has a special interest in law or music.

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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.

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The David Parks Steelman Scholarship Fund, established in his memory in 1990 by C . William
’63 and Linda G . Steelm an, is awarded annual| ly to a deserving male or female student on the
basis of merit and need, with a preference for
someone showing a strong interest in athletics.

f

The Stella Steiner Scholarship, established in

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1990 by Lisa A . Steiner ’54, in honor o f her
mother, is awarded to a first-year student on
the basis o f merit and need. This scholarship is
renewable through the senior year.

The Clarence K . Streit Scholarship is awarded to
a student entering the junior or senior year and
majoring in history. Preference is given to persons, outstanding in initiative and scholarship,
who demonstrate a particular interest in
American pre-Revolutionary W ar History.
This scholarship honors Clarence K. Streit, author of U nion Now: A Proposal For A n
Atlantic Federal U nion o f the Free, whose
seminal ideas were made public in three
Cooper Foundation lectures at Swarthmore.
The Katharine Bennett Tappen, Class o f 1931,
Memorial Scholarship, established in 1980 is
awarded to a freshman student. T h e scholarship is renewable for four years at the discretion of the College. Preference is given to a resident of the Delmarva Peninsula.

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The Newton E . Tarble Award, established by

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Newton E. Tarble of the Class of 1913, is granted to a freshman man who gives promise of
leadership, ranks high in scholarship, character, and personality, and resides west o f the
Mississippi River or south of Springfield in the
State of Illinois.

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The Audrey Friedman Troy Scholarship, established by her husband, M elvin B . Troy ’48, is
awarded to a freshman man or woman. T h e
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.

I The Robert C . and Sue Thomas Turner ScholarI ship is awarded to a deserving student on the

basis o f merit and financial need.

The Vaughan-Berry Scholarship was established
by Harold S. Berry ’28 and Elizabeth Vaughan
Berry ’28 through life income gifts, to provide
financial assistance to needy students.
The Stanley and Connne W eithom Scholarship
Fund was established to provide financial assis­
tance on the basis o f need and merit.

The Elmer L. W inkler Scholarship Fund, estab­
lished in 1980 by a member o f the Class of
1952, is awarded annually to a deserving stu­
dent on the basis o f merit and need.
T he Letitia M . W olverton Scholarship Fund,
given by Letitia M. W olverton 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 com plete their education at
Swarthmore College.
The Frances '28 and John Worth ’3 0 Scholarship
was established by Frances Ramsey W orth in
1993 and is awarded to a first-year student with
strong academic credentials and with financial
need. T h e scholarship is renewable through
the senior year.
The Harrison M . Wright Scholarship was created
by friends, colleagues, and former students of
Harrison M. Wright, Isaac H. Clothier Pro­
fessor o f History and International Relations,
upon the occasion o f his retirement from the
College. T h e annual scholarship supports a stu­
dent for a semester o f study in Africa.

The M ichael M . and Zelma K . Wynn Scholarship
was established in 1983 by Kenneth R . Wynn
’73 in honor o f his mother and father. It is
awarded annually to a student on the basis of
need and merit.
T h e income from each o f the following funds is
awarded at the discretion o f the College.

The Barclay G . Atkinson Scholarship Fund
The Barcus Scholarship Fund
The Belville Scholarship
The Book and Key Scholarship Fund
The Leon Willard Briggs Scholarship Fund
The John S. Brod Scholarship
The Robert C . Brooks Scholarship Fund
The Clu Omega Scholarship
The Class o f 1913 Scholarship Fund
The Class o f 1914 Scholarship Fund

33

Financial Aid

The
The
The
The
The
The
The
The

Class o f 1915 Scholarship Fund
Class o f 1917 Scholarship Fund
Class o f 1925 Scholarship Fund
Class o f 1956 Scholarship Fund
Susan P. Cobbs Scholarship
Cochran M emorial Scholarship Fund
Sarah Antrim C ole Scholarship Fund
Charles A . Collins Scholarship Fund

The Stephanie Cooley '70 Scholarship
The Ellsworth F. Curtin M emorial Scholarship
The D elta Gam ma Scholarship Fund
The George EUsler Scholarship Fund
The J . Horace Ervicn Scholarship Fund
The Howard S. and Gertrude P. Evans
Scholarship Fund
The Joseph E . Gillingham Fund
The Mary Lippincott Griscom Scholarship
T h eJ. Philip Herrmann Scholarship
The A . Price Heusner Scholarship
The Rachel W. HiUbom Scholarship
The A aron B . Ivins Scholarship
The George K . and Salite K . Johnson Scholarship
Fund
The Kappa Kappa Gam ma Scholarship
The Jessie Stevenson Kovalenko Scholarship Fund
The W alter W. Krider Scholarship
The Lafore Scholarship
The E . Hibberd Lawrence Scholarship Fund
The Thom as L. leed om Scholarship Fund
The Sarah E . Lippincott Scholarship Fund
The Long Island Quarterly Meeting, N .Y .,
Scholarship
The Mary T. Longstreth Scholarship Fund
The C lara B . M arshall Scholarship Fund
The Edward Martin Scholarship Fund
The Jam es E . M iller Scholarship
The H oward O sbom Scholarship Fund
The H arriet W. Paiste Fund
The Susanna Haines '80 and Beulah Haines
Parry Scholarship Fund
The T .H . Dudley Perkins Scholarship Fund
The W innifred Polland Pierce Scholarship Fund
The Mary C oates Preston Scholarship Fund
The David L . Price Scholarship
The Robert Pyle Scholarship Fund

34

The George G . and H elen G askill Rathje '18
Scholarship
The Reader’s Digest Foundation Endowed
Scholarship Fund
The Fred C . and Jessie M . Reynolds Scholarship
Fund
The Lily Tily Richards Scholarship
The Adele Mills Riley M emorial Scholarship
The Edith A . Runge Scholarship Fund
The Am elia Emhardt Sands Scholarship Fund
The William G . and Mary N . Senill Honors
Scholarship
The Clinton G . Shafer Scholarship
The Caroline Shero Scholarship
The Annie Shoem aker Scholarship
The W alter Frederick Sims Scholarship Fund
The Frank Solomon M emorial Scholarship Fund
The Mary Sproul Scholarship Fund
The H elen G . Stafford Scholarship Fund
The Francis Holmes Strozier M emorial
Scholarship Fund
The Joseph T. Sullivan Scholarship Fund
The Phebe Anna Thom e Fund
The Titus Scholarships Fund
The Daniel Underhill Scholarship Fund
The William Hilles Ward Scholarships
The Deborah F. W harton Scholarship Fund
The Thomas H . White Scholarship Fund
The Samuel WiUets Scholarship Fund
The I.V. Williamson Scholarship
The Edward Clarkson Wilson and Elizabeth T.
Wilson Scholarship Fund
The Mary W ood Scholarship Fund
The Roselynd Atherholt W ood '23 Fund

College Life

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

36

is filed within the College system.
T h e following is a summary and explanation of
the rights, responsibilities, and rules governing
student conduct at Swarthmore College. T his
Statem ent serves as a general framework and is
not intended to provide an exhaustive list of
all possible infractions. Students violating any
o f the following are subject to disciplinary action. AH sanctions imposed by the judicial systern must be obeyed or additional penalties will
be levied. For a description of the College’s judicial process, please See the section below on

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Student Judicial System.

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Academic and Personal Integrity

Academic Freedom & Responsibility
Swarthmore College has long subscribed to the
fundamental tenets o f academic freedom articulated in the 1940 Statement o f Principles on
Academic Freedom and Tenure by the American
Association o f University Professors. T his doc­
trine has been reiterated and amplified in the
Association’s 1970 Statement on Freedom and
Responsibility. Swarthmore College adheres to
the 1970 Statem ent, relevant portions o f
which are reproduced below. T h e complete
texts o f the Association’s 1940 and 1970 state­
ments may be found in A A U P publications:
“Membership in the academic community im­
poses on students, faculty members, adminis­
trators, 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 o f in­
quiry and instruction, and free expression on
and off the campus. T h e expression o f dissent
and the attempt to produce change, therefore,
may not be carried out in ways which injure in­
dividuals or damage institutional facilities or
disrupt the classes o f one’s teachers or col­
leagues. Speakers on campus must not only be
protected from violence, but also be given an
opportunity to be heard. Those who seek to
call attention to grievances must not do so in
ways that significantly impede the functions of
the institution.”
T h e College policy governing faculty obliga­
tion in the area o f academic freedom and re­
sponsibility is found on page II-A -1 o f the
F acuity Handbook. If a student has a grievance
against a faculty member that cannot be resolved directly through the faculty member in­
volved, the student should take her or his con-

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cems to the department chair. If the grievance
remains unresolved, the student should contact the Provost.

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Academic Honesty
(Adopted by the Faculty May 19, 1984)

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The Faculty H andbook states, “Academic honesty is a foundation of academic life.” One of
its tenets is that all scholars present_as their
work only that which is truly their own. For
students this standard embraces all work submitted for academic purposes, not only examinations, laboratory reports, term papers, essays,
etc., handed in for academic credit, but also papers written for seminar or for class discussion,
whether graded or not. Transgressions o f this
principle are known as plagiarism, the use of another’s ideas, language or thoughts and representation of them as one’s own.

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When an instructor suspects plagiarism in a
piece of written work, the instructor should
present the evidence to the student who submitted it. If the student is unable to remove the
instructor’s suspicion o f guilt, the instructor is
required to submit the case to the Dean for
consideration by the College Judicial Committee. In its deliberations, the Comm ittee considers the following to be evidence o f 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 of reworded or restated material— even when loosely paraphrased;
3) the inclusion o f another’s data, ideas or arguments when not acknowledged by footnote
and reference.

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Writers may refer to a handbook on scholarly
writing for information about correct citation
procedures. T h e M LA Handbook is particularly
useful since it also provides examples of plagiarism. Supplementary departmental regulations
governing jo in t projects, etc., may be found on
file in departmental offices. T h e 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 documentation.

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Fear of being charged with plagiarism need not
inhibit anyone from appropriately using

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another’s ideas or data in a piece 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 au­
thors at least by means of quotation marks,
footnotes, and references, if not also with intext phraseology like “Einstein argued in 1900
th a t.. . ” or “As Melville implies in Chapter 3 of
Moby Dick. .. . ” Such usage is fully within the
tradition of forthright academic work.
Because plagiarism is considered so serious a
transgression, it is the opinion of the faculty
that for the first offense failure in the course
and, as appropriate, suspension for a semester
or deprivation of the degree in that year is suit­
able; for a second offense the penalty should
normally be expulsion. Cases of alleged acade­
m ic dishonesty are brought before the College
Judicial Comm ittee.”
Submission o f the Same Work in
More than O ne Course
W hen submitting any work to an instructor for
a course, it is assumed that the work was pro­
duced specifically for that course. Submission
o f the same work in more than one course
without prior approval is prohibited. If the
courses are being taken concurrently, approval
of the professors for both courses is required. If
a student wishes to submit a paper which was
written for a course taken in a previous semes­
ter, the student need only obtain the permis­
sion o f the professor teaching the current
course involved.
Library/Educational Materials Ethics
Students may no t hinder the educational op­
portunity o f other students by behavior such as
removing, hiding, or defacing educational ma­
terials.
Statem ent on Computing
U se o f the Swarthmore College computer sys­
tem and networks is governed by the general
norms o f responsible community conduct de­
scribed in the student, faculty and staff hand­
books, by local, state and federal laws, and by
College policies specific to use o f the comput­
er systems and networks, which are described
in the following sections.
Swarthmore College normally grants access to
its computing network and systems to current­
ly enrolled students, to current and emeritus
faculty, and to currently employed staff. By

37

College Life

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 accounts or are system administratots.

pected to report it to a system administrator.

or use of copyrighted software in violation of
vendor license requirements is strictly forbid­
den. N ot only does such violation (“software
piracy”) wrongly appropriate the intellectual
property o f others, but it places the individual
user and the College at risk o f legal action.

2. Swarthmore College for its part assures users
that College personnel are obliged:

Violations o f these rules which come to the at­
tention o f T h e Computing Center will be re­
ferred as appropriate to the offices o f the Dean,
Provost or Personnel. These offices will consid­
er violations using information provided by the
Computing Center. In cases o f violation o f “f ’
above, the Computing Center may temporari­
1. Users o f services operated by Swarthmore
ly withhold services from students, faculty or
College have the following obligations and re­
staff. T h e case will then be referred in a timely
sponsibilities:
a.
To respect software copyright. T h e copying manner to the appropriate College authorities.

b. To protect their accounts from unautho­
rized use by others. Users are responsible for all
activities under their userid, and must take rea­
sonable steps to insure that they alone, or some
authorized person under their direct control,
have access to the account.
c. To respect the integrity o f other user’s ac­
counts. Individuals must not use another per­
son’s userid without express permission or at­
tempt to decode passwords or to access infor­
mation illegitimately. A system administrator
is allowed to decode passwords as part o f regu­
lar operations.
d. N ot to send forged Email (mail sent under
another user’s name) , or to read Email ad­
dressed to another user, for example, by access­
ing their electronic mailbox, or mail residing in
system files. Potentially offensive electronic
communication shall be considered as it would
be if conveyed by other media.

a. To grant personal files on College comput­
ers (for example, files in a user’s account) the
same degree o f privacy as personal files in
College-assigned space in an office, lab or dor­
mitory (for example, files in a student’s desk);
to grant private communications via computer
the same degree o f protection as private com­
munications in other media; and to treat an ar­
ticle on a U SE N E T newsgroup or other bul­
letin board analogously to a poster or a College
publication.
b. To take reasonable steps to protect users
from unauthorized entry into their accounts or
files, whether by other users or by system ad­
ministrators, except in instances where a sys­
tem-related problem requires such entry.
c.
To take reasonable steps to prevent the dis­
semination o f information concerning individ­
ual user activities, for example, records o f users
entering a bulletin board network.

Acknowledgements: Som e o f the above rules
and guidelines have been adapted from earlier
statements in the Swarthmore College Student
H andbook, and from materials made available
e.
To avoid excess use o f shared resources,from the Electronic Frontier Foundation, in­
cluding the policy statements o f the American
whether through monopolizing systems, over­
Association of University Professors, Columbia
loading networks, misusing printer or other re­
University, the University o f Delaware, the
sources, or sending “ju n k m ail.” T h e
U niversity o f Southern C alifornia at Los
Computing Center will from time to time issue
Angeles, and Virginia Tech University.
guidelines to the use o f shared resources. Since
Swarthmore College provides and maintains
False Information, Misrepresentation, and
these systems to further its academic mission,
Identification
using computers for non-academic purposes
A student may not knowingly provide false in­
has low priority.
formation or make misrepresentation to any
f.
To avoid engaging in any activity that may College office. Students are obligated to pro­
reasonably be expected to be harmful to the
vide College personnel with accurate identifi­
systems operated by the College or a third party
cation upon request.
or to information stored upon them. W hen a
system vulnerability is discovered, users are ex­

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Forgery or Unauthorized Possession
In addition to the forgery, alteration, or unau­
thorized possession or use o f College docu­
ments, records, or instruments o f identifica­
tion, forged communications (paper or elec­
tronic mail) are prohibited.
2. Violence, A ssault, Intim idation,
and Harassm ent
(for sexual violations see Sexual Misconduct)
Swarthmore College seeks to maintain an en­
vironment o f mutual respect among all its
members. A ll forms o f violence, assault, intim ­
idation, and harassment, including that based
on sex, race, color, age, religion, national ori­
gin, sexual preference, or handicap, undermine
the basis for such respect and violate the sense
of community vital to the Colleges education­
al enterprise. T his statement o f policy should
not be taken to supersede the Colleges com­
mitment to academic freedom, which it hereby
reaffirms. T h e reasoned expression of different
views plays a particularly vital part in a college
community. Freedom o f expression, fundamen­
tal to an exchange o f views, carries with it
corollary responsibilities equally basic to rea­
soned debate.
Violence and Assault
Students may no t engage in physical violence
against others. Those who do will be subject to
serious sanctions.
Intimidation
Verbal, written, or electronic threats of vio­
lence or other threatening behavior directed
toward another person or persons that reason­
ably leads the person or persons to fear for their
well-being constitutes intimidation and is pro­
hibited. Anyone who attempts to use intimida­
tion or retaliation against someone who reports
an incident, brings a complaint, or participates
in an investigation in an attempt to influence
the judicial process will be subject to serious
sanctions.
Harassment
The College seeks to sustain an environment
in which harassment has no place. Those who
harass others will be subject to serious sanc­
tions.
Definition: 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 em­
ployed by the College), or have access and op­
portunity to participate in all and any aspect of
campus life. Usually, this behavior must also be
repeated or persistent to be adjudicable, al­
though a single extreme incident may be con­
sidered for formal adjudication.
Stalking: Stalking is a form o f harassment,
which, following the PA Criminal Code, oc­
curs when a person engages in a course of con­
duct or repeatedly commits acts toward anoth­
er person, including following the person with­
out proper authority, under circumstances that
demonstrate either o f the following: placing
the person in reasonable fear o f bodily injury;
or reasonably causing substantial emotional
distress to the person.
Resolution and support
Members o f the Swarthmore College commu­
nity may find it appropriate, in cases o f speech
or other actions they find offensive, wrong, or
objectionable, to respond with further discus­
sion, exchange o f views, and reasoned argu­
ment. However, whether or not they decide to
exchange views (and in the most serious cases,
this approach might not be desirable) students
have the right to request mediation or to initi­
ate 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 o f these
individuals in no way limits a students options
for resolution nor obligates the student to a
particular course o f action.
3.

Sexual M isconduct

Sexual misconduct represents a continuum of
behaviors ranging from physical sexual assault
and abuse to sexual harassment and intimida­
tion and is a serious violation of the Colleges
code o f conduct. Both women and men can be
subject to and can be capable o f sexual mis­
conduct. It can occur between two people
whether or not they are in a relationship in
which one has power over the other, or are of
different sexes.
Charges of sexual misconduct may be handled
according to either informal or formal proce­
dures. Regardless o f whether or not options for
resolution are pursued within the College sys­
tem, complainants always have the option of

College Life

filing charges in civil or criminal court. It is im­
portant to note that discussing concerns with
or seeking clarification or support from the
Gender Education Advisor, a dean, or others
does not obligate a person to file a formal com ­
plaint initiating judicial procedures. T h e
Gender Education Advisor will register each
request for assistance in resolving a case in­
volving charges o f sexual misconduct, whether
formal or informal. These records 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 sex­
ual contact that occurs without the consent of
the other person. Specifically, it is intentional
physical contact with an intimate part o f the
body or with clothes covering intimate body
parts w ithout the consent o f th e person
touched. Sexual assault includes but is not lim­
ited to sexual penetration o f an unwilling per­
sons genital, anal, or oral openings; touching
an unwilling persons intimate parts Such as
genitalia, groin, breasts, lips, buttocks or the
clothes covering them; or forcing an unwilling
person to touch another persons intimate parts
or clothes covering them. W hen sexual asault
occurs repeatedly between individuals, it is re­
ferred to as sexual abuse.
Consent: Students have the responsibility to
ensure that any sexual interaction occurs only
with mutual consent. If a person indicates that
she/he does not want sexual contact then any
further sexual contact is considered to be with­
out the persons consent. If the person has
agreed to sexual interaction, she/he has the
right to change her/his mind and indicate that
she/he no longer wants to continue the inter­
action. A person has the right to indicate
she/he does no t want any further sexual con­
tact no matter how much sexual interaction
has already taken place. Valid consent cannot
be obtained from someone who is asleep, un­
conscious, coerced, or is otherwise unable to
give informed, free, and considered consent. It
must be emphasized that the consumption of
alcohol and other drugs may substantially im­
pair judgment and the ability to give consent.
Those who willingly permit themselves to be­
come impaired by alcohol or other drugs may
be putting themselves at greater risk, but this
impaired state provides no defense for those

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who take advantage o f people whose judgment
and control are impaired.
Sexual Harassment
T h e following definition is based on that for­
mulated by the Federal Equal Opportunity
Commission. Sexual harassment, a form o f dis­
crim ination based on sex, gender, or sexual ori­
entation, clearly endangers the environment of
mutual respect and is prohibited. Because be­
havior that constitutes sexual harassment is a
violation of federal law- (Title V II of the Civil
Rights A c t o f 1964, Title IX o f the Education
Amendments of 1972), any individual who
feels that she or he has been subjected to sexu­
al harassment has the right to initiate legal
proceedings in criminal or civil court in addi­
tion to or in lieu o f a complaint pursuant to
this policy.
Definition: Sexual harassment is of two basic
types: a. any action, verbal expression, usually
repeated or persistent, or series o f actions or ex­
pressions that have either the intent, or are
reasonably perceived as having the effect, of
creating an intimidating, offensive, hostile, or
demeaning educational, employment, or living
environment for a student or College employ­
ee, by focussing on that person’s gender. A hos­
tile environment is defined as one that inter­
feres 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. (Haras­
sment creating a hostile environment); b. any
action in which submission to conduct o f a
sexual nature is made either explicitly or im­
plicitly a term or condition of an individual’s
education or employment, or submission to or
rejection o f such conduct is used as the basis for
academic or employment decisions affecting
that individual. (Quid Pro Quo Harassment).
Because at Swarthmore it is no t unusual for
students to supervise other students, or for stu­
dents to have actual or perceived power or in­
fluence over another students academic perfor­
mance (e.g., student graders, student laborato­
ry assistants, and student writing associates),
there can exist a power imbalance between stu­
dents that makes it possible for quid pro quo
harassment to occur between them.
Descriptions: Sexually harassing behaviors dif­
fer in type and severity and can range from sub­
tle verbal harassment to unwelcome physical

contact. Sexual harassment includes but is not
limited to: a. unwelcome verbal or physical ad­
vances, persistent leers, lewd comments;b. the
persistent use o f irrelevant references that in­
sult or degrade a person’s gender, or the use of
sex stereotypes to insult or degrade;c. the use
by a person in authority o f his/her position to
coerce another person to do something 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 defini­
tion of sexual harassment and many differing
notions o f what behaviors are and are not ac­
ceptable. Key factors that determine instances
of sexual harassment are that the behavior is
unwelcome, is gender-based, and is reasonably
perceived as offensive and objectionable. Such
behavior need not produce or threaten some
tangible loss to the receiver in order to be
deemed harassment. If it is unclear that the be­
havior constitutes harassment, a person who
thinks s/he has been harassed should not spend
considerable time struggling alone with this
issue. Students are strongly encouraged to
bring their issues to the Gender Education
Advisor, a dean, or others trained in this area
for support, clarification, and to discuss options
for informal resolution or formal adjudication.
In cases in which the harassment is subtle, it
cannot be assumed that the offending person is
aware o f the way in which his or her behavior
has been interpreted. There are a number of
ways to make a person aware that his/her be­
havior constitutes sexual harassment. T h e
grievant is never under any obligation to take
any steps that would cause him/her to come
into contact with the harasser in ways he/she is
unwilling to do. Instead, the grievant can con­
sider all the informal and formal means open to
him/her for resolution and choose what seems
most useful and workable in his/her particular
case. T h e grievant must also weigh, however,
the fact that without in some way being made
aware o f his/her actions, the harasser may con­
tinue the offensive behavior. In the most seri­
ous instances o f sexual harassment, it is unrea­
sonable to expect grievants to confront their
perceived harassers; in these cases the grievant
should enlist the help o f a trained third party
such as the Gender Education Advisor, a dean,
or another person trained in this area.
It is important to remember that any member

o f the community can be guilty o f sexually ha­
rassing any other member regardless o f 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 au­
thority or is threatening, procedures are in
place to respond and to provide support
throughout the resolution process.
Support
Support is available through th e G ender
Education 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 o f sexual
misconduct. Consultation with any o f these in­
dividuals in no way limits a students options
for resolution nor commits the student to a
particular course of action. T h e College also
provides support when requested through the
Deans Office to those students charged with
sexual misconduct . There are specific rights
for complainants o f sexual misconduct and for
those students accused of sexual misconduct;
these rights are listed in detail in the Student
Handbook. In addition, students are encour­
aged to discuss their concerns with a dean
when deciding whether to file a formal com­
plaint.
T h e College also has sexual misconduct poli­
cies as they relate to staff-student behavior and
faculty-student behavior. T h e College policy
governing staff and the related grievance pro­
cedure can be found in the Staff Handbook.
T h e College policy governing faculty and the
related grievance procedure can be found in
the Faculty Handbook.
4 . A ctions Potentially Injurious to
O neself or O thers
A lcohol and O ther Drugs
T h e 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. T h e observance o f moderation and
decorum with respect to drink is a student
obligation. In addition to accountability for
specific behavior and guidelines described in
the College policy on alcohol and other drugs,
it is important to note that being under the in­
fluence of alcohol or other drugs is not an ex­
cuse for violation o f the Statement o f Student
Rights, Responsibilities, and Code o f Conduct and

41

College Life

does not reduce a students accountability. For a
complete description of the Colleges alcoholic
beverage policy guidelines, please see the sec­
tion in the Student Handbook.
T h e use, possession, or distribution o f injurious
drugs or narcotics without the specific recom­
mendation 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: m eeting rooms,
lounges, offices, and halls. A $25 fine will be
charged for violating this policy. Smoking is al­
lowed 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 un­
usual circumstances, arrangements to climb
predesignated locations, may be coordinated
through the Department o f Public Safety.
Fire Safety Equipment and Alarms

Reckless Conduct
Conduct which places oneself or another in
imminent danger o f bodily harm is prohibited.
T h e standard as to what constitutes imminent
danger is solely at the discretion o f 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 o f College keys,
and alteration or duplication o f College keys is
against college policy.
T h eft or Damage
T heft and negligent or intentional damage to
personal or College property will subject a stu­
dent to paying for the repair or replacement of
the damaged property as well as to disciplinary
action. In the event that damage occurs in a
residence hall for which no one assumes re­
sponsibility, payment for damages will be di­
vided equally among all residents o f that hall.
For damage that occurs during a student event
in a space other than a residence hall and for
which no individual student(s) accept(s) re­
sponsibility, the sponsoring students and/or or­
ganization will be held accountable for the
money for replacement or repair of the dam­
aged property and may be subject to further
disciplinary action.

Tampering or interference with, as well as de­
struction or misuse of, fire safety and fire pre­
vention equipment is prohibited and is a viola­
tion o f state law. A n automatic fine o f $125 for
each piece o f equipment plus the cost o f re­
placement o f equipment is charged to any stu­
dent violating this regulation, and further dis­
ciplinary action may be taken. Any student
who causes an alarm to be set off for improper
purposes is liable for the expenses incurred by
the fire department(s) in responding to the
alarm. If no individuals accept responsibility
when a violation o f this policy occurs in a res­
idence hall, all residents o f that residence hall
are subject to fines and charges for costs in­
curred by the College and/or fire departm ent(s).

N o student may park an automobile on
College property without permission from the
Car Authorization Comm ittee, a student-ad­
ministration group.

Firearms; Fireworks

6 . Guests

No student may possess or use a firearm on
Swarthmore College property or its environs.
Firearms, including rifles, shotguns, handguns,
air guns, and gas-powered guns and all ammu­
nition or hand-loading equipment and supplies
for the same, are not allowed in any student
residence or in any College building. Requests
for exceptions must be made to the Dean. No
student may possess or use fireworks on
Swarthmore College property or its environs.

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

42

Parking

Student hosts are responsible for the conduct
of their guests on campus and will be held ac­

countable for any violation o f the code o f con­
duct or other rules o f the College committed
by a guest.
7. Disorderly Conduct
Students at Swarthmore College have the right
to express their views, feelings, and beliefs in­
side and outside the classroom and to support
causes publicly, including by demonstrations
and other means.
These freedoms of expression extend so far as
conduct does not impinge on the rights of
other members of the community or the order­
ly and essential operations of the college. Dis­
orderly conduct is no t permitted.
Violation o f the orderly operation o f the col­
lege includes, but is not limited to :l. Excessive
noise, noise, once identified, which interferes
with classes, College offices, dorm neighbors,
or other campus and community activities; 2.
Unauthorized entry into or occupation of a pri­
vate work area;3. Conduct that restricts or pre­
vents faculty or staff from performing their du­
ties; 4. Failure to maintain clear passage into or
out of any college building or passageway.

the deans will keep records of the violation(s)
and o f the sanction(s) imposed on a student.
Sanctions are cumulative, increasing in severi­
ty for repeat offenders. N otational 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 offi­
cial transcript o f an academic record, which is
a copy o f the face o f the record card, does not
reflect notational sanctions. Non-notational
sanctions are not so recorded, but are entered
into the students personal file as a separate let­
ter which is destroyed at the time of the stu­
dents graduation.
These formal procedures are separate from the
various informal methods o f conflict resolution
available such as facilitated discussion by a
dean or other trained facilitators, or mediation,
a non-adversarial method of resolving interper­
sonal disputes. It is important to remember
that all possible avenues o f conflict resolution
be considered thoroughly when deciding upon
a course o f action. A more complete descrip­
tion of the judicial system is available from the
Office of the Dean or in the Student Handbook.

8 . Violation of Local, State, or
Federal Law
Violation o f the laws o f any jurisdiction,
whether local, state, federal or (when on for­
eign study) foreign, may at the discretion o f the
Dean subject a student to College disciplinary
action. A pending appeal o f a conviction 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 o f minor infractions
of College regulations, where a finding o f guilt
would result in a sanction less severe than sus­
pension; and 2) adjudication by the College
Judicial Comm ittee o f serious infractions of
College regulations, including all formal
charges o f academic dishonesty, assault, harass­
ment, or sexual misconduct. T h e College
Judicial Committee is composed o f faculty,
staff, and administrators who have undergone
training for their role.
In all cases of formal adjudication, whether by
a dean or by the College Judicial Committee,

HOUSING
Swarthmore is primarily a residential college,
conducted on the assumption that the close as­
sociation o f students and instructors is an im­
portant element in education. Most students
live in College residence halls, which include
coeducational housing as well as single sex dor­
mitories and sections. New students are re­
quired to live in the residence halls and are
therefore guaranteed College housing. In the
event o f a housing shortage, priority is given to
seniors, followed by juniors and, finally, by
sophomores. Many members of the faculty live
on or near the campus, and they are readily ac­
cessible to students.

Residence Halls
Twelve residence halls, ranging in capactiy
from 21 to 214 students, offer a diversity of
housing styles. These residence halls include:
Woolman House; Dana and Hallowell Halls;
the upper floors in the wings of Parrish Hall;
W harton Hall, named in honor of its donor,
Joseph W harton, at one time President o f the
Board of Managers; Palmer, Pittinger, and

College Life

Roberts Halls on South Chester Road; one
building on the Mary Lyon School property;
W orth Hall, the gift o f W illiam P. and J.
Sharpies W orth, as a memorial to their parents;
W illets Hall, made possible largely by a bequest
from Phebe Seaman, and named in honor of
her mother and aunts; and Mertz Hall, the gift
of Harold and Esther Mertz.

within 24 hours after their last scheduled ex­
aminations. Freshmen, sophomores, and ju­
niors are expected to leave immediately after
their last examination in the spring so that
their rooms may be prepared for use by
Comm encement visitors. Storage areas are
provided in each residence hall plus a limitedaccess storage room for valuables.

A bout eighty-five percent of residence hall
areas are designated as coeducational housing
either by floor, section, or entire building; the
remaining areas are reserved for single-sex
housing. In these single-sex sections, students
may determine their own visitation hours up to
and including twenty-four-hour visitation.
There are also substance-free halls where stu­
dents commit to abstaining from the use o f al­
cohol or tobacco. A bout one-half o f the halls
are designated as non-smoking.

T h e 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.

First-year students are assigned to rooms by the
Deans. Efforts are made to follow the prefer­
ences indicated, and to accommodate special
needs, such as documented disabilities. Other
students choose their rooms in an order deter­
mined by lot or by invoking special options—
among these are block housing, allowing
friends to apply as a group for a section o f a par­
ticular h all. There is also the opportunity to re­
side at neighboring Bryn Mawr and Haverford
Colleges in a cross-campus housing exchange
that proceeds on a matched one-for-one basis.
First- and second-year students typically reside
in one-room doubles while juniors and seniors
have a wider selection o f room types. A ll stu­
dents are expected to occupy the rooms to
which they are assigned or which they have se­
lected through the regular room choosing
process unless authorized by the Deans to
move. Permission must also be obtained from
the Deans to reside outside College housing.

Sharpies Dining Hall

Resident Assistants, selected from the junior
and senior classes, are assigned to each o f the
residence hall sections. These leaders help cat­
alog activities for students, serve as support ad­
visers to their hallmates, and help enforce
College rules for the comfort and safety o f the
residents.
Residence halls remain open during October,
Thanksgiving, and Spring breaks but are closed
to student occupancy during winter vacation.
N o meals are served during O ctober and
Spring breaks. A t the end of the fall semester
students are expected to vacate their rooms

44

More detailed housing rules and regulations are
found in the Student Handbook, updated and
distributed each year.
A ll students living on campus are required to
subscribe to the College board plan for meals
in the Philip T. Sharpies Dining Hall. Students
living off campus may purchase the board plan
if they wish. T h e 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 o f day.
W hen utilizing Tarble Snack Bar, a credit to­
ward 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 re­
side off campus after their first year at Swarthmore will be extended to students not able to
participate in the board plan. T h e dining hall
is closed during the fall, winter, and spring
breaks.

SOCIAL CENTERS
Tarble Social Center
Through the original generosity o f Newton E.
Tarble of 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. T h e facility includes recreation­
al areas, a snack bar, lounge, student activities
offices, a multi-purpose performance space as
well as the bookstore. Under the leadership of
a Student A ctivities Coordinator, student co­

directors, and the Social Affairs Committee,
many major social activities (parties, concerts,
plays, etc.) are held in Tarble.

Other Centers
The W omen’s Resource Center (W R C ) is a space
open to all women on campus. It is organized
and run by a student board o f directors to bring
together women o f the community with multi­
ple interests and concerns. T h e resources o f the
center include a library, kitchen, various meet­
ing spaces, computer, and phone. T h e W R C
also sponsors events throughout the year which
are open to any member of the College com ­
munity.

The B lack Cultural Center, located in the
Caoline Hadley Robinson House, provides a
library and facilities for various cultural activi­
ties o f special interest to black students. T h e
Center and its program are guided by a director
and a committee o f black students, faculty, and
administrators. Programs planned by the
Center are open to all members o f the College
community.

The Intercultural C enter, located

in the
Cloisters and former Board o f Managers’ meet­
ing room in Clothier, provides a center for cul­
tural and support activities for three student
groups, H ispanic Organization for Latino
Awareness (H O L A ), Lesbian, Bisexual, and
Gay Alliance (L B G A ), and Swarthmore Asian
Organization (S A O ). T h e Center and its pro­
gram are guided by a director and a student
board representing each o f the constituent
groups. T h e Intercultural C en ter sponsors
events for the entire campus community.

Adjunct Centers. There are three fraternities at
Swarthmore: D elta U psilon and Phi Beta
Sigma, both affiliated with national organiza­
tions, and Phi Om icron Psi, a local association.
The fraternities are student organizations con­
sidered adjuncts to the College social program;
they receive no College or Student Activities
funds. Two o f the fraternities, Delta Upsilon
and Phi Om icron Psi, m aintain separate lodges
on campus that they rent from the College.
The lodges do not contain dormitory accom­
modations or eating facilities. New members
usually jo in fraternities after at least one se­
mester at the College. In recent years about
seven percent o f male students have decided to
affiliate with one o f the fraternities.

OFFICE OF RELIGIOUS ADVISORS
Religious life at the College is a matter o f indi­
vidual choice, as consistent with Quaker prin­
ciples. T h e Society o f Friends is committed to
the belief that religion is best expressed in the
quality o f everyday living. T h e Office of Relig­
ious Advisors located in Bond Hall works with
students to coordinate activities and programs
including issues o f spirituality, ethnicity, cul­
ture and social justice. T h e Advisors comprised
of Jewish, Catholic and Protestant profession­
als are always available for counseling and dis­
cussion o f issues o f faith and daily living. Extra­
curricular groups also exist for the purpose of
studying religious texts, participating in com­
munity service projects and exploring common
concerns o f religious faith, spirituality and cul­
ture.
Religious services are also provided on campus
for Jewish, Protestant, and Roman Catholic
students. T h e Swarthmore Friends Meeting is
located on campus and cordially invites all stu­
dents to Sunday worship. Various churches and
synagogues are located throughout the
Swarthmore, Media, Chester, and Springfield
area.

HEALTH
Worth H ealth Center
T h e W orth Health Center, a gift o f the W orth
family in memory o f William Penn W orth and
C aroline Hallow ell, houses offices o f the
nurses, consulting physicians, out-patient
treatment facilities, offices o f Psychological
Services staff, and rooms for students who re­
quire in-patient care. Psychological Services is
administered separately from the H ealth
Service and is housed in the North W ing of
W orth H ealth Center. Health and Psycho­
logical Services open with the arrival o f the
first year class in the fall and close for the win­
ter break and for the summer following com­
m encement in the spring. Students must make
their own arrangements for health and psycho­
logical care when the Health Center is closed.
T h e College contracts with the Crozer Key­
stone Health System for physician services.
Should in-hospital treatment be indicated, one
o f these consultant physicians will oversee the
care if the student is admitted to Crozer

45

College Life

Chester Medical Center, a medical school af­
filiated teaching hospital.
T h e medical facilities of the College are avail­
able to students who are ill or who are injured
in athletic activities or otherwise, but the
College cannot assume additional financial
responsibility for medical, surgical, or psycho­
logical expenses which are not covered by an
individual’s health insurance. T h e College
provides a nominal supplementary health in­
surance package for all students, but students
must purchase their own health insurance be­
yond that which is offered by the College.
T h e College does provide additional health
insurance for students who are actively partic­
ipating in intercollegiate and club sports. For
further information please consult the insur­
ance leaflet mailed to all students at the be­
ginning of each academic year or the Health
C enter administrative assistant.

Health Services
Physicians and nurse practitioners hold hours
every weekday at the College, where students
may consult them without charge. Students
should report any illness to the Health Center
staff but are free to seek treatment at another
facility if they prefer to do so. Also, the
H ealth Service staff are willing to coordinate
care with personal health care providers.
As a part o f the matriculation process each
student must submit a brief medical history
and health certificate prepared by the family
physician on a form supplied by the College.
Pertinent information about such matters as
medical problems, handicaps, allergies, med­
ications, or psychiatric disturbances will be es­
pecially valuable to the College H ealth
Service in assisting each student. A ll this in­
formation 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 o f $300.00 per semester. A charge is
made for special medicines and immuniza­
tions, certain laboratory tests, and transporta­
tion when necessary to local hospitals.
T h e Health Center staff cooperates closely

46

with the Department o f Physical Education
and A thletics. Recommendations for limited
activity may be made for those students with
physical handicaps. Rarely are students ex­
cused entirely from the requirements o f the
Physical Education Departm ent because
adaptive programs are offered.

Psychological Services
Services for students include counseling and
psychotherapy, after hours emergency-on-call
availability, consultation regarding the use of
psychiatric drugs or other concerns, and edu­
cational talks and workshops. Psychological
Services participates in training Resident
Assistants and provides consultation to staff,
faculty, and parents.
T h e staff o f Psychological Services represents
a diverse group of psychological, social work,
and psychiatric professionals. T h e director
and staff are all part-time but collectively pro­
vide regular appointm ent times Monday
through Friday. Students may be referred to
outside mental health practitioners at their
request or when long-term or highly special­
ized services are needed.
W e m aintain a strict policy o f confidentiality
except where there may be an imminent
threat to life or safety.
Information regarding readmission after with­
drawal for health related reasons may be
found in the section on Student Leaves of
Absence, page 67.
For more detailed information about our
services, please check our pages on the World
W ide W eb @ http://www.swarthmore.edu/
Admin/health/.

STUDENT ADVISING
Each first-year student is assigned to a faculty
member or administrator who acts as course
adviser until this responsibility falls to the
chairman of the student’s major department
at the end o f the sophomore year. Requests for
a change o f adviser should be addressed to the
Associate Dean and will be freely granted,
subject only to equity in the number o f ad­
visees assigned to individual faculty members.
T h e Deans hold overall responsibility for
theadvising system. T hey are themselves

available to all students for advice on any aca­
demic or personal matter, and for assistance
with special 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 sessions
and group workshops are designed to help stu­
dents expand their career options through ex­
ploration o f their values, skills, interests, abili­
ties, and experiences. T h e programs are open
to students in all classes and are developmental
in nature.
Career exploration and experiential education
are encouraged during summer internships and
jobs, during a semester or year off, and during
the school year. Students taking a leave o f ab­
sence from Swarthmore can participate in the
College Venture Program, which assists under­
graduates taking time off from school in find­
ing worthwhile employment during their time
away. Assistance is provided in helping stu­
dents locate and secure appropriate jobs, in ­
ternships, and volunteer opportunities, and ef­
forts are made to help students learn the most
they can from these experiences. Sophomore
and junior students in particular are encour­
aged to test options by participating in the
Extern Program. T his program provides on-site
experience in a variety of career fields by pair­
ing students with an alumnus/a to work on a
mutually planned task during one or more
weeks o f vacation.
Additional help is provided through career in­
formation panels, on-site field trips, workshops
on topics such as resume writing and cover let­
ter writing, interviewing skills, and job search
techniques. T h e office coopepresentatives
from business, industry, government, non-prof­
it organizations, and graduate and professional
schools. Notices o f job vacancies are collected,
posted, and included in the office’s newsletter.
Credential files are compiled for interested stu­
dents and alumni to be sent to prospective em­
ployers and graduate admissions committees.

Academic Support
A program o f academic support includes indi­
vidual tutorial services; tim e management
workshops; peer mentoring; special review sec­
tions and clinics attached to introductory

courses in the natural sciences, philosophy, and
economics; a mathematics lab; an expository
writing course; and a reading and study skills
workshop. These programs are overseen by the
Deans in cooperation with the academic de­
partments. There are no fees required for any of
these supportive services.
To meet the needs of writers who would like to
get assistance or feedback, a W riting Center
has been established. T h e Center is staffed by
W riting Associates, students trained to assist
their peers w ith all stages o f the writing
process. T h e Center is located in Pearson Hall
and operates on a drop-in basis. W riting
Associates are assigned on a regular basis to se­
lected courses.

STATEMENT OF SECURITY POLICIES AND
PROCEDURES
Swarthmore College is a coeducational institu­
tion founded in 1864 by members o f the
Religious Society o f Friends. It occupies ap­
proximately 300 acres o f privately owned land
adjacent to the Borough o f Swarthmore in
Delaware County, Pennsylvania. T here were
approximately 1,300 undergraduate students
enrolled for the 1995-96 academic year with
1,177 occupying College housing. Approxi­
mately 620 non-student personnel are em­
ployed on campus either in a part-time or full­
time capacity.
T h e Department of Public Safety is primarily
responsible for the overall security o f the cam­
pus. Its mission is to “protect persons and prop­
erty, to preserve the peace, to deter crime, to
apprehend criminal offenders, to recover lost
and stolen property, to perform services as re­
quired, to apprehend criminal offenders, to en­
force appropriate College regulations, and to
m aintain a sense o f community security and
confidence in the department.” It endeavors to
accomplish this task through a department
comprised of a Director, Assistant Director,
Lieutenant, one Sargeant, two Corporals, and
seven full-time and three part-time patrol offi­
cers. A ll full-time patrol officers undergo a
thorough background check, psychological
screening, and physical examination before
hiring. They are subsequently sworn in as
Special Officers after completing a recognized

47

College Life
4
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
m aintained. Campus officers also enforce
College rules and regulations. Swarthmore
College is considered private property and tres­
passers 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 certifica­
tions. Ongoing training after the Police
Academy is provided for all full-time officers.
T h e Department o f Public Safety maintains a
twenty-four hour Communications Division.
Trained staff members perform a variety of
tasks including operating the College’s tele­
phone console and dispatching calk over the
mobile radio system. Crim inal 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 conspicu­
ously placed on or near all College phones.
They are also prominently listed in the College
telephone directory and included on all o f the
department’s printed publications and corre­
spondence. Information received by the Com ­
munications staff is immediately broadcast to
on-duty patrol officers who respond to the
problem. Swarthmore Borough Police vehicles
are equipped with transceivers and may also re­
spond. O ther appropriate assistance is sum­
moned by th e C ollege Com m unications
Officer.
T h e Department o f Public Safety immediately
notifies one o f the College’s student Deans in
the event o f any serious incident involving a
student. T h e Dean may mobilize any number
o f support options for victims o f a crime. T h e
W orth H ealth Center (x8058) is professionally
staffed 2 4 hours a day, seven days a week, while
classes are in session. Psychological Services
(x 8 0 5 9 ), th e Equal Opportunity O ffice
(x7 3 6 0 ), and Resident Assistants round out
available on-campus options. W om en Against
Rape (W A R ) maintain active chapters near
Swarthmore and a 24-hour hot line (5664 3 4 2 ). A n up-to-date listing o f local therapists,
including clinical psychologists, social workers,

48

and psychiatrists in private practice is available
in the Health Center on request. College em­
ployees may utilize a ffee, confidential Em­
ployee Assistance Program (A C O R N ) that
provides professional counseling to cope with a
variety of issues. T hey can be contacted 24
hours a day by calling 1-800-223-7050 or 610664-8350.
Numerous public pay telephones are located
throughout the campus. These are connected
to a county-wide 911 network for toll-free con­
nection to Delaware County Communications
C en ter who would dispatch Swarthmore
Borough fire or police departments to a campus
incident.

}

l

Significant criminal incidents, arrests by cam­
pus police, and suspicious activity are reported
to Swarthmore Borough Police on a regular
basis. Similarly, criminal events occurring in
Swarthmore Borough that could impact the
College community are transmitted to the
Department o f Public Safety. T his information
is then disseminated by one or more o f the
means listed below.
T h e College community is kept apprised of
security matters in a number o f ways. Serious
incidents are detailed in flyer form and are im­
mediately posted in residence halk, libraries,
dining areas, and other key locations through­
out the campus. T h e information is sent via
electronic mail to all faculty, staff and students.
T his same flyer is also promptly mailed to aca­
demic departments and other campus entities.
A resident assistant and off-campus phone tree
system asskts in the rapid dissemination o f crit­
ical information as does the College’s radio sta­
tion (W SR N 91.5 FM ). T h e office o f Public
Relations works closely with the local news
media when any significant College event
transpires. Less serious criminal activity is pub­
lished weekly in the Phoenix (the student news­
paper) under the heading o f Security Briefs.
Significant incidents are usually 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.
T h e possession and use o f alcoholic beverages
on the campus is regulated by state law and
limited to those areas o f the campus which are

}

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specified by the Student Council and the
Dean. T h e observance o f moderation and
decorum in respect to drink is a student obligation. Disorderly conduct is regarded as a serious offense. T h e College’s alcoholic beverage
policy can be found in its entirety within the
annual publication o f the Student Handbook.

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The College’s drug-free campus policy is available in the Dean’s office for students and in the
Personnel office for employees. It is also in­
cluded in the staff Employee H andbook as
Appendix E and is distributed annually to all
students, faculty, and staff.
The use or possession o f firearms or other dan­
gerous weapons is not permitted by students,
staff, or College Public Safety officers. Known
criminal records of students and employees are
taken into consideration before admission
and/or hiring.

I

i t

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

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New students are assigned to rooms by the
Office o f Residential Life. Efforts are made to
follow the preferences indicated by the stu­
dents and to accommodate special needs.
Other students choose their rooms in an order
determined by lot or by invoking special op­
tions. Requests for room changes can be made
by notifying the Director o f Residential Life 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 o f the
College are housed separately in facilities apart
from the main campus. T h e locking o f resi­
dence halls during normal semester days commences at 11:00 p.m. Those residence halls lo­
cated on the fringe o f the main campus or off
campus are always locked. During break peri­
ods, residence halls may be locked earlier, the
times being determined by census. Automatic
locks on outside residence hall doors are sup­
plemented by posted warnings that these facil­
ities are private property and access is restrict­

ed. Students’ residence hall room doors are in­
dividually keyed. Cores are changed in re­
sponse to any significant security breach such
as a stolen room key. Residence hall room
doors are augmented with safety chain locks.
Residence hall windows are equipped with
screens and locking devices to deter unautho­
rized entry. Regular interior and exterior pa­
trols are made by College Public Safety officers.
Resident assistants are selected to serve in all
residence halls and have on-site responsibility
for security, fire protection, and general safety.
A review of security concerns, procedures, and
services are published yearly in the Swarth­
more College Student Handbook.
T h e Department o f Public Safety operates
under the philosophy that it is preferable to
prevent crime from occurring than to react to
it after the fact. T h e principal instrument for
accomplishing this goal is the College’s Crime
Prevention program. It is based upon the dual
concepts o f eliminating or minimizing criminal
opportunities whenever possible and encourag­
ing community members to be responsible for
their own security and the security of others.
T he following is a listing o f the Crime Preven­
tion programs and projects employed by
Swarthmore College.

Swarthmore College Shuttle Bus: A student op­
erated, radio equipped van transports students
free of charge in and around the main campus
during the evening and early morning hours.
Tri-College Shuttle Bus: Free transportation is
provided to students traveling between
Haverford, Bryn Mawr, and Swarthmore col­
leges. This service is available from approxi­
mately 7:00 a.m. to 2:00 a.m.

Escort Service (Safew alk): T he student Safewalk
Program provides a deterrent to assault on
campus and increases security consciousness in
the College community. Safewalkers escort
people after dark, notice and report to Public
Safety suspicious strangers or incidents, in­
crease the Public Safety Department’s aware­
ness o f students’ concerns, and increase the
level o f traffic along key walkways on campus.
Safewalkers are encouraged to participate in
the Collegte self-defense program.

Crime Prevention Publicity: Articles and mater­
ial are routinely published and distributed. Fire
and Crime Prevention films are shown to
R .A .’s and student groups on request.

49

College Life

Electronic Alarm Systems: A proprietary elec­
tronic alarm system monitors a comprehensive
network o f intrusion detection and duress
alarm systems.

tions.They vary as greatly as the interests o f the
students vary. T h e College encourages students
to participate in whatever activities best fit
their personal talents and inclinations.

Architectural Design: Crime prevention strate­

Social Affairs Committee

gies and concepts are considered in the design
of new and renovated campus facilities as it re­
lates to physical and electronic systems.

A n extensive program o f social activities is
managed by the student-run Social Affairs
Comm ittee, whose members are appointed by
Student Council. T h e program is designed to
appeal to a wide variety o f interests and is open
to all students. There is no charge for Social
Affairs Com m ittee functions and for most
other campus events.

Security Surveys: Comprehensive security sur­
veys are made for a number o f campus offices
and facilities each year.
Operation Identification: T his community ven­
ture into property identification works to deter
thefts and assist in the recovery o f stolen items.

Bicycle Registration: T h e Department o f Public
Safety encourages bicycle owners to register
their bikes. Decals and engraving are part of
this free program. O nce each semester option­
al bicycle safety inspections are made available.
Safety and theft prevention material is in­
cluded. High security bike locks are carried by
the College Bookstore.

Rape Awareness, Education & Prevention: Nu­
merous presentations and publications are
made each year to members o f the College
community.

Student Art Association
T h e Student A rt Association encourages and
supports a wide range of extracurricular oppor­
tunities for those interested in the visual and
performing arts. It has sponsored performances
and lectures by visiting artists. It also runs two
programs that continue from year to year: the
Griffin Gallery for student art shows and per­
formances and the Life Drawing Program, pre­
senting weekly sessions of figure drawing. All
events are open to the entire College commu­
nity, and each semester the group holds meet­
ings for all who are interested in the creative
arts.

Music

COCURRICULAR ACTIVITIES
Student Council
T h e semi-annually elected Student Council
represents the entire undergraduate communi­
ty and is the ch ief body o f student government.
Its efforts are directed toward coordination of
student activities and the expression of student
opinion.
Major committees o f the Council include the
Appointments Comm ittee, which selects qual­
ified applicants for student positions on studerit/faculty/administration committees, and
student committees; the Budget Committee,
which regulates distribution o f funds to student
groups; the Elections Comm ittee, which super­
vises procedures in campus elections; and the
Social Affairs Committee.
In addition to the foregoing organizations,
Swarthmore students have an opportunity to
participate in a program o f extracurricular ac­
tivities wide enough to meet every kind o f in­
terest. There are more than 100 organiza­

50

T h e Department o f Music administers and
staffs several performing organizations. The
College Chorus, directed by John Alston, re­
hearses three hours per week. The College
Cham ber Choir, a select small chorus drawn
from the membership o f the Chorus, rehearses
an additional two hours twice a week. The
College Orchestra, directed by Arne Running,
rehearses twice a week. The Cham ber Orchestra,
directed by James Freeman, gives one concert
each semester; its rehearsals closely precede the
concert, and its members are drawn from T he
College Orchestra. T h e Orchestra (Chamber
Orchestra), Chorus (Cham ber C hoir), and Jazz
Ensemble require auditions for membership.
The Wind Ensemble, which rehearses one night
weekly and gives two major concerts each year,
is under the direction of M ichael Johns. The
Early Music Ensemble, directed by Michael
Marissen, meets each week and gives two con­
certs during the year.

The Jazz Ensemble, the Department’s large jazz
group directed by Joh n Alston, rehearses week­
ly and gives two concerts each year. More in-

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formation about joinin g these performing
groups can be found on the Department bul­
letin board on the upper level o f Lang.
Instrumentalists and singers can also partici­
pate in the chamber music coaching program
coordinated by Dorothy Freeman. Several stu­
dent chamber music concerts (in which all in­
terested students have an opportunity to per­
form) are given each semester. T hese concerts
also provide an opportunity for student com­
posers to have their works performed.

The Swarthmore College String Quartet, com­

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posed of four outstanding student string players
who also serve as principal players in the
College Orchestra and Chamber Orchestra,
performs frequently at the College and else­
where.
We offer academic credits in conjunction with
subsidies to support private instrumental and
vocal lessons for qualified students; please refer
to pages 71-95 (awards and fellowships) and
page 218 (Music Department, 4 8 ).
The Orchestra each year sponsors a Concerto
Competition, open to all Swarthmore College
students. Auditions for the competition are
normally held the first Thursday after winter
vacation. T h e winner performs later with the
Orchestra.
Practice and performance facilities in the Lang
Music Building include sixteen practice rooms
(most with at least one piano), a concert and a
rehearsal hall (each with its own concert
grand), one organ, and two harpsichords. The
Daniel Underhill Music Library has excellent
collections o f scores, books, and records.

The William J . Cooper Foundation presents a dis­
tinguished group o f concerts each year on the
campus. T h e Department of Music and Dance
administers a separate series of public concerts.
The Swarthmore Music and Dance Festival takes
place on campus during one week in the fall se­
mester and one week in the spring semester. It
presents concerts, master classes, and symposia,
focusing on contemporary American works
performed and discussed by em inent artists,
with frequent collaboration by Swarthmore
College students.
Dance
The Swarthmore College Dance Program, di­
rected by Professor Sharon Friedler, strives to
foster a cooperative atmosphere in classes and
performance situations.

T h e Swarthmore College Dancers regularly
perform public concerts with works choreo­
graphed by students, the dance faculty, and
other professional choreographers.
Each year there are a series of formal concerts
at the end o f each semester, as well as informal
performances throughout the year, including a
series of exchange concerts with other area col­
leges. Lecture demonstrations for public
schools and for organizations within the sur­
rounding communities are also a regular part of
the yearly dance performance schedule.
For the past few years Swarthmore College has
been the recipient of Pennsylvania Council of
the Arts and National Endowment for the Arts
grants which have enabled the College, in con­
junction with the W illiam J. Cooper Founda­
tion, to bring outstanding professional dance
companies to campus for short term residen­
cies.
These residencies typically last from three days
to two weeks, and include master classes, lec­
tures, performances, and sometimes, the cre­
ation of a new work by a guest artist for student
performers.
Each year the Swarthmore Music and Dance
Festival brings together guest artists, faculty
members, and students in a series of perfor­
m ances 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. T h e Halley Jo
Stein Award for Dance and the M elvin B. Troy
Award for Composition are also awarded annu­
ally by the Department.
T h e Department of Physical Education and
A thletics sponsors a coeducational perfor­
mance group in Folk Dance.

Theatre
Professor Lee D evin is Director o f T h e
Theatre. He supervises the Theatre Studies
program. Interested students should consult
the departmental statem ent for T heatre
Studies.
Internships in film production, casting, and
theatre are available throughout the
Philadelphia area. See Mr. Devin for details.

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

51

College Life

4

I
fied 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, offering every stu­
dent a chance to take part in a wide range of
sports. W ithin the limits o f finance, personnel,
and facilities, the College feels that it is desir­
able to have as many students as possible com­
peting on its intercollegiate or club teams, or in
intramural sports. Many faculty members serve
as advisers for several o f the varsity athletic
teams. They work closely with the teams, at­
tending practices and many o f the scheduled
contests.

Cocurricular Activities
There is a great variety of extracurricular life,
listed more fully in the Guide to Student Life.
A ctivities range in scope from Student Coun­
cil, to clubs covering the spectrum from A m ­
nesty International to W SR N (the broadcast
station). Social and cultural centers, as well as
social action community outreach groups, pro­
vide students with a gamut o f choices.

Publications and M edia
T h e Phoenix, the weekly College newspaper,
and W SR N , the campus radio station, are both
completely student-run organizations. In addi­
tion, there is a variety o f other student publi­
cations, including literary magazines, newslet­
ters, and an alternative magazine. T h e current
list can be found in the Guide to Student Life.

OUTREACH PROGRAMS
Swarthmore College Upward Bound
T h e Upward Bound Program at Swarthmore
College, begun in 1964 and continued with
Federal support, is intended to provide simulta­
neously a valuable experience for Swarthmore
students and a service to high school students
who are members o f surrounding communities.
It offers both a six-week residential summer
school in which Swarthmore students may
serve as counselors, and a series of activities
during the academic year in which Swarth­
more students serve as tutors. T h e program, de­
signed to assist young people in their prepara­
tion for post-high school education, is admin­
istered hy a Project Director.

52

COOPERATIVE INVOLVEMENT AND
VOLUNTEERS IN COMMUNITIES (CIVIC)
As a part o f the community service effort at
Swarthmore, C IV IC was started as a clearing­
house o f volunteer opportunities and has
grown to also serve as an umbrella organization
for student-run volunteer groups. Groups in­
clude: C hester Comm unity Improvement
Project, Chester Tutorial, Cancer Outreach
R elief Effort, the Homework Enrichm ent
Program, Lang Opportunities for Volunteer
Experiences, Reading Opportunities for
Chester Kids, Serving the Homeless in Phila­
delphia, Swarthmore-Sleighton Partnership,
Sw arthmore Students Promoting Environ­
m ental Equality in C hester, S R S Tutors,
Trekking and Leadership in Chester, the Urban
Gardening Group and the W inter and Spring
Break Service Projects. T h e two co-coordina­
tors, A lix Mariko W ebb ’92 and Carolyn
Stillwell ’92, help to organize student efforts,
keep the clearinghouse files up-to-date, and
serve as the primary contacts for students, fac­
ulty, and partners in surrounding communities.
T h e Com m unity Service Advisory Board
(C S A B ) is a resource for C IV IC , helping
C IV IC fulfill its mission.
Among the services C IV IC offers students are
a clearinghouse that has over 200 files on local
and national community service organizations
and the Swarthmore Chester Shuttle, which
transports students from campus to community
service agencies in Chester six days a week.
Students participating in C IV IC sponsored
programs can also be reimbursed for their trav­
el expenses to Philadelphia and parts of
Delaware County.

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Swarthmore Foundation
T h e Swarthmore Foundation awards grants to
students (including graduating seniors), faculty
or staff, for participation in community service
during the College year and/or summer. Grants
ranging from $200 to $2000, for living ex­
penses or essential project m aterials, are
awarded three times each year by the Swarth­
more Foundation Comm ittee (Catalogue p.
3 1 1 ). Preference is given to projects in
Chester, Philadelphia, Delaware County, or
the applicant’s home town. For further infor­
m ation consult the Comm unity Resource
C enter or the Dean’s office.

4

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ALUMNI OFFICE AND PUBLICATIONS
Alumni Relations is the primary communica­
tion link between the College and its alumni,
enabling them to maintain an on-going rela­
tionship with each other. Som e o f the office’s
programs and activities include Alum ni
Weekend, Fall Weekend, Parents Weekend,
Parents Council, alumni gatherings all over the
country, and alumni travel. T h e Alumni Office
hires students as events interns and to help at
alumni events on campus and in the Phila­
delphia area.
The Alum ni Office works closely with the
Office of Career Planning and Placement to fa­
cilitate “networking” between students and
alumni and among alumni to take advantage of
the invaluable experience represented among
the alumni. T h e Alumni Offiport also helps of­
ficers of the senior class and various alumni
groups to plan special events.

information about the College to the public,
primarily through the print and broadcast
media. It publicizes all public events on campus
and responds to requests from the media for in­
formation on a variety of subjects by calling on
the resources and expertise o f the faculty and
professional staff. T h e Public Relations Office
prepares two publications. O n Cam pus, a
monthly schedule o f campus activities that are
open to the public, is distributed on request to
more than 2,000 households in the Phila­
delphia area. T h e W eekly News, a newsletter of
events and announcements, is distributed to
faculty, staff, and students. T h e office lends
support for special events and projects and pro­
vides public relations counsel for the College.
T h e Public Relations Office hires students as
feature writers, events publicity writers, and
clerical help.

The Alumni Office gives staff support to the
Alumni A ssociation, w hich celebrated its
100th anniversary in 1981-82, and to the
Alumni Council, the governing body o f the
Alumni Association. T h e Alum ni Office gives
staff support also to regional alumni and parent
organizations, called Connections, in Philadel­
phia, New York, Boston, Washington, D.C .,
southern Florida, North Carolina, Chicago,
Los Angeles, San Francisco, Seattle, and Paris.
There are 16,352 alumni: 8,532 men, 7,820
women, and 2,274 married to each other, giv­
ing substance to the traditional appellation for
the College o f “Quaker M atchbox.” T h e C ol­
lege defines an alumnus/a as anyone who has
completed one semester.

College Publications
All alumni, parents of students, seniors, facul­
ty, and staff receive the quarterly Alumni
Bulletin free o f charge, and it is made available
to all students. O ther complimentary publica­
tions sent to alumni, parents, and friends are
an annual engagement calendar, a report o f do­
nations to the College, the President’s Report,
and the Garnet Letter.

PUBLIC RELATIONS
The Public Relations Office works with the
faculty, students, and staff to provide news and

53

IV
Educational Program
Faculty Regulations
Degree Requirements

54

Awards and Prizes
Fellowships

Educational Program

GENERAL STATEMENT
Swarthmore C ollege offers the degree of
Bachelor o f Arts and the degree of Bachelor of
Science. T h e latter is given only to students
who major in Engineering; the former, to stu­
dents in the Humanities, the Social Sciences,
and the Natural Sciences. Four years o f resi­
dent study are normally required for a
Bachelor’s degree (see page 6 9 ), but variation
in this term , particularly as a result of
Advanced Placement credit, is possible (see
page 20).
T he selection o f a program will depend upon
the student’s interests and vocational plans.
The purpose o f a liberal education, however, is
not primarily to provide vocational instruc­
tion, even though it provides the best founda­
tion for one’s future vocation. Its purpose is to
help students fulfill their responsibilities as cit­
izens and grow into cultivated and versatile
individuals. A liberal education is concerned
with the cultural inheritance o f the past, with
the cultivation of moral, spiritual, and aesthet­
ic values, and with the development o f analyt­
ical abilities. Intellectually it aims to enhance
resourcefulness, serious curiosity, open-mind­
edness, perspective, logical coherence, insight,
discrimination.
One comprehensive review o f Swarthmore’s
curriculum (Critique 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 of disciplinary skills, so that
he can use them to generate new discoveries
on his o w n .. . . H e must go far enough to grasp
systematic connections within a field, to see
how fundamental principles combine to make
intelligible a range o f subordinate principles or
phenomena. . . . T h e other principle is that of
Diversity. To make the most of a liberal educa­
tion, each student must have enough breadth
and variety in his studies so that he can com­
pare and contrast different methods o f inquiry
. . . , and so that he can have the experience o f
making the bright spark of 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 . . . percep­
tion o f the relevance o f one part o f learning to
another, even across the boundaries o f fields

and subjects (and) . . . perception o f the rele­
vance o f learning to the exigencies of lif e .. ; , ”
To these two principles the study added that
the curriculum should aim to encourage
resourcefulness and self-reliance and develop
the personal conditions of intellectual progress
by placing substantial responsibility upon the
student for his or her education, amply allow­
ing individuality o f programs and requiring
important choices about the composition of
programs. “W hat we are proposing,” the study
concluded, “is a curriculum that leans rather
sharply toward specialized diversity, and away
from uniform generality.. . . Our emphasis is on
serious encounters with special topics and
problems at a comparatively high level of
competence, and on student programs that
reflect individual constellations o f diversified
interests.”
Accordingly, th e Swarthmore curriculum
requires o f the student both a diversity of intel­
lectual experience sufficient to test and devel­
op different capacities and perspectives and
concentration on some field(s) sufficiently
intensive to develop a serious understanding of
problems and methods and a sense o f the con­
ditions o f mastery. These ends o f a liberal edu­
cation are reflected in requirements for distrib­
ution and for the major.
During the first half o f their college program all
students are expected to satisfy most if not all
o f the distribution requirements, to choose
their major and minor subjects, and to prepare
for advanced work in these subjects by taking
certain prerequisites. T h e normal program
consists of four courses éach semester chosen
by the student in consultation with his or her
faculty advisor.
A ll students must fulfill the requirements for
the major, and before the end of the senior
year, students are required to pass a compre­
hensive examination or its equivalent, given
by the major department.
For Honors candidates, courses and seminars
taken as preparation for external evaluation
occupy approximately one-half of the student’s
work during the last two years. In addition to
work taken as a part of the Honors Program,
the students take other courses which provide
opportunities for further exploration. During
the senior year each Department offers a spe­
cially designed Senior Honors Study for its
Honors m ajors and minors to encourage

55

Educational Program

enhancem ent and integration o f the Honors
preparations. A t the close o f the senior year,
candidates for Honors will be evaluated by
visiting examinets.
T h e program for engineering students follows a
similar basic plan, with certain variations
which are explained on page 129. Courses out­
side the technical fields are distributed over all
four years.
T h e course advisors o f 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 departments or
their representatives.

PROGRAM FOR FRESHMEN
AND SOPHOMORES
T h e major goals o f the first two years o f a
Swarthmore education are to introduce stu­
dents to a broad range o f intellectual pursuits,
to equip them with the analytic and expressive
skills required to engage in those pursuits, and
to foster a critical stance towards learning and
knowing. T h e College distribution require­
ments are designed to aid students in achieving
these goals.
To m eet the distribution requirements, a student
must:
1) complete at least 20 credits outside the
major before graduation;
2) take at least three credits in each o f the
three divisions o f the College (listed below);
3 ) o f the three credits in each division, take at
least two credits which are in different depart­
ments and are designated Primary Distribution
courses.
For purposes o f the distribution requirements
the three divisions o f the College are consti­
tuted as follows:

Humanities: A rt, Classics (literature), English
Literature, M odem Languages and Literatures,
Music and Dance, Philosophy, Religion.
N atural Sciences and Engineering: Biology,
Chemistry, Computer Science, Engineering,
M athem atics and Statistics, Physics and
Astronomy.
Social Sciences: Classics (an cien t history),
Economics, Education, History, Linguistics,
Political Science, Psychology, Sociology and

56

Anthropology.
Primary Distribution courses place particular
emphasis on the mode o f inquiry in a particu­
lar discipline. In teaching students to be self
conscious about how knowledge is generated,
these courses seek to develop an appreciation
o f both the power and the limits o f each disci­
pline within a broader system o f knowledge. In
recognition o f the importance o f writing as an
integral part o f the learning process in disci­
plines across the curriculum, Primary
Distribution courses also provide considerable
practice in expressing analytic and synthetic
thought in writing. Primary Distribution cours­
es are intended to be appropriate both for those
students who continue in a field and for those
who do not. To promote discussion they are
restricted to 25 students or have accompanying
small laboratories or discussion sections.
Courses which count for Primary Distribution
are designated in the departmental listings. A ll
six Primary Distribution courses must be satis­
fied by courses taken at Swarthmore and, with
the exception o f literature courses taught in a
language other than English, will normally be
completed before the student enters the junior
year. Extensions in the time allowed to com­
plete the rem aining Primary Distribution
courses may be granted by the Com m ittee on
Academic Requirements to students who study
for a semester or more away from Swarthmore.
Any course in a division (with the exception of
English Literature courses numbered 1A, IB ,
1C, Music courses numbered 40-49, and Dance
courses numbered 1-12 and 40) may be chosen
as the third Distribution course in that divi­
sion. Som e courses may be designated as quali­
fying for distribution (including Primary
Distribution) within more than one division.
O ne-credit courses so designated can be
counted in only one o f those divisions; multi­
credit courses so designated may be counted for
distribution in two or more divisions. A course
cross-listed between departments, within or
across divisions, will fulfill the distribution
requirement only for the department and divi­
sion of-th e professor who offers the course.
Unless designated otherwise, courses taught
jointly or alternately by faculty members of
departments in different divisions may no t be
used to satisfy distribution requirements.
Students who have been granted credit and
advanced placement in two departments in the

same division for work done prior to matricula­
tion at Swarthmore will be exempted from one
Primary Distribution requirement in that divi­
sion on the condition that they take an addi­
tional course in one o f those departments.
They will be exempted from both Primary
Distribution requirements in that division on
the condition that they take an additional
course in each of those departments. 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 com­
ponent 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. 69). A student who intends to major in
one of the natural sciences, mathematics, or
engineering should take an appropriate mathe­
matics course in the freshman year. Students
intending to major in one of the social sciences
should be aware of the increasing importance
of mathematical background for these subjects.
In the freshman and sophomore years all stu­
dents no t excused for medical reasons are
required to complete a four quarter (two semes­
ter) program in physical education. T h e
requirements are stated in full on page 68.
Early in the sophomore year, the student
should identify two or three subjects as possible
majors, paying particular attention to depart­
mental requirements and recommendations. In
the spring of the sophomore year, each student
will, with the guidance of his or her advisor,
prepare a reasoned plan of study for the last two
years. T his plan will be submitted to the chair
o f the student’s proposed major as a part o f the
application for a major. Acceptance will be
based on the student’s record and an estimate
of his or her capacities in the designated major.
Students who fail to secure approval o f a major
may be required to withdraw from the College.
W hile faculty advisors assist students in prepar­
ing their academic programs, students them­
selves are individually responsible for planning
and adhering to programs and for the comple­
tion of graduation requirements. Faculty advi­
sors, department chairmen, other faculty mem­
bers, the Deans, and the Registrar are available

for information and advice.

PROGRAMS FOR JUNIORS AND SENIORS
T h e 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 cre­
ating and synthesizing knowledge within it.
T h e breadth o f exposure, acquisition o f skills,
and development of a critical stance during the
first two years prepare students to pursue these
goals. 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 of
inquiry and demonstrate their mastery o f that
field through the completion o f courses within
the major and courses taken outside the major
which serve to expand and deepen the stu­
dent’s perspective on the major.
A ll students are required to include sufficient
work in a single department or program (desig­
nated as a “major”) to make an equivalent o f at
least eight courses before graduation.
To complete a departmental major, a student
must be accepted as a major, and in addition to
the standard eight courses and comprehensive
examination in the major department, must
fulfill specific departmental requirements. T h e
requirements for acceptance to departmental
majors and for completion o f them are speci­
fied in this catalogue under the respective
departmental listings, and are designed to
ensure a comprehensive acquaintance with the
field. A student must accumulate twenty
course credits outside his or her major, but
there is no other limit on the number o f cours­
es that a student may take in his or her major.
W ith departmental permission it is possible for
a student to plan a Special Major that includes
closely related work in one or more depart­
ments outside the major department. This
work (up to four courses normally) is part of
the major program for the comprehensive
examination; some of it may consist o f a thesis
or other written research project(s) designed to
integrate the work across departmental bound­
aries. In any case, the program o f the Special
Major is expected to be integral in the sense
that it specifies a field of learning (not neces­
sarily conventional) or topic or problems for

57

Educational Program

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 nor­
mally of no more than 12 credits. Occasionally,
where regular departmental requirements
unduly constrain the possibilities of a Special
Major, these requirements may be relaxed to a
minimum o f six courses in the primary depart­
m ent or by the omission o f certain courses in
that department normally required for the sake
o f breadth o f experience o f the major field; but
course requirements cen tral to systematic
understanding o f the major field will not be
waived. By extension, Special Majors may be
formulated as jo in t majors between two depart­
ments, normally with at least five credits in
each department and 11 in both departments,
which, in such programs, collaborate in advis­
ing and in the comprehensive examination. In
some areas, such as Biochemistry, Computer
S cien ce, D ance, Linguistics, and Psycho­
biology, in which special majors are done fre­
quently, the departments involved provide rec­
ommended programs. These are described in
the relevant departm ent sections o f the
Bulletin or in material available from depart­
m ent chairs.
During the junior and senior years, students are
advised by the chair o f the major department
(or a member o f the department designated by
the chair) whose approval must be secured for
the choice o f courses each semester.

HONORS PROGRAM
T h e External Examination (Honors) Program,
initiated in 1922 by President Frank Aydelotte
and modified most recently in 1994, is a dis­
tinctive part o f Swarthmore’s educational life.
T h e Honors Program has as its main ingredi­
ents student independence and responsibility
in shaping the educational experience; colle­
gial relationships between students and faculty;
peer learning; opportunity for reflection on and
integration o f specific preparations; and evalu­
ation by external examiners. Honors work may
be carried out in the full range o f curricular
options, including studio and performing arts,
study abroad, and community-based learning.
Students and their professors work in collegial

58

fashion as Honors candidates prepare for eval­
uation by external examiners from other acad­
emic institutions. W hile Swarthmore faculty
grade most of the specific preparations, the
awarding of honorifics on a student’s diploma is
solely based on the evaluation o f the external
examiners.
Preparations for Honors are defined by each
Department, and include seminars, indepen­
dent projects in research as well as in studio
and performing arts, and specially designated
pairs of courses. In addition, each Department
offers its own format for Senior Honors Study,
designed to enhance, and where appropriate
integrate, the preparations in both major and
minor.
Each Honors candidate’s program will include
three preparations for external examination in
a major and one in a minor, or four prepara­
tions in a special or interdisciplinary major.
Students offering three preparations in a major
or four preparations in a special or interdisci­
plinary major will be exempted from compre­
hensive exams in those majors. (Double majors
may participate in the Honors Program
through three preparations in one major and
one preparation in the other). Preparations for
both majors and minors will be defined by each
department, program, and interdisciplinary
major that sponsors a major. In addition,
minors may be defined by any program or con­
centration.
Each Honors candidate’s program will also
include at least one credit of Senior Honors
Study, in which preparations in both major and
minor are included. For the purposes o f the 20course rule, up to one credit of Senior Honors
Study does not count as in the major depart­
m ent. A ll 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 corre­
spond to the level o f Honors awarded by exter­
nal 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 com­
pleted in the spring of the Senior year. In addi­
tion, during Honors week at the end o f the
Senior year, every Honors candidate will meet
on campus with external evaluators for an oral
examination o f each preparation. Specific for­
mats for preparations and for Senior Honors

Study in each department and program are
available in each department office.
Students will normally include their intention
to prepare for Honors in their Plan o f Study for
the Last Two Years, written in the spring of
their Sophomore year. They must also submit
to the Office of the Registrar a formal applica­
tion for a specific program o f Honors prepara­
tion. T h e Registrar provides a form for this pur­
pose. Departments, Programs and Concentra­
tions, will make decisions about acceptance of
Honors programs at the end of the Sophomore
year. Students will be accepted into Honors
with the proviso that their work continue to be
o f Honors quality. Students may also apply to
enter Honors during their Junior year, in which
case the decision will be made at the end of the
Junior year. Any proposed changes to the
Honors program must be submitted for
approval on a form provided for this purpose by
the Registrar. T h e decision o f the departments
or interdisciplinary programs will depend on
the proposed program o f study and the quality
of the student’s previous work as indicated by
grades received and upon the student’s appar­
ent capacity for assuming the responsibility of
honors candidacy. T h e major department or
interdisciplinary program is responsible for the
original plan of work and for keeping in touch
with the candidate’s progress from semester to
semester.
A t the end o f the senior year the decision of
the degree o f Honors to be awarded the candi­
dates is entirely in the hands o f the visiting
examiners. Upon their recommendation, suc­
cessful candidates are awarded the Bachelor’s
Degree with Honors, with High Honors, or
with Highest Honors.

EXCEPTIONS TO THE FOUR-YEAR
PROGRAM
Although the normal period o f uninterrupted
work toward the Bachelor o f Arts and Bachelor
of Science degrees is four years, graduation in
three years is freely permitted when a student
can take advantage o f Advanced Placement
credits, perhaps combining them with extra
work by special permission.
W hen circumstances warrant, a student may
lengthen the continuous route to graduation to

five years by carrying fewer courses than the
norm of four although College policy does not
permit programs o f fewer than three credits for
degree candidates in their first eight semesters
o f enrollment. A course load lower than the
norm may be appropriate for students who
enter Swarthmore lacking some elements of
the usual preparation for college, who are phys­
ically handicapped, or who wish to free time
for activities relating to their curricular work
although not done for academic credit. Such
five-year programs are possible in Music and
Studio A rts for students who are taking
instruction off campus or who wish to pursue
studio or instrumental work without foil credit
but with instruction and critical supervision;
but such programs are possible only on applica­
tion to and selection by the department con­
cerned, which will look for exceptional accom­
plishment or promise. In all cases where it is
proposed to reduce academic credit and
lengthen the period before graduation the
College looks particularly to personal circum­
stances and to careful advising and necessarily
charges the regular annual tuition (see the pro­
visions for overloads, p. 21). Full-time leaves of
absence for a semester or a year or more are
freely permitted and in some cases encouraged,
subject also to careful planning and academic
advising. Information about work opportuni­
ties for leave-takers available through the
College Venture Program is in the Career
Planning and Placement office.

NORMAL COURSE LOAD
Although normal progress toward the degree of
Bachelor of Arts or Bachelor o f Science is
made by eight semesters’ work o f four courses
or the equivalent each semester, the object of
progress toward the degree is not the mere
accumulation of 32 credits. Students may and
frequently do vary this by programs o f five
courses, or three courses, with special permis­
sion. College policy does not permit programs
of fewer than three courses within the normal
eight semester enrollment. Programs o f more
than five courses or fewer than four courses
require special permission (see p. 21 on tuition
and p. 66 on registration).

Educational Program

FORMATS OF INSTRUCTION
W hile classes and seminars are the normal cur­
ricular formats at Swarthmore, faculty regula­
tions encourage other modes as well. These
include various forms o f individual study, stu­
dent-run courses, and a limited amount of
“practical” or off-campus work.
T h e principal forms o f individual work are
attachments to courses, directed reading, and
tutorials. T h e faculty regulation on attach­
ments provides that a student may attach to an
existing course, with permission o f the instruc­
tor, a project o f additional reading, research,
and writing. If this attachm ent is taken con­
currently with the course it is normally done
for half credit. If it is taken in a later semester
(preferably the semester immediately follow­
ing), it may be done for either half or fall cred­
it. T his kind o f work can be done on either a
small-group or individual basis. It is not possi­
ble in all courses, but it is in most, including
some introductory courses. For freshmen and
sophomores it is a way o f developing capacities
for independent work, and for Honors candi­
dates it is an alternative to seminars as a prepa­
ration for papers. Students who decide before
the middle o f the semester to do a half-credit
attachm ent may, with permission, withdraw
from a regular course and carry three and a half
credits in that term to be balanced by four and
a h alf credits in another term. Students may do
as many as two attachm ents 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, opportuni­
ties for directed reading are more frequent in
most departments than are opportunities for
tutorials. In both cases substantial written work
and/or written examinations are considered
appropriate, and it is generally desirable that
the work be more specialized or more sharply
focussed than is usually the case in courses or
seminars; the work may range from a course of
reading to a specific research project. Such
work is available primarily to juniors and
seniors in accordance with their curricular
interests and as faculty time permits.
T h e faculty regulation on student-run courses
permits a group o f students to propose a topic
to an instructor for half or single credit and to
run their own course w ith a reading list

60

approved by the instructor and a final exami­
nation or equivalent administered by him or
her, but normally with no farther involvement
o f faculty. In organizing such a course students
obtain provisional approval and agreement to
serve as course supervisor from a faculty mem­
ber by December 1st (for the spring term) or
May 1st (for the fall term) on the basis of an
initial memorandum emphasizing the principal
subject matter to be studied, the questions to
be asked about it, the methods of investigation,
and providing a preliminary bibliography. T he
course is then registered by its organizers with
the Provost, who has administrative supervi­
sion o f such work, and who may waive the fore­
going deadlines to recognize problems in the
organization of such courses. T h e course super­
visor consults his or her department, and in the
case o f an interdepartmental course, any other
department concerned, whose representatives
together with the Provost will decide whether
to approve the course. T h e supervisor also
reviews the course outline and bibliography
and qualifications and general eligibility of stu­
dents proposing to participate in the course.
A fter a student-run course has been found
acceptable by the appropriate department (or
departments) and the Provost, the course
supervisor’s final approval is due ten days
before the term begins, following which a
revised reading list and class list are given to
the Librarian and the course title and class list
are filed with the Registrar. A t the end o f the
course the supervisor evaluates and grades the
students’ work in the usual way or arranges for
an outside examiner to do so.
Student-run courses may vary in format and
content. In particular, they may be provision­
ally proposed for half credit to run in the first
half of the semester, and at midterm, may be
either concluded or, if the participants and
course supervisor find the work profitable, con­
tinued for the balance o f the term for fall cred­
it. Alternatively, student-run courses may be
started after the beginning o f the semester (up
to midsemester) for half credit and then be
continued, on the same basis, into the follow­
ing term. O r they may be taken for half credit
over a fall term. T h e role of the course super­
visor may exceed that in planning and evalua­
tion outlined above and extend to occasional
or regular participation. T h e only essentials,
and the purpose o f the procedures, are suffi­

cient planning and organization o f the course
to facilitate focus and penetration. T h e course
planning and organization, both analytical and
bibliographical, are also regarded as important
ends in themselves, to be emphasized in the
review o f proposals before approval. Up to four
of the 32 credits required for graduation may be
taken in student-run courses.

German Studies, Interpretation Theory, Latin
American Studies, Peace and C onflict Studies,
Public Policy, and Women’s Studies. Study in a
Concentration can either be in combination
with a student’s regular major or prepared as a
minor in the Honors Program. T h e specific
requirements for these programs are outlined in
the relevant sections of the Bulletin.

Finally, as to applied or practical work, the
College may under faculty regulations grant up
to one course credit for practical work, which
may be done off campus, when it can be shown
to lend itself to intellectual analysis and is like­
ly to contribute to a student’s progress in regu­
lar course work, and subject to four conditions:
(1) agreement o f an instructor to supervise the
project; (2 ) sponsorship by the instructor’s
department, and in the case of an interdiscipli­
nary project, any other department concerned,
whose representatives together with the
Provost will decide whether to grant permis­
sion for the applied or practical work before
that work is undertaken; (3 ) a basis for the pro­
je ct in some prior course work; and (4) nor­
mally, the examination o f pertinent literature
and production of a written report as parts of
the project. This option is intended to apply to
work in which direct experience 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 rela­
tion to organized instruction and the regular
curriculum, the College limits academic credit
for it while recognizing its special importance
for some students’ programs.

It should be recognized that some departments
are themselves interdisciplinary in nature; that
a considerable number o f courses are cross-list­
ed between departments; that each year some
courses are taught jointly by members o f two or
more departments; and that departments com­
monly recommend or require supporting work
for their majors in other departments. Many
other opportunities exist informally— e.g., in
comparative literature, in African studies, in
American studies, in religion and sociologyanthropology, in engineering and social sci­
ences, in women’s studies, in biochemistry, or
in chem ical physics. Students are encouraged
to seek the advice o f faculty members on such
possibilities with respect to their particular
interests.

INTERDISCIPLINARY WORK
T h e requirements o f the major typically leave
room for significant flexibility in students’ pro­
grams, both within and outside the major. This
may be used to pursue a variety of interests and
to emphasize intellectual diversity; it may also
be used for the practical integration o f individ­
ual programs around interests or principles sup­
plementing the major. T h e College offers
interdepartmental majors in Asian Studies,
Medieval Studies, and Literature, and formal
interdisciplinary programs called Concentra­
tions in Black Studies, Computer Science,
Environmental Studies, Francophone Studies,

HEALTH SCIENCES ADVISORY PROGRAM
T h e function of the health sciences advisory
program is twofold: to advise students interest­
ed in a career in the health sciences, and to
prepare letters o f recommendation for profes­
sional schools to which students apply. T h e let­
ters are based on faculty evaluations requested
by the student, the student’s academic record
and non-academic activities.
Students intending to enter a career in the
health sciences, especially those applying to
medical or dental schools, should plan their
academic programs carefully to meet the nec­
essary requirements, as well, as the general
College requirements. T h e following courses
are among the minimum requirements for stu­
dents entering medical or dental schools:
Biology 1, 2 (students who have earned
advanced placement credit for either Biology 1
or 2 should take one other biology course);
Chemistry 10, 22, 32, 38; Physics 3, 4; M ath 5
and one additional math course; and English
Literature, two semester courses. T h e work of
the junior and senior years may be completed
in either the Course or the Honors Program,

61

Educational Program

and in any major department of the student’s
choice. However, professional schools in the
health sciences generally require a demon­
strated proficiency in the basic sciences. A ll
required courses should therefore be taken on a
graded basis after the first semester of the fresh­
man year.
Almost all medical schools require applicants
to take the Medical College Admission Test
which is given in August and September each
year. It is recommended that students take the
test in the Spring o f the year that they apply for
admission to medical schools. Swarthmore
College is a testing center for the MCAT.
Corollary tests, the Dental Aptitude Test and
the Veterinary Aptitude Test, are often
required by dental and veterinary schools.

COOPERATION WITH NEIGHRORING
INSTITUTIONS
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, of Pennsylvania without the
payment o f extra tuition. Students are ex­
pected to know and abide by the academic reg­
ulations o f the host institution. T his arrange­
m ent does not apply to the summer sessions of
the University of Pennsylvania and Bryn Mawr
College.

STUDENT EXCHANGE PROGRAMS

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 O ffice: M edical School Admission
Requirements and Admission Requirements o f
American Dental Schools. Catalogs for most
medical and veterinary schools are also on file
in the Advisory Office.

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

T h e 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. T h e Health Science
O ffice publishes two booklets “Guide of
Premedical (Predental and Preveterinary)
Studies at Swarthmore College” and “Guide
for Applying to Medical School for Swarth­
more Undergraduates and Alumni/ae” which
co n tain specific inform ation about the
Swarthmore curriculum. Further information
on opportunities, requirements and procedures
can be obtained from the H ealth Sciences
Advisor but it is the student’s responsibility to
make . his or her intentions known to the
Advisor at the earliest possible date.

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 o f partici­
pants to the institution w ith w hich the
exchange takes place.

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

62

STUDY ARROAD
T h e College emphasizes the importance of
study abroad and encourages all students to
explore possibilities for doing so as integral
parts o f their degree programs. T h e Office for
Foreign Study, and the Foreign Study Adviser,
will help all interested students at every
stage— planning, study abroad, return— of the
process.'
To be accepted for credit toward the Swarth­
more degree, foreign study must meet Swarth­
more academic standards. W ith proper plan­
ning, this condition normally is readily met.
Proper planning begins with seeing the Foreign
Study Adviser as early as possible in one’s col-

lege career. Credit for study abroad is awarded
according to College regulations for accredit­
ing work at other institutions; and the process
must be completed within the academic year
following return to the College. Financially
aided students whose aid has been applied to
study abroad must complete the accreditation
process immediately upon return.

The Swarthmore Program in G renoble, France,
inaugurated in the fall o f 1972. Students enter­
ing this program spend either one or two
semesters at the University o f Grenoble, where
their course of study is the equivalent o f one or
two semesters at Swarthmore. This program,
under the auspices o f the Department of
M odem Languages and Literatures, is open to
students from any department, but especially
those in the humanities and social sciences.
Should there be places available, applications
from students at other institutions are accept­
ed. T h e number o f participants is limited to
twenty-five.
Students are integrated into the academic life
at the University o f Grenoble through regular
courses, when their language com petence
allows, or through special courses for foreign
students. Individual programs are arranged to
suit the needs and competencies o f students.
Preparation o f External Examination papers is
possible in certain fields. T h e program is
designed primarily for juniors and second
semester sophomores, but seniors can be
accommodated in special cases.
A member o f the Department o f M odem
Languages and Literatures acts as resident
Director. T h e 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 prob­
lems. A coordinator o f th e program at
Swarthmore handles such matters as admis­
sions to the program (in consultation with the
Deans), financial aid, transfer o f academic
credit to departments within the College and
to institutions whose students participate in
the program. Applications for the fall semester
must be submitted by M arch 15 and for the
spring semester by October 15.

Academic Year in M adrid, Spain. This program is
administered by the R om ance Language
Department o f Hamilton College, in coopera­
tion with faculty members o f Williams 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 con­
cerned.) T h e program attempts to take full
advantage o f the best facilities and teaching
staff o f the Spanish community, while adhering
to the code o f intellectual performance charac­
teristic o f the most demanding American insti­
tutions.
A distinguishing aspect o f the program is the
individual guidance provided students in nonacademic areas, especially in (1) the efforts
that are made to find homes well suited for stu­
dent lodging, and (2) the activities which are
planned to insure ample contact with Spanish
students.
T h e program is based in Madrid, where the cul­
tural, educational and geographic benefits are
optimum. Classrooms and office space are
located at the International Institute (Miguel
Angel 8, Madrid). T h e Institute houses a
library eminently suited for study and research,
and it sponsors a series o f lectures, concerts,
and social activities.
T h e program is under the general guidance of a
com m ittee comprised o f members o f the
Hamilton College Department o f Romance
Languages, who, in rotation with professors
from Williams and Swarthmore Colleges, serve
also as directors-in-residence in Madrid.
Applications and further information are avail­
able from the Department o f M odem Lan­
guages and Literatures.
In addition to the programs in Grenoble and
Madrid, there are a number o f excellent foreign
study programs throughout the world. T h e
Foreign Study Office, along with the academic
departments and programs of the College, will
advise students on this. Information on foreign
study programs is available in the Foreign
Study Office.
Financial aid may be applied to study abroad,
with the approval o f the Foreign Study Office.
For students who are in good academic stand­
ing and who plan to attend academically and
credit worthy programs, approval is normally
routine.
Study abroad students who wish to receive
credit toward the Swarthmore degree for their
completed work will pay, for the semster or
year abroad, full Swarthmore tuition, room,
and board to Swarthmore, and Swarthmore

63

Educational Program

will pay the foreign study programs on their
behalf. Complete information on payment pro­
cedures for study abroad is available in the
Foreign Study Office.

The Olga 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 stu­
dents with demonstrated financial need who
wish to attend a Russian summer school pro­
gram in this country or either the Leningrad or
Moscow semester programs. Awards based on
merit and financial need will be made on the
recommendation o f the Russian section of the
Departm ent o f M odem Languages and
Literatures.

The Eugene M . W eber M emorial 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 demonstrat­
ed financial need who wish to attend an acad­
em ic program in a German-speaking country.
Awards based on merit and financial need will
be made o n the recom m endation o f the
German section o f the Department o f Modem
Languages and Literatures.

64

Faculty Regulations
1

AnENDANCE AT CLASSES

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Normally, 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 stu­
dent’s work. T h e number o f absences allowed
in a given course is not specified, a fact which
places a heavy responsibility on all students to
make sure that their work is not suffering as a
result of absences. Since freshmen must exer­
cise particular care in this respect, and since
the Faculty recognizes its greater responsibility
toward freshmen in the matter o f class atten­
dance, it is expected that freshmen, especially,
will attend all classes.
W hen illness necessitates absence from classes,
the student should report at once to the Health
Center.
A student may obtain credit for a course with­
out attending class meetings by reading the
material prescribed by a syllabus and taking a
final examination, under the following condi­
tions:
1) The student must signify intent to do so at
the time of registration, having obtained the
instructor’s approval in advance.
2) If after such registration the student wishes
to resume normal class attendance, the instruc­
tor’s approval must be obtained.

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3) The student may be required to perform
such work, in addition to the final examina­
tion, as the instructor deems necessary for ade­
quate evaluation o f his or her performance.
4) The final grade will be recorded by the
Registrar exactly as if the student had attended
classes normally.

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

uncompleted or unsatisfactory work. Letter
grades may be qualified by pluses and minuses.
W signifies that the student has been permitted
to withdraw from the course. X designates a
condition; X means that a student has done
unsatisfactory work in the first half of a year
course, but by creditable work during the sec­
ond half may earn a passing grade for the full
course and thereby remove the condition. R is
used to designate an auditor or to indicate
cases in which the work o f a foreign student
cannot be evaluated because of deficiencies in
English.
Inc. means that a student’s work is incomplete
with respect to specific assignments or exami­
nations. T h e Faculty has voted that a student’s
final grade in a course should incorporate a
zero for any part of the course not completed by
the date of the final examination, or the end of
the examination period. However, if circum­
stances beyond the student’s control preclude
the completion of the work by this date, a
grade of Incomplete (In c.) may be assigned with
the permission of the Registrar. In such cases
incomplete work must normally be made up
and graded and the final grade recorded within
five weeks after the start of the following term.
Except by special permission o f the Registrar
(on consultation with the Com m ittee on
Academic Requirements) all grades of Inc. still
outstanding after that date will be replaced on
the student’s permanent record by N C (no
credit). Waiver of this provision by special per­
mission shall in no case extend beyond one
year from the time the Inc. grade was incurred.
T h e only grades recorded on students’ records
for courses taken during their first semester of
the freshman year are C R (credit) and N C (n o
credit). In the balance o f their work at
Swarthmore, students may exercise the option
to take up to four more courses for Credit/No
Credit by informing the Registrar’s Office
within the first two weeks o f the term in which
the course is taken. U ntil the middle o f the
semester, students may reconsider and opt to
receive a formal grade in the course. This
course will count as one of the four optional
Credit/No Credit courses. Repeated courses
may not be taken Credit/No Credit. For fresh­
men and sophomores C R will be recorded for
work that would earn a grade of straight D or
higher; for juniors and seniors (that is, students
with at least 16 credits, not counting A P cred-

Faculty Regulations

its) the minimum equivalent letter grade for
C R will be straight C . Instructors are asked to
provide the student and the faculty adviser
with evaluation o f the student’s Credit/No
Credit work. T h e evaluation for first-semester
freshmen includes a letter-grade equivalent; for
other students the evaluation may be either a
letter-grade equivalent, or a comment. Such
evaluations are not a part o f the student’s grade
record. Letter grade equivalents only, for first
semester freshmen courses only, may be provid­
ed to other institutions if requested by the stu­
dent and absolutely required by the other insti­
tution.
Som e courses can be repeated for credit; these
are indicated in departmental course descrip­
tions. For other courses, permission to repeat a
course must be obtained from the Swarthmore
instructor teaching the repetition. To take a
course at another school to serve as a repeat of
a course previously taken at Swarthmore, per­
mission must be obtained from the chair of the
Swarthmore department in which the original
course was taken. For transfer credit to serve as
a repeat o f a course previously taken at Swarth­
more, the chair’s permission needs to be ob­
tained as a part o f the transfer credit approval
and validation processes.
For repeated courses in which the student
withdraws before the mid-point o f the semes­
ter, the grade and credit for the previous
attempt will stand. For all other repeated
courses, the grade for the previous attempt will
be preserved in brackets on the permanent
record, and any credit for the previous attempt
will be permanently lost; the final grade and
any credit earned in the repetition are the
grade and credit applicable to the Swarthmore
degree. Repeated courses may not be taken
Credit/No Credit.
Reports o f grades are sent to students at the
end o f each semester. T hey are not routinely
sent to parents or guardians, but such informa­
tion may be released when students request it.
A C (2 .0 ) average is required in the courses
counted for graduation (see Degree Require­
ments section footnote on page 69 for an
explanation o f how to calculate average grade).

REGISTRATION
A ll students are required to register and enroll
at the time specified in official announcements
and to file programs approved by their faculty
advisors. Fines are imposed for late or incom­
plete registration or enrollment.
A regular student is expected to take the prescribed number o f courses in each semester. If
more than five or fewer than four courses seem
desirable, the faculty advisor should be consuited and a petition filed with the Committee
on Academic Requirements.
Applications involving late entrance into a
course must be received within the first two
weeks o f the semester. Applications involving
withdrawal from a course must be received not
later than the middle o f the semester, or the
mid-point o f the course if it meets for only onehalf a semester.
A deposit o f $100 is required o f all returning
students prior to their enrollment in both the
spring and fall semesters. T h is deposit is
applied to charges for the semester, and is not
refundable.

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EXAMINATIONS
A ny student who is absent from an examina­
tion, announcement o f which was made in
advance, shall be given an exam ination at
another hour only by special arrangement with
the instructor in charge o f the course.
N o exam ination in absentia shall be per­
mitted— instructors shall give examinations
only at the College and under direct depart­
mental supervision.

ACADEMIC HONESTY
Members of an academic community have an
unequivocal responsibility to present as the
result o f their own work only that which is
truly theirs. Cheating, whether in examinations or by plagiarizing the work o f others, is a
most serious offense, and one which strikes at
the foundations o f academic life.
T h e responsibility of the Faculty in this area is
three-fold: to explain the nature o f thé prob-

66

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lem to those they teach (th e Faculty’s state­
ment concerning plagiarism may be found in
The Student H andbook), to minimize tempta­
tion, and to report any case o f cheating to the
Dean for action by the College Judiciary
Committee.
The College Judiciary Comm ittee will consider
the case, determine guilt, and recommend a
penalty to the President. T h e order o f magni­
tude o f the penalty should reflect the serious­
ness o f the transgression. It is the opinion of
the Faculty that for the first offense failure in
the course and, as appropriate, suspension for a
semester or deprivation o f the degree in that
year is no t unsuitable; for a second offense the
penalty should normally be expulsion. A full
description o f College judicial procedure may
be obtained from the office o f the Dean.

STUDENT LEAVES OF ABSENCE
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Student leaves o f absence are freely permitted
provided the request for leave is received by
the date of enrollment and the student is in
good standing. If a student has not enrolled
and has no t 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. T h e pur­
pose o f this policy is to assist the College in
planning its enrollments.

Withdrawal and Readmission for
Health Related Reasons

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

m ental h ealth withdrawal, normally the
College will not accept applications for readmission until a full semester (in addition to the
semester in which the student has withdrawn)
has passed.
A student applying to the College for readmis­
sion after withdrawal will be required to pro­
vide appropriate documentation o f increased
ability to function academically, and/or of
decreased hazard to health or safety. In addi­
tion, the student may be required to show evi­
dence o f successful social, occupational, and/or
academic functioning during the time away
from the College. T his may include the com­
pletion of any outstanding academic “incom­
plètes” on record.
A fter such evidence has been provided, the
student will be required to be evaluated in per­
son by the Director o f the W orth Health
Center and/or the Director o f Psychological
Services, or designates as appropriate. T h e
evaluation will provide adjunctive information
to the D ean’s decision-m aking process.
Recommendations for readmission are made to
the Dean o f the College, who makes the final
decision.

The College Venture Program
T h e College Venture Program, supported by
Swarthmore College, Bates College, Brown
University, Connecticut College, Hobart and
William Sm ith Colleges, the College o f Holy
Cross, Vassar College, and Wesleyan Univer­
sity, provides work experiences for students
taking time away from college. Venture jobs
are usually full-time, paid positions in a variety
of fields including the environment, education,
business, social change, government, and the
arts. Students do not receive academic credit
for these work experiences. T h e College
Venture Coordinator is in the Career Planning
and Placement Office.

SUMMER SCHOOL WORK AND OTHER
WORK DONE ELSEWHERE
Students desiring to receive Swarthmore C ol­
lege credit for work at another school are
required to obtain preliminary approval and
after the fact validation by the chair o f the
Swarthmpre department concerned. Prelimi­
nary approval depends upon adequate informa-

67

Faculty Regulations

tion about the content and instruction o f the
work to be undertaken. Validation o f the work
for credit depends upon evaluation o f the
materials of the course including syllabus, read­
ing lists, written papers, and examinations by
the Swarthmore department concerned after
the work has been done. Validation may
include an exam ination, w ritten or oral,
administered at Swarthmore. A ll decisions are
made on a case by case basis.
A n official transcript from the other school
must be received by the Office of the Registrar
before validated work can be recorded for cred­
it. By College policy, in order for work done
elsewhere to be granted Swarthmore College
credit, the grade for that work must be the
equivalent o f a straight C or better, but a bet­
ter than C grade does not in itself constitute
Swarthmore accreditability.
Requests for credit must be made within the
academic year following the term in which the
work was done. Credit is lost if a student takes
a course at Swarthmore that essentially repeats
the work covered by the credit.

PHYSICAL EDUCATION
In the freshman and sophomore years all non­
veteran students not excused for medical rea­
sons are required to complete a four quarter
(two semester) program in physical education.
A ll students must pass a survival swimming test
or take up to one quarter o f swimming instruc­
tion. (See the departmental statement o f the
Department o f Physical Education and A th ­
letics.)

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

Degree Requirements
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BACHELOR OF ARTS AND BACHELOR
OF SCIENCE

MASTER OF ARTS AND MASTER
OF SCIENCE
T h e degree of Master o f Arts or Master of
Science may be conferred subject to the fol­
lowing requirements:

I

The degree of Bachelor o f Arts or Bachelor of
Science is conferred upon students who have
met the following requirements for graduation.
The candidate must have:

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1. Completed thirty-two course credits or their
equivalent.

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

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3. Complied with the distribution requirements and have completed at least twenty
credits outside the major. (See pages 55-58.)

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4. Fulfilled the foreign language requirement,
having either: a) passed three years or their
equivalent (as determined by the Provost) of
one foreign language while in grades nine
through twelve; or, b) achieved a score o f 600
or its equivalent in a foreign language on a
standard achievement test; or, c) passed one
year of a foreign language while at Swarthmore.

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5. M et the requirements in the major and sup­
porting fields during the last two years.
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6. Passed satisfactorily the comprehensive
examinations in his or her major field, or met
the standards set by visiting examiners for a
degree with Honors.

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

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8. Completed the physical education require­
ment set forth on page 68 and in statements of
the Department o f Physical Education and
Athletics.
9. Paid all outstanding bills and returned all
equipment and library books.

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Only students who have completed the work
for the Bachelor’s degree with some distinc­
tion, either at Swarthmore or at another insti­
tution of satisfactory standing, shall be ad­
mitted as candidates for the Master’s degree at
Swarthmore.
T h e candidate’s record and a detailed program
setting forth the aim o f the work to be pursued
shall be submitted, with a recommendation
from the department or departments co n­
cerned, to the Curriculum Com m ittee. If
accepted by the Committee, the candidate’s
name shall be reported to the faculty at or
before the first faculty meeting o f the year in
which the candidate is to begin work.
T h e requirements for the Master’s degree shall
include the equivalent o f a full year’s work of
graduate character. T his work may be done in
courses, seminars, reading courses, regular con­
ferences w ith members o f the faculty, or
research. T h e work may be done in one depart­
m ent 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. T h e candidate shall be exam­
ined by outside examiners, provided that where
this procedure is not practicable, exceptions
may be made by the Curriculum Committee.
T h e department or departments concerned, on
the basis of the reports of the outside examin­
ers, together with the reports of the student’s
resident instructors, shall make recommenda­
tions to the faculty for the award o f the degree.
A t the option of the department or depart­
ments concerned, a thesis may be required as
part of the work for the degree.

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*“A n average of C ” is interpreted for this purpose as being a numerical average of at least 2.0
(A +, A = 4.0, A - = 3.67, B+ = 3.33, B = 3.0,
B - = 2.67, C + = 2.33, C = 2.0, C - = 1.67, D+
= 1.33, D = 1.0, D - = 0.67).

Grades o f Credit/No Credit and grades on the
record for work not taken at Swarthmore
College are not included in computing this
average.

Degree Requirements

A candidate for the Master’s degree will be
expected to show before admission to candida­
cy a competence in those languages deemed by
his or her department or departments most
essential for the field of research. Detailed lan­
guage requirements will be indicated in the
announcements o f departments which admit
candidates for the degree.
T h e tuition fee for graduate students who are
candidates for the Master’s degree is $20,846.

70

I

Awards and Prizes

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The Ivy Award is made by the Faculty each year

chemistry and overall academic performance.

to the man of the graduating class who is out­
standing in leadership, scholarship, and contri­
butions to the College community.

Boyd Barnard Music Awards. Established in

The O ak L eaf Award is made by the Faculty

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each year to the woman o f the graduating class
who is outstanding in leadership, scholarship,
and contributions to the College community.

The M cCabe Engineering Award, founded by
Thomas B. M cCabe, 1915, is presented each
year to the outstanding engineering student in
the Senior Class. T h e recipient is chosen by a
committee o f the faculty o f the department of
Engineering.
Flack Achievement Award, established by Jim
and Hertha Flack in 1985, is given to a deserv­
ing student who, during his or her first two
years at the College, has demonstrated a good
record o f achievement in both academic and
extracurricular activities and has leadership
potential.

The Academy o f American Poets awards $100
each year for the prize poem (or group of
poems) submitted in a competition under the
direction o f th e Departm ent o f English
Literature.
The Adams Prize o f $200 is awarded each year
by the Department o f Economics for the best
paper submitted in quantitative economics.

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

The Jonathan Leigh Altman Summer Grant,

f

given in memory of this member o f the Class of
1974 by Shing-mei P. Altm an ’76, is awarded
by the Department o f A rt to a junior who has
strong interest and potential in the studio arts.
It provides up to $2,000 to support purposeful
work in the studio arts during the summer
between the junior and senior years.
American Chem ical Society Award is given to
the student who is judged by the Department
of Chemistry to have the best performance in
chemistry and overall academic achievement.

American Institute o f Chemists Award is given to
the student who is judged by the Department
of Chemistry to have the second best record in

1990, these awards subsidize the entire cost of
private instrumental or vocal lessons for a lim­
ited 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. R ecip­
ients participate as leaders in performance on
campus, normally as members o f one of the
Music and Dance Department’s performing
organizations, or, in the case o f pianists and
organists, as accompanists.

The Boyd Barnard Prize. Established by Boyd T.
Barnard T 7 , the Barnard Prize of $1,000 is
awarded by the Music faculty each year to a
student in the junior class in recognition of
musical excellence and achievement.

The Jam es H . Batton ’72 Award, endowed in his
memory by G . Isaac Stanley ’73 and Ava Harris
Stanley, M .D. ’72, is awarded for the personal
growth or career development o f a minority
student with financial need.
The Paul H . Beik Prize in History of $100 is
awarded each May for the best thesis or
extended paper on an historical subject by a
History major during the previous academic
year.

The Black Alumni Prize is awarded annually to
honor the sophomore or junior minority stu­
dent who has shown exemplary academic per­
formance and community service.
The Brand Blanshard Prize, honoring Brand
Blanshard, Professor o f Philosophy at Swarthmore from 1925 to 1945, has been established
by David H. Scull, of the Class o f 1936. T he
award of $100 is presented annually to the stu­
dent who, in the opinion o f the Depart-ment,
submits the best essay on any philosophical
topic.

The Sophie and W illiam Bramson Prize is
awarded annually to an outstanding student
majoring in sociology and anthropology. T he
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.
T h e Bramson prize is given in memory o f the
parents o f Leon Bramson, founding chairman
o f Sw arthmore’s sociology-anthropology
department, and it carries a cash stipend.

71

Awards and Prizes

The Heinrich W. Brinkmann Mathematics Prize,
honoring Heinrich Brinkmann, Professor of
Mathematics, 1933-1969, was established by
his students in 1978 in honor o f his 80th birth­
day. Awards o f $100 are presented annually to
the student or students who, in the opinion of
the Department of Mathematics and Statistics,
submit the best paper on a m athematical
subject.

The Sarah Kaighn C ooper Scholarship, founded
by Sallie K. Johnson in memory o f her grand­
mothers, Sarah Kaighn and Sarah Cooper, is
awarded to the member o f the Junior Class
who is judged by the faculty to have had, since
entering College, the best record for scholar­
ship, character, and influence.

The Anna May Courtney A ward. T h e A nna
May Courtney Award, named in honor o f the
late singer who performed often in Lang
C oncert Hall, is given each semester by the
Music faculty to an outstanding voice student.
T h e award subsidizes the entire cost o f private
lessons for the semester.

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. T h e award subsidizes
the entire cost o f private lessons for the semes­
ter.

Fetter String Quartet Awards. T h e Elizabeth
Pollard Fetter String Quartet Awards, endowed
by Frank W. Fetter ’20, Robert Fetter ’53,
Thomas Fetter ’56, and Ellen Fetter G ille in
memory o f Elizabeth P. Fetter ’25, subsidize the
private instrumental lessons o f four top-notch
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 com­
ing for an interview. Membership in the
Quartet is competitive. A t the beginning of
any semester, other students may challenge and
compete for a place in the Quartet.

The Alice L . Crossley Prize in Asian Studies o f
$ 1 0 0 is awarded to the student who, in the
opinion o f the Asian Studies Comm ittee, sub­
mits the best essay on any topic in Asian
Studies.

Friends o f Music and Dance Summer A wards.
Each Spring, the Music and Dance Depart­
m ent 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 George P. Cuttino Scholarship, established

The Renee G addie Award. In memory o f Renee

in 1992, is awarded by the Department of
History to a junior for travel and research in
Europe during the summer before the senior
year.

The Rod Dowdle ’82 Achievement Award in ten­
nis is given annually to the male varsity tennis
player who best exhibits qualities o f persever­
ance and strong personal effort to achieve a
meaningful personal or team goal.

The Robert Enders Field Biology Award, estab­
lished by his friends and former students, to
honor Dr. Robert K. Enders, a member 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.

The Anne and Alexander Faber International
Travel Fund, established by family and friends
in honor o f A nne Faber and in memory of
Alexander L. Faber, parents o f three Swarthmore graduates, provides grants for travel out­
side the U nited States and Canada for students
majoring in the Humanities.

The Arthur Fennimore Award. T h e Arthur

72

Gaddie ’93, this award is given by the Music
faculty to a member o f the Swarthmore
College Gospel Choir who is studying voice
through the Music 48 (Individual Instruction)
program. T h e award subsidizes the entire cost
of voice lessons for that semester.

Edwin B . Garrigues Music Awards. Naming
Swarthmore as having one of the top four
music programs in the Philadelphia area, the
Edwin B. Garrigues Foundation. established
awards to subsidize the entire cost of private
instrumental or vocal lessons for a limited
number o f gifted students, often incoming firstyear students. These awards, which are given
each semester by the Music faculty to approxi­
mately 10-15 students, are determined by com­
petition on campus and by audition (either in
person or by tape) for incoming first-year stu­
dents. Recipients participate as leaders in per­
formance on campus, normally as members of
one of the Music and Dance Department’s per­
forming organizations, or, in the case of
pianists and organists, as accompanists.

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The Dorothy Ditter Gondos Award, bequeathed
by Victor Gondos, Jr., in honor o f his wife,
Class of 1930, is given every other year to a stu­
dent o f Swarthmore College who, in the opin­
ion of a faculty comm ittee, submits the best
paper on the subject dealing with a literature of
a foreign language. T h e prize o f $100 or more
is awarded in the spring semester. Preference
will be given to essays based on works read in
the original language. Awarding o f the prize
will be under the direction o f the Literature
Committee.

The John Russell Hayes Poetry Prizes are offered
for the best original poem or for a translation
from any language.

The Samuel L. Hayes 111 Award. Established in
1991 through the generosity o f members of
Swarthmore Alumni in Finance, the Hayes
Award honors th e contributions made by
Samuel L. Hayes III ’57, former member o f the
Board o f Managers and the Jaco b S c h iff
Professor o f Business at the Harvard Business
School. T h e award provides support for student
summer research in economics and is adminis­
tered by the Economics Department.

The Philip M . Hicks Prizes are endowed by

social and political conflict. It carries a cash
stipend.

The Kwink Trophy, first awarded in 1951 by the
campus managerial organization known as the
Society o f Kwink, is presented by the faculty of
the Department of Physical Education and
A thletics to the senior man who best exempli­
fies the Society’s five principles: Service, Spirit,
Scholarship, Society, and Sportsmanship.

The Eugene M . Lang Summer Initiative Awards
are made each spring to 15 students who are
selected by the Provost in consultation with
the appropriate Division heads to support fac­
ulty-student research (five awards), indepen­
dent student research (five awards), and stu­
dent social service activity specifically related
to research objectives and tied to the curricu­
lum, under the supervision o f faculty members
(five awards).

The Leo M . Leva M emorial 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

friends o f Philip M. Hicks, former Professor of
English and Chairman o f the Department of
English Literature. They are awarded to the
two students who in the opinion o f the
Department submit the best critical essays on
any topic in the field of literature.

by contributions from alumni interested in lin­
guistics. Two awards of $100 each are present­
ed annually, one for linguistic theory and one
for applied linguistics, to the two students who,
in the opinion o f the Program in Linguistics,
submit the best senior papers or theses in these
area.

The Jesse H . Holmes Prize in Religion o f $150,

The Norman M einkoth Field Biology Award,

donated by Eleanor S . Clarke o f the Class of
1918 and named in honor o f Jesse Holmes,
Professor o f History o f Religion and Philosophy
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.

established by his friends and former students,
to honor Dr. Norman A . Meinkoth, a member
o f the College faculty from 1947 to 1978, is
awarded to support the essential costs of the
study o f biological problems in a natural envi­
ronment.

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

The Naomi Kies Award is given in her memory
by her classmates and friends to a student who
has worked long and hard in community ser­
vice 'outside the academic setting, alleviating
discrimination or suffering, promoting a demo­
cratic and egalitarian society, or resolving

The Ella Frances Bunting Extemporary Speaking
Fund and the Owen M oon Fund provide
income for a poetry reading contest as well as
funds for visiting poets and writers.

The Kathryn L. Morgan Award. T h e Morgan
Award was established in 1991 in honor o f Sara
Lawrence Lightfoot Professor Emeriti), of
History Kathryn L. Morgan. T h e award recog­
nizes the contributions o f members of the
African-American community at the College
to the intellectual and social well-being of
African-American students. T h e Morgan fund
also supports acquisitions for the Black

Awards and Prizes

Cultural Center Library. T h e fund is adminis­
tered by the Dean’s Office and the Black
Cultural C enter in consultation with alumni.

The Lois M orrell Poetry Award, given by her
parents in memory o f 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. T h e
Fund also supports campus readings by visiting
poets.
Music 48 Special Awards. Endowed by Boyd T.
Barnard ’17 and Ruth Cross Barnard T 9 , grants
are given by the Music faculty to students at
the College who show unusual promise as
instrumentalists or vocalists. A ll grants subsi­
dize two-thirds of the cost o f ten lessons, as part
of the Music 4 8 program. For more informa­
tion, please refer to Credit for Performance—
Individual Instruction (Music 48).

The A . Edward Newton Library Prize endowed
by A . Edward Newton, to make permanent the
Library Prize first established by W.W. Thayer,
is awarded annually to that undergraduate
who, in the opinion of the Comm ittee of
Award, shows the best and most intelligently
chosen collection o f books upon any subject.
Particular emphasis is laid not merely upon the
size o f the collection but also upon the skill
with which the books are selected and upon
the owner’s knowledge o f their subject-matter.

The May E . Parry M emorial Award, donated by
the Class o f 1925 o f which she was a member,
is presented by the faculty of the Department
o f Physical Education and A thletics to the
senior woman who by her loyalty, sportsman­
ship, and skill in athletics has made a valuable
contribution to Swarthmore College.

The Drew Pearson Prize o f $100 is awarded by
the Dean on the recommendation o f the edi­
tors o f T h e Phoenix at the end o f each staff
academic year to a member o f T h e Phoenix for
excellence in journalism. T h e prize was estab­
lished by the directors of T h e Drew Pearson
Foundation in memory o f Drew Pearson, Class
o f 1919.

The David A . Peele ’5 0 Sportsmanship Award is
made to a tennis player after submission o f a
written essay. It is endowed by Marla Hamilton
Peele in memory o f her husband’s love and
advocacy o f tennis and carries a cash stipend.

The John W. Perdue M emorial Prize, established
in 1969 in memory o f an engineering student

74

o f the Class o f 1969, is awarded by the
Department of Engineering to the outstanding
student entering the junior class with a major
in engineering.

The William Plumer Potter Public Speaking Fund,
established in 1927, in addition to providing
funds for the collection o f recorded literature
described on page 11, sponsors awards for the
best student short stories, and is a major source
o f funds for campus appearances by poets and
writers.

The Dinny Roth Award. T h e R oth Award is
given to a senior woman who demonstrates the
highest degree o f achievement, commitment
to intercollegiate athletics, high regard for fair
play, and awareness of the positive values of
competition. T h e R oth Award is administered
by the A thletics Department.
Judith Polgar Ruchkin Prize Essay is an award for
a paper on politics or public policy written dur­
ing the junior or senior year. T h e papermay be
in satisfaction of a course, a seminar, or an
independent project, including a thesis. T he
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 of analysis and
written exposition, and depth of understanding
of goals as well as technique.

The Rosita Sam off Prize for Playwriting is award­
ed for the best full-length or one-act play as
judged by external reviewers in a competition
conducted by the Departm ent o f English
Literature.
The Jam es H . Scheuer Summer Internship in
Environmental and Population Studies Endow merit. Established in 1990 the Scheuer Summer
Internship supports student research in envi­
ronmental and public policy issues. Interns are
selected by the coordinators of the Environ­
mental Studies and Public Policy concentra­
tions in alternate years.

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

The Hally Jo Stein Award, endowed in her
memory by her brother Ctaig Edward Stein ’78,
is given to an outstanding student'who in the
view o f the Dance faculty best exemplifies
Hally Jo ’s dedication to the ideals of dance. It

carries a cash stipend.

The 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 demonstrates a special compassion for others.

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 outstanding
student whose plans for graduate study in
music indicate special promise and need. T h e
endowment for the prize was established in the
name of Ruth Cross Barnard T 9 .
The Pat Tarble Summer Research Fund.
Established in 1986 through the generosity of
Mrs. Newton E. Tarble, the Tarble Summer
Research Fund supports undergraduate re­
search. T h e fund is administered by the Office
of the Provost.
The Melvin B . Troy Prize. T h e M elvin B. Troy
Prize o f $250 is given each year for the best,
most insightful paper in Music or Dance, or
composition or choreography by a student,
judged by the Music and Dance Department.
The prize was established by the family and
friends o f M elvin B. Troy ’48.

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

The Albert Vollmecke Engineering Service Award.
Established in 1990 in memory o f A lbert
Vollmecke, father o f Therese Vollmecke ’77,
the Vollmecke prize is awarded for service to
the student engineering community. T h e fund
is administered by the Engineering Depart­
ment.

The Eugene W eber M emorial Fund. T h e Eugene
Weber Fund was established in honor of the
late Eugene Weber, professor o f German. T he
Weber Fund supports foreign study by students
of German language and literature.

FACULTY AWARD
The Flack Faculty Award is given for excellence
in teaching and promise in scholarly activity to
a member o f the Swarthmore Faculty, to help

meet the expenses o f a full year o f leave devot­
ed to research and self-improvement. This
award acknowledges the particularly strong
link that exists at Swarthmore between teach­
ing and original scholarly work. T h e award
itself is to be made by the President upon the
recommendation of the Provost and the candi­
date’s academic department. T his award is
made possible by an endowment established by
James M. Flack and Hertha Eisenmenger Flack
’38.

Fellowships

Three fellowships (the Leedom , Lippincott, and
Lockwood Fellowships— see below) are awarded
annually by the Faculty, and two fellowships
(the Mott and Tyson Fellowships— see below)
are awarded by the Somerville Literary Society,
to seniors or graduates of the College for the
pursuit o f advanced work. These awards are
made on recommendation of the Committee
on Fellowships and Prizes for a proposed pro­
gram o f study which has the approval o f the
Faculty. Applications must be in the hands of
the Comm ittee by March 23. T h e Committee
considers applicants for all o f these fellowships
for which they are eligible and makes recom­
mendations which overall do not discriminate
on the basis o f sex. These fellowships are:

The Hannah A . Leedom Fellowship founded by
the bequest o f Flannah A . Leedom.

The Joshua Lippincott Fellowship founded by
Howard W. Lippincott, o f the Class o f 1875, in
memory o f his father.

T he John Lockw ood M em orial Fellowship,
founded by the bequest of Lydia A . Lockwood,
New York, in memory of her brother, John
Lockwood. It was the wish o f the donor that
the fellowship be awarded to a member o f the
Society o f Friends.

The Lucretia M ott 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 sus­
tained by the contributions o f Swarthmore
alumnae. It is awarded each year to a woman
senior or graduate who plans to enter elemen­
tary or secondary school work. T h e recipient of
the award is to pursue a course o f study in an
institution approved by the Committee.
O ther fellowships are awarded under the con­
ditions described below:
Sttsan R Cobbs Prize Fellowship, established to
honor the memory o f Dean Susan P. Cobbs, is
awarded at the discretion o f the Classics
Department to a student majoring in Classics
for study in Greece or Italy.

The G eneral Electric Foundation Graduate F el­
lowship, to be awarded to a graduating senior
for the first year o f graduate work, is intended
to encourage outstanding scholars to pursue an

76

academic career. T h e recipient, who must be a
U nited 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 U nited States. T h e precise amount o f each
fellowship will be based on the costs and poli­
cies o f the university and department chosen
for graduate work.

1

i

a

Phi Beta Kappa Fellowship. T h e Swarthmore
Chapter o f Phi B eta Kappa (Epsilon of
Pennsylvania) awards a Fellowship for graduate
study to a senior who has been elected to Phi
Beta Kappa and has been admitted to a pro­
gram o f 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
m it to the Comm ittee on Fellowships and
Prizes a plan of graduate study with high poten­
tial for service to society. T his fellowship is
made possible by the gift o f Eugene M. Lang
’38.

The Thomas B. M cCabe, Jr. and Yvonne Motley
M cCabe M emorial Fellowship. T his Fellowship,
awarded annually to a graduate of the College,
provides a grant toward the first year o f study at
the Harvard Business School. Yvonne and
Thomas B. M cCabe, Jr., were for a time resi­
dents o f Cambridge, Massachusetts, and Mr.
M cCabe received the M .B.A . from Harvard
and was a Visiting Lecturer there. In selecting
the recipient, the Comm ittee on Fellowships
and Prizes follows the standards that determine
the M cCabe Achievem ent Awards, giving spe­
cial consideration to applicants who have
demonstrated superior qualities o f leadership.
Young alumni and graduating seniors are eligi­
ble to apply.

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III
I

M ellon Minority Undergraduate Fellowship Pro­
gram. 'T h e Andrew W. M ellon Foundation has
provided a grant to establish an undergraduate
fellowship program intended to increase the
number o f minority students who choose to
enroll in Ph.D. programs and pursue an acade­
mic career. T h e Foundation’s grant provides
term and summer stipends for students to work

||

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with faculty mentors, as well as a loan-forgive­
ness com ponent to reduce undergraduate
indebtedness for those Fellows who pursue
graduate study. T h e Fellowships are limited to
the Humanities, a very few o f the Social
Sciences, and selected Physical Sciences. A
faculty selection comm ittee invites nomina­
tions o f sophomore students in February and
awards the Fellowships in consultation with
the Dean and Provost.

The John W. N ason Community Service
Fellowship. T h e Joh n W. Nason Community
Service Fellowship celebrates the contribu­
tions of Swarthmore’s eighth president by sup­
porting students pursuing off-campus commu­
nity service related to their academic program.
The Nason Fellowship was initiated by mem­
bers o f the Class o f 1945 in anticipation of
their 50th Reunion. T h e Nason Fellowship is
administered by the Swarthmore Foundation.

The J . Roland Pennocfc Undergraduate Fellowship
in Public A ffairs. T h e Fellowship, endowed by
friends of Professor J. Roland Pennock at his
retirement in 1976 and in recognition o f his
many years o f distinguished teaching o f
Political Science at Swarthmore, provides a
grant foras much as $2,5 0 0 to support a sub­
stantial research project (which could include
inquiry through responsible participation) in
public affairs. T h e Fellowship, for Swarthmore
undergraduates, would normally be held offcampus during the summer. Preference is given
to applicants from the Junior Class.

Teachers for Tomorrow Fellowships are offered to
ten outstanding graduating seniors from mem­
ber colleges o f th e Venture Consortium
(Swarthmore College, Bates College, Brown
University, Connecticut College, Hobart and
William Sm ith Colleges, the College o f Holy
Cross, Vassar College, and Wesleyan Univer­
sity). T h e program is designed to provide
recent graduates, from all academic majors,
with a unique opportunity to work in public
education without requiring that they be certi­
fied to teach. Fellows will work alongside
exceptional teachers in alternative East Har­
lem public schools that are nationally recog­
nized as meeting the challenge o f educating
children in the inner city.

FACULTY FELLOWSHIPS
The Mary Albertson Faculty Fellowship was
endowed by an anonymous gift from two of her
former students, under a challenge grant
issued by the National Endowment for the
Humanities. It will provide an annual award of
a semester’s leave at full pay, to support
research and writing by members o f the
humanities faculty. Mary Albertson joined the
Swarthmore faculty in 1927 and served as
chairman o f the history department from 1942
until her retirement in 1963. Sh e died in May,
1986.
The George Becker Faculty Fellowship was en­
dowed by Ramon Posel ’50 under a challenge
from the National Endowment for the Hu­
manities, in honor o f this former member of
the English department and its chairman from
1953-70. T h e fellowship will provide a semes­
ter o f leave at full pay for a member o f the
humanities faculty to do research and write, in
the fields o f art history, Classics, English litera­
ture, history, linguistics, modem languages,
music, philosophy, or religion, but with prefer­
ence 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 for­
mer faculty member Brand Blanshard.
Blanshard taught philosophy at Swarthmore
from 1925 to 1944. T h e Fellowship will pro­
vide a semester leave at full pay for a member
o f the humanities faculty to do research and to
write. Upon recommendation o f the Selection
Comm ittee, there may be a small additional
grant for travel and project expenses. Any
humanities faculty member eligible for leave
may apply. Fellows will prepare a paper about
the work of their leave year and present it pub­
licly to the College and wider community. T h e
Blanshard Fellowship is made possible by an
anonymous donor who was Blanshard’s student
at Swarthmore, and a challenge grant from the
National Endowment for the Humanities.

The Eugene M . Lang Faculty Fellowship is
designed to enhance the educational program
of Swarthmore College by contributing to fac­
ulty development, by promoting original or
innovative scholarly achievement o f faculty
members, and by encouraging the use of such
achievements to stimulate intellectual ex-

Fellowships

change among scholars. T h e Fellowship will
provide financial support for faculty leaves
through a grant of about one half the recipient’s salary during the grant year. Upon recom­
mendation o f the Selection Comm ittee, there
may be a small additional grant for travel and
project expenses and for library book purchas­
es. T h e Selection Comm ittee shall consist of
the Provost, three Divisional Chairmen, and
three others selected by the President, o f whom
at least two must be Swarthmore alumni. Any
faculty member eligible for leave may apply,
and up to four may be chosen. Fellows will be
expected to prepare a paper or papers resulting
from the work o f their leave year, presented
publicly for the College and wider community.
T h e Selection Committee may support wholly
or in part the cost o f publishing any o f these
papers. These fellowships are made possible by
an endowment established by Eugene M. Lang
’38.

78

Courses of Instruction
The course (semester course) is the unit of
credit. Seminars and colloquia are usually
given for double credit, i.e., equivalent to two
courses. A few courses are given for half-course
credit.

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.

Courses are numbered as follows:

Course listings in this catalogue are intended
to facilitate planning. They represent offerings
projected for a two-year period, but are subject
to change. Those courses actually offered each
semester are listed in the schedule of classes
available before enrollment for that semester.

1 to 10 — introductory courses
11 to 99 — other courses (Som e o f these
courses are not open to fresh­
men and sophomores.)
100 to 199 — seminars for upperdass persons
and graduate students.

Art

MICHAEL W. COTHREN, Professor o f A rt History
RANDALL L . EXON, Professor o f Studio Arts and Chair
CONSTANCE CAIN HUNGERFORD, Professor o f A rt History23
T. KAORI KITAO, Professor o f A rt History
BRIAN A . MEUNIER, Professor o f Studio Arts
MARIBETH GRAYBILL, Associate Professor o f A rt History
SYD CARPENTER, Assistant Professor o f Studio Arts2
CELIA B. REISMAN, Assistant Professor o f Studio Arts
JÜRGEN W.W. HEINRICHS, Visiting Instructor o f A rt History
PAUL H . KING, Visiting Instructor o f Studio Arts4

2 A bsent on leave, spring 1997.
3 A bsent on leave, 1996-97.

4 Fall semester, 1996.

T h e Department o f A rt offers historical, criti­
cal, and practical instruction in the visual arts.
Courses in art history consider questions hav­
ing to do with the forms, traditions, meanings,
and historical contexts o f works o f art and
architectu re; studio arts courses explore
processes and personal resources which arise in
the creation o f objects in various media.

Arts Center, the List Gallery’s 1,200 square
foot facility was made possible in part through
generous gifts by Vera List and by Eugene and
Theresa Lang. T h e Phillip Bruno Fine A rt
Fund supports work with the permanent collection. T h e A n n Trimble Warren Exhibition
Fund supports List Gallery exhibitions.

List G allery: T h e List Gallery was established
to enhance the art curriculum. Each year the
gallery mounts six or seven exhibitions o f both
emerging and nationally-known artists; the
m onths o f April and May feature a series o f
Senior Thesis exhibitions by art majors and an
Alum ni W eekend exhibition takes place in
June. Together with the Gallery Ditector, the
Exhibition Com m ittee selects exhibitions that
complement and strengthen the studio arts and
art history curriculum. Exhibiting artists come
to campus as visiting critics and lecturers, giv­
ing students access to a broad range o f media
and interpretation. A selection o f works from
Swarthmore’s permanent collection can be
viewed in the inner room o f the List Gallery.
Occasionally, the gallery presents historical
exhibitions that offer art history students op­
portunities for direct observation and analysis.
B oth contemporary and historical exhibitions
demonstrate excellence in the visual arts and
engage the college community in an ongoing
dialogue. Because artists raise important ques­
tions about history, society, and identity, major
exhibitions offer opportunities for interdiscipli­
nary study and are often co-sponsored by other
departments. Located in the Lang Performaing

80

Heilman Artist: Each year the Department of
A rt invites a distinguished artist to the College
as the Marjorie Heilman Visiting Lecturer. T he
work o f the invited artist is exhibited in the
List Gallery, and while on campus, she or he
gives a public lecture, critiques work in the studios, and meets with both majors and nonmajors.
Lee Frank Lecture: See p. 14.
Benjamin W est Lecture: See p. 14.
Jonathan Leigh Altman Scholarship: See p. 25.
Jonathan Leigh Altman Summer Grant:

m

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as

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See p. 71.

Frank Solomon, Jr. Student Art Pifte.-See p. 74.

REQUIREMENTS AND RECOMMENDATIONS
Prerequisites: AR.TH 1 is the prerequisite for
m ost other art history courses in th e
Department. S T U A 1 is the prerequisite for all
studio arts courses, even for seniors; it may be
waived only by presenting a portfolio for eval­
uation. Students are advised that graduate
work in art history requires a reading knowl­
edge o f at least German and French. T h e

■

Department approves a credit for Advanced
Placement, grade 5 (with a submission of a
portfolio in Studio A rts), but it does not nor­
mally waive the prerequisite.

Study Abroad: T h e A rt Department strongly
encourages those with an interest in art to con­
sider incorporating foreign study— either dur­
ing a summer or a regular academic term— into
their Swarthmore program. Important exam­
ples o f art and architecture are scattered
throughout the world, and the encounter with
works still imbedded in their original context is
vital to an understanding o f their historical
and contemporary significance. Past experi­
ence has shown, however, that art courses in
most foreign study programs fall considerably
below the academic standards o f comparable
courses at Swarthmore. To aid students in their
attempt to gain Swarthmore credit for study
abroad, the Department has established the
following guidelines. (1 ) No request for trans­
fer credit in art history will be considered
unless a student has already taken A R T H 1
(the normal prerequisite for work in art history
at Swarthmore) before taking a course abroad.
(2) Students who are interested in bettering
their chances o f gaining a full Swarthmore
credit for a course taken in a foreign program
are advised to attempt to arrange with a
Swarthmore professor, before leaving the campus,
to write, if necessary, a supplementary research
paper as a part o f the course. Such papers will
be evaluated by the Department as part o f the
process o f determining transfer credit. (3 )
Students interested in Studio Arts, Design, and
Architecture are particularly encouraged to
consider the Pitzer College in Parma, Italy,
which offers courses at the Istituto dell’A rte
Paolo Toschi; a semester o f Italian preceding
going broad is well advised.

The Course M ajor in Art: T he combined pro­
gram of the Course Major in A rt consists of
five courses in A rt History (A R T H 1, A R T H 2
or A R T H 3 or another course on art before
1700, and three elective credits) and five
courses in Studio Arts (including courses in
drawing, another 2-D medium, and a 3-D
medium). T h e comprehensive consists o f a
Senior Exhibition and Catalog, prepared dur­
ing Senior Workshop (S T U A 30) during the
Fall of the senior year. Junior and Senior
majors are required to attend all the colloqui­
um meetings of S T U A 20, whether or not they
are enrolled in Advanced Studies. Studio Arts
Facilities are closed during Summer and nor­
mally during October, Winter, and Spring
Holidays.

Majors and Minors in The External Examination
Program: Beginning with the class of 1997, stu­
dents may formulate Honors Programs as either
majors or minors, in either art history or art.
For details consult guideline available in the
department office.

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

The Course M ajor in Art History: A rt History

Primary distribution course.

majors are required to take A R T H 1, A R T H 2,
one credit in A sian A rt, six other credits in art
history, and one course in studio arts. T h e six
elective credits must include (1) one credit in
Western A rt before 1700, (2 ) one credit in
Western A rt after 1700, (3 ) one seminar (2
credits). T h e comprehensive— given in the
Spring semester o f the senior year— consists of
a written exam ination, in preparation for
which students are required to study a group of
carefully chosen works o f art and architecture.

Each semester. Staff.

2. Western Art.
A n historical introduction to the forms, mean­
ings, functions, and contexts of Western art
and architecture from ancient Mediterranean
civilizations to the 20th century.

Spring semester. Kitao.

3. Asian Art.
A selective introduction to the forms, func­
tions, and contexts o f the arts o f Asia, focusing

81

Art

on three “clusters” o f material: archaeologically excavated materials (pots, bronzes, and
sculptures); sacred and royal arthitecture; and
visual narrative (in both sculptural relief and
painting). T h e geographic range will include
India, Southeast Asia, China, and Japan.

Consideration o f relevant social, political, eco­
nom ic, and cultural factors and to the develop­
ing critical discourse.

N ot offered 1996-97. Hungerford.

19. “ Primitivism” and Modern Art.

N ot offered 1996-97. Kitao.

A n investigation o f complex exchanges be­
tween European modernism and so called
“primitive” cultures. T his course will trace per­
ception and appropriation o f non Western arti­
facts and cultural practices in major artistic
movements: fauvism, cubism, expressionism,
futurism, constructivism , dada, surrealism,
d eStijl, Bauhaus, and Neue Sachlichk eit.
C ritical analysis o f the reception o f “primi­
tivism” throughout the tw entieth century
based on key texts o f postcolonial theory. T he
course may count toward a concentration in
Black Studies.

T h e prerequisite o f A RTH 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.

14. Medieval Survey.

Fall semester. Heinrichs.

A n introduction to European art and architec­
ture from late antiquity to the thirteenth cen­
tury. Special attention will be given to the
“Rom anization” o f C h ristian art under
Constantine, the C eltic Christian heritage of
the British Isles and its culmination in the
Book of Kells, Justinianic Constantinople and
R avenna, th e C arolingian Renaissance,
Romanesque sculpture as ecclesiastical propa­
ganda, the efflorescence o f monastic art under
the Cluniacs and Cistercians, and the neopla­
tonic aesthetic that gave birth to the G othic.

25. Arts of Africa.

Fall semester. Cothren.

Fall semester. Graybill and Li.

1 7 . Nineteenth-Century European Art.

32. Arts of the Buddhist Temple in Japan.

A rt o f the revolutions o f 1 7 8 9 ,1 8 3 0 , and 1848
(David, D elacroix, C ourbet); addresses to
modem life by the Pre-Raphaelites and by
M anet, Degas, and such Impressionists as
M onet and Morisot; challenges to realism by
Rodin, Ceazanne, van Gogh, and Gauguin.
T h e work o f individual artists considered with
reference to social, political, econom ic, and
cultural factors and with reference to current
theoretical debates regarding interpretation.

A study o f the arts associated w ith the
Buddhist temple in Japan, from the 7th
through 13th centuries.

N ot offered 1996-97. Hungerford.

N ot offered 1996-97. Graybill.

18. IWentieth-Century Western Art.

38. Ritual and Image in the Buddhist
Ttadition.

Painting and sculpture in Europe from artists
such as Picasso, Matisse, Kandinsky, Mondrian,
and the Russian avant-garde, through reac­
tions to the G reat War, as in Duchamp and the
Surrealists; then in the U nited States from
A bstract Expressionism to th e present.

82

N ot offered 1996-97.

3 1. Japanese Civilization and Culture.
(Cross-listed as History 7 2 .) T h is course
explores Japan’s visual, literary, and political
cultures from the pre-historical period through
the early nineteenth century.
N o prerequisite. (Fulfills the distribution
requirement for Humanities or Social Sciences
as designated at time o f registration. Satisfies
requirement in the Asian Studies Program.)

N ot offered 1996-97. Graybill.

34. Japanese Art of the Early Modern
Period: Painting and Prints, 1550-1850.
A n exam ination o f major schools and genres of
painting and prints of Japan’s early modem
period.

(Cross-listed as Religion 28.) A n interdiscipli­
nary, historical introduction to a variety of
Buddhist traditions, in South, Southeast,
Central, and East Asia, with an emphasis on

imagery and religious practice.

N ot offered 1996-97. Graybill and Hopkins.

39. Meiji Japan: Ideology and
Representation.
(Also listed as East Asian Studies H 290B at
Haverford College.) It was during the Meiji
Period (1868-1912) that Japan made the tran­
sition to a modem nation-state. T his transfor­
mation involved the construction o f an ideolo­
gy that would define and describe the social,
political, economic, religious, and cultural life
of the nation. T his course will be an interdisci­
plinary (and inter-campus, between Swarthmore and Haverford) study o f that ideology,
through primary sources in both the textual
and visual fields. A special feature o f the course
will include first hand exam ination of a collec­
tion o f woodblock prints from the Fredric Sharf
collection, which will be on exhibit at the
Cantor Fitzgerald Gallery, Haverford College,
in April 1997. Students in the External Exam­
ination Program desiring to do work in Asian
art history in 1996-97 may take an additional
credit o f advanced work in this course as an
attachment.

Spring semester. Graybill and Mizenko.

45. Gothic Art and Architecture.
The formation o f “T h e G othic” around 1140
and its development and codification in the
Ile-de-France to the middle o f the 13th centu­
ry: monasteries, cathedrals, and chapels; neo­
platonism and the new aesthetic; “court style”
and political ideology; structural technology
and stylistic change; patronage and produc­
tion; contextualizing liturgy and visualizing
dogma.
Not offered 1996-97. Cothren.

46. Monasticism and the Arts in the
Christian Middle Ages.
(Also listed as Religion 29.) T his course will
investigate the significance o f Christian
monastic communities as major artistic centers
during the middle ages with an emphasis on
the way the social context o f production and
consumption effected the works of art them­
selves and the way we have traditionally cho­
sen to study them.

Not offered 19 96-97. Cothren and Ross.

4 7. Late Antique, Early Christianand
Byzantine Art.
A n examination of the emergence o f a Chris­
tian form o f artistic expression from the her­
itage of late antique art, followed by a survey of
its international development through the
sixth century and its progression in the Byzan­
tine empire centered in Constantinople until
the fall o f that empire to the Ottom an Turks in
1453.

N ot offered 1996-97. Cothren.

51. Renaissance Picture.
Study of the picture as conceived and shaped
in the Renaissance and further developed
thereafter, examining topics of pictorial repre­
sentation both in theory and in practice.

N ot offered 1996-97. Kitao.

53. Michelangelo and His Times.
M ichelangelo, his art and thought, his
Quattrocento sources, and his relationship
with Leonardo, Raphael, the Mannerists, and
his patrons in 16th Century Italy.

N ot offered 1996-97.Kitao.

55. Rembrandt and His Times.
See description for A R T H 155.

N ot offered I996-97.K itao.

61. Everyday Things.
Historical and cross-cultural study o f artifacts
in our everyday visual and physical environ­
ment, from paper clips and nails to furniture
and appliances, as well as machines and appar­
el items— how they are conceived, made, seen,
used, and interpreted, examining topics of
design theory and semiotics, including handi­
craft and manufacture; tools, technology, and
standardization; marketing, packaging, and
advertising; and social dynamics o f historical
change.
N o prerequisite.

Spring semester. Kitao.

62. Streets and Passages.
Historical and cross-cultural study o f architec­
tural and urban spaces in the light o f semiotics
and design theory. How spaces and their com ­
ponents are conceived, constructed, experi­
enced, used, and interpreted.
No prerequisite.

N ot offered 1996-97.K itao.

Art

64. Philadelphia and American
Architecture.

96. Directed Reading.

Am erican architecture, especially in Philadel­
phia, with European parallels: Palladianism,
historic revivals and Victorian architecture,
the Anglo-Am erican house, the skyscraper,
A rt Nouveau, A rt Deco, the International
Style, Kahn and Venturi, and Postmodernism.
Lectures and four guided tours; papers.

99. Thesis.

Staff.
T h e thesis is normally for two credits, taken in
the Fall o f the Senior Year; the topic must be
submitted and approved by the instructor-incharge before the end o f the Junior Year.
Staff.

Prerequisite: A R T H 1 and/or A R T H 61 or 62.

Fall semester. Kitao.

66. American Art.
Painting and sculpture in the U nited States
from the Colonial Period to the present, with
special attention to the relationship between
developments in Am erican art and those in
W estern European art.
Not offered 1996-97-Hungerford.

67. African American Art.
Introduction to three centuries o f artistic pro­
duction by African Am erican women and men
in North America. Complementing art histor­
ical analysis with archeology, architectural his­
tory, and popular culture, this course will sur­
vey a variety o f media ranging from architec­
ture and pottery, over painting, sculpture, and
photography, to performance. Special interest
in the impact o f transatlantic travel and dislo­
cation on continuity and transformation in
African Am erican art. T h e course may count
toward a concentration in Black Studies.
No prerequisite.

Fall semester. Heinrichs.

75 . Special Studies in Cinema.

SEMINARS
Unless otherwise noted the prerequisite for all
seminars is two courses in A R T H including
A R T H 1.

132. Arts of the Ruddhist Temple in
Japan.
See description for A R T H 32.

N ot offered 1996-97. Graybill.

135. Eighteenth-Century Japanese
Painting and Its Contexts.
A n exploration o f intersections between the
visual arts and the political, social, and intellectural history o f 18th-century Japan.
Prerequisites: A R T H 1 and A R T H 3 or per­
mission o f the instructor.
Not offered 1996-97. Graybill.

136. The Michener Collection of
Japanese Prints.
A closely-focused study o f Japanese woodblock
prints o f the mid-Edo period.
Prerequisites: A R T H 1 and A R T H 3 or per­
mission o f the instructor.

Study o f selected films in wide-ranging genre
but with a special focus, encompassing semi­
otics and other critical theories and problems.

Not offered 1996-97. Graybill.

Prerequisite: A R T H land/or A R T H 9.

After a brief general introduction to Islamic
art, the seminar will explore the history and
evolution o f the pictorial narrative tradition
within Islamic culture from A .D . 691 to A.D.
1548.

O ffered occasionally. Kitao.

86. Architectural Theory.
Special study on traditional and contemporary
architectural thoughts: classicism, functional­
ism, systems design, semiotics, structure and
decoration, and other topics.
Prerequisite: A R T H 61 or 64 and instructor’s
approval.

O ffered occasionally. Kitao.

84

138. Islamic Painting.

Not offered 1996-97. Cothren.

145. Gothic Art and Architecture.
See description for A R T H 45.
Spring semester. Cothren.

153. Michelangelo and His Times.
See description for A R T H 53.
Not offered 1996-97. Kitao.

155. Rembrandt and His Times.
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.

Fall semester. 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 W estern Europe, especially France and
Great Britain and the emerging U nited States.
Close reading o f the recent critical contribu­
tions of scholars such as Bryson, Crow, and
Fried.

Not offered 1996-97. Hungerford.

164. Modern Art.
The critical debate addressing artists such as
Courbet, M anet, Degas, Gauguin, Ceazanne,
Picasso, and Pollock and the issue of
“Modernism” in nineteenth- and twentiethcentury painting. Primary attention to chal­
lenges raised from Marxist and feminist per­
spectives.

Not offered 1996-97. Hungerford.

195. Theory and Methodology.
A n introduction to the historiography o f art
history, both theory and practice, and an
exploration 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 1996-97. Cothren.

Studio Arts

ground and volume/mass relationships. (This
course is a prerequisite for all other courses in
studio art.)

Each semester. Staff.

3. Drawing.
Work in various media directed toward a clear­
er perception of space, light and form. A course
for all levels o f ability. Weekly outside drawing
problems and a final project.

N ot offered 1996-97. Reisman.

4 . Multimedia Sculpture.
T his course will cover a wide range of contem ­
porary sculptural concepts and techniques.
These techniques will include: clay modeling,
multi-media assemblage, casting, and construc­
tion.

Spring semester. Meunier.

5. Ceramics.
A wide spectrum o f approaches to clay for
functional as well as sculptural expression.
Students are encouraged to work towards
developing their own vocabulary o f design and
form within a series o f class projects while
acquiring a fundamental understanding of
processes, contemporary developments and
traditions. O pen to beginning, intermediate,
and advanced students.

N ot offered 1996-97.Carpenter.

6. Photography.
Introduction to the technical processes and
visual and theoretical concepts o f photography,
both as a unique medium and as it relates to
other forms of non-photographic composition.
Prerequisite: S T U A 1, even for seniors.

Spring semester. Meunier.

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

Fall semester. Exon.

1 . Foundation.

9. Life Modeling.

A n exploration, in practice and theory, o f the
elements o f visual thinking. Through prob­
lems, primarily in drawing, attention will be
given to the following elements o f two and
three dimensional design and compositionline,
value, color, perspective, proportion, figure/

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

Art

Fall semester. Meunier.

10. Life Drawing.
W ork in various media directed toward a clear­
er perception of the human form. T h e class is
centered on drawing from the model, and with­
in this context. T h e elements o f gesture, line,
structure, and light are isolated for the purpose
o f study.

Spring semester. Staff.

1 1 . Watercolor.
A complete exploration of water soluble media
with an emphasis on transparent, gum arabic
based watercolor. O ther materials and tech­
niques will include: ink wash, gouache, silk
colors, collage, hand-made papers, matting,
and pen-making using reeds and quills. W hen
in the studio the class will work from the figure
and still life. T h e central motif, however, will
be painting the landscape. W henever possible
we shall work outdoors. There will be occa­
sional field trips, to locales other than the
campus.

Sping semester. Exon.

independent, intensive study in one or more of
the fields listed above. A discussion o f formal
issues generated at previous levels will contin­
ue, with greater critical analysis brought to
bear on stylistic and them atic direction. Each
student will enroll under the guidance o f a pro­
fessor in the chosen medium, to whom a writ­
ten statement o f purpose must be submitted at
the time of pre-registration. In addition to
individual conferences, a colloquium meeting
will be scheduled every two or three weeks.
During these gatherings the entire studio facul­
ty, (and occasional visiting artists), all ad­
vanced study students, and art majors will cri­
tique and share issues o f artistic intent.
Note: Although this course is for fall credit, a
student may petition the studio faculty for a A
credit semester.
Prerequisite: Foundation and at least one pre­
vious course in the chosen medium.
Each semester. Staff.

25. Advanced Studies II.
Continuation o f S T U A 20 on a more ad­
vanced level.

15. The Potter’s Wheel.

Prerequisite S T U A 20. Staff.

T his class provides experience on the potter’s
wheel through intensive practice, demonstra­
tions and slide lectures. Students gain profi­
ciency as well as insights into the traditional
and contemporary application o f the art o f the
potter. Weekly critiques o f homework assign­
ments encourage students to consider design
and craftsmanship in their developing work.
O pen to beginning and intermediate students.

30. Senior Workshop.

Fall semester. Carpenter.

19. Works On Paper.
Investigations into printmaking and other
materials that use paper as a support. Emphasis
will be placed on drawing concepts. In addition
to class assignments, students will be encour­
aged to work o n independent projects.

Sping semester. Reisman.

20. Advanced Studies.
20A .
20B.
20C .
20D .
20E.

Ceramics
Drawing
Painting
Photography
Sculpture

These courses are designed to usher the inter­
mediate and advanced student into a more

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

Fall semester. Meunier.

40. Senior Thesis.
Staff.

Asian Studies

Coordinator:

LILLIAN M . LI

Faculty:

Aldll BcrkOWltZ (M odem Languages, C hinese)3
Maribeth Graybill (A rt)
Steven Hopkins (Religion)
Haiti Kong (M odem Languages, Chinese)
Gerald Levinson (Music)
Deepa Ollapally (Political Science)
Stephen Piker (Sociology/Anthropology)
Donald Swearer (Religion)
Larry Westphal (Economics)
lyrene White (Political Science)

(History)

3 Absent on leave, 1996-97.

PURPOSE
The Asian Studies Program by nature imple­
ments interdisciplinary approaches in the study
of the multiple and diverse cultural traditions
of over half o f the world’s population.
The purpose of the Asian Studies major is to
provide the student w ith 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 of
Asia: China, Japan, South Asia, and Southeast
Asia. (2 ) A n interdisciplinary approach; the
student will be required to take instruction in
at least three different departments, one of
which may be language. (3) A specialized
knowledge of one area o f Asia, defined either
geographically or topically. (4) T h e ability to
demonstrate this specialized knowledge in an
independent research project (thesis) done in
the senior year.
A fifth, strongly recommended, component is
the study o f an Asian language. Students may
study an Asian language in one o f the follow­
ing ways: (a) taking Chinese language at
Swarthmore or Japanese at Haverford, (b) tak­
ing another Asian language at the University
of Pennsylvania or in summer school, for
example at the Middlebury College Summer
Language Institute, or (c) taking language
courses in one o f the study-abroad programs

with which Swarthmore is affiliated. A maxi­
mum of 4 credits of language study taken above
the first-year level may be counted toward the
major. O ther courses taken in a study-abroad
program may also be applied toward the major,
subject to the approval o f the Asian Studies
Committee.
In planning their programs o f study, prospec­
tive majors are urged to consider study abroad
for a summer, a semester, or a year. Study
abroad serves not only as an opportunity for
students to build their language skills, but also
as the ideal way to study a foreign culture. To
the greatest extent possible the Asian Studies
faculty will help students plan a program
abroad that will support and enhance their
Swarthmore programs.
In planning his/her major in Asian Studies, the
student should demonstrate in the sophomore
plan o f study the intellectual coherence of
his/her proposed program. To a large extent
this will consist o f explaining how the pro­
posed program develops a specialized knowl­
edge o f one o f the regions o f Asia, as defined
above, or o f a topic that spans the different
regions. Examples o f th e latter m ight be
Buddhism in Asia, Revolutionary Movements
in A sia, the Political Econom y o f A sian
Development, or Elite and Popular Cultures in
Asia. A ny subsequent changes in the program,
after its initial approval by the Asian Studies
Comm ittee, must be aproved in advance by the
Coordinator o f Asian Studies.

87

Asian Studies

REQUIREMENTS
T h e 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 o f the regions o f Asia.
(2 ) Classes must be taken in at least three
different departments.
(3 ) 2 credits must be taken from the following:
A rt History 3 (A sian A rt), C hinese
16/LIT 16Ch (Substance, Shadow, and
Spirit in Chinese Literature and Culture),
C hinese 18/LIT 18C h (T h e Classical
Tradition in Chinese Literature), History
9 (C hinese C ivilization), A rt History
31/History 72 (Japanese Civilization and
Culture), Religion 8 (Patterns o f Asian
R eligions), R eligion 9 (T h e Buddhist
Tradition), Religion 12 or 13 (History,
Religion, and Culture o f India, I and II).

(3) Students have the option o f presenting a
thesis as one o f their preparations. W ith
advance approval, students may begin thesis preparation while studying in Asia.
(4 ) Senior Honors Study. Honors candidates
will complete one credit o f work in senior
honors study. Students enrolled for honors
study will prepare one substantial paper
whioh critically examines selected works
in A sian Studies that facilitate the inte­
gration o f their individual programs of
study. T his paper Will be presented to the
external examiners, along with a list o f the
works covered in their senior study. These
works will be chosen by a panel o f Asian
Studies faculty, w ith th e purpose o f
enhancing the breadth and depth o f the
students’ academic program.

HONORS MAJORS
(1 ) To receive an Honors major in Asian
Studies, students will first fulfill the
requirements for a major in Asian Studies.
T h e preparation for honors will consist of
four double-credit seminars or prepara­
tions in the Asian Studies program, plus
senior honors study. (O ne o f the prepara­
tions may count also towards a minor in
another department or program.) Students
are encouraged to incorporate study
abroad and language training in their
preparations.
(2 ) Honors preparations must represent at
least two different departments.

88

I

■

A
I
■

Organization o f Senior Honors Study. T he
Asian Studies program coordinator will
serve as faculty moderator and will meet
with students during the course o f their
preparation. A s appropriate,, other members o f the A sian Studies faculty may also
meet collectively with students in seminar
sessions to discuss individual works that
have been assigned. Students participating
in senior honors study will be responsible
for leading the discussion in one session
and preparing discussion papers for each of
the assigned works.

(4 ) A minimum o f 6 credits o f work must be
com pleted at th e interm ediate or
advanced level in a t least two different
departments. T his may include the study
of an Asian language above the first year,
to a maximum o f four credits.
(5 ) A 1- or 2-credit senior thesis, followed by
an oral exam. Each major will be expected
to write a senior thesis in his/her area of
specialization. T h e thesis is not required
for Honors majors, but majors may write a
thesis for one o f their exams.

1

(5) Honors evaluation will be comprised of:
1) W ritten exams covering each prepara­
tion, w ith the following exceptions.
W here the student preparation consists of
a two-credit thesis, the thesis will be submitted to the examiner to read and evaluate. W here a preparation consists of a onecredit course plus a one-credit thesis, stu­
dents will be evaluated by submitting the
thesis to the external examiner and by
completing an appropriate written exam.
2) A n oral exam covering the four prepa­
rations plus the senior honors study,
administered by a panel of the candidate’s
external examiners.

HONORS MINORS
(1 )

To be eligible to minor with honors in
Asian Studies, students must complete the

J (
I

«4

j'
|
j]

j

course requirements equivalent to a con­
centration in Asian Studies. This entails
the completion o f five course credits in the
program, three o f which are upper-division
course or seminar credits. In addition, the
credits must be spread across at least two
departments.
(2) Candidates for an honors minor will offer
one preparation for external examination.
This preparation may be based on a single
two-credit seminar, or on a combination of
two or more credits received for course
work taken at Swarthmore. W ith the
approval o f the Asian Studies committee,
course work taken in Asia may be incor­
porated into the preparation.
(3 ) Candidates will com plete their senior
honors study in Asian Studies in the same
manner as described above for honors
majors (see section four). Minors will par­
ticipate in all honors study sessions and
will prepare one discussion paper on one
of the assigned works. In addition, minors
will prepare an integrative paper linking
their program of study and senior honors
study. T his paper will be forwarded to the
external examiner. Candidates have the
option of receiving If credit for completion
o f this work.
(4) Candidates for an honors minor will take a
written exam prepared by the external
examiner and sit for an oral exam.

COURSES

1 3 5 .18th Century Japanese Painting and Its
Contexts
136. T h e M ichener Collection of Japanese
Prints

Department of Economics
81. Econom ic Development
83. Asian Economies
181. Economic Development

Department of History
9. Chinese Civilization
10G . Women, Family, and State in C hina
72. Japanese Civilization and Culture
74. M odem China: Emperors to
Entrepreneurs
75. M odem Japan
77. Orientalism East and W est
144. M odem China

Department of Modern Languages and
Literatures, Chinese
3B , 4B . Second-year Mandarin Chinese
11. Third-year Chinese
11 A . Third-year Chinese Conversation
12. Advanced Chinese
12A . Advanced Chinese Conversation
16. Substance, Shadow, and Spirit in
Chinese Literature and Culture.
17. T h e Legacy of Chinese Narrative
Literature: T h e Story in Dynastic China
18. T h e Classical Tradition in Chinese
Literature
20. Readings in M odem Chinese

Asian Studies courses have in common the
treatment of Asian cultures and traditions, pro­
viding various perspectives on diverse aspects
of a number o f Asian countries and cultural
traditions. (See catalogue sections for individ­
ual departments to determine specific offerings
in 1996-1996; additional departmental courses
may be considered, pending approval.)

21. Topics in M odem Chinese

Department of Art

66. Chinese Poetry.

3. Asian A rt
31. Japanese Civilization and Culture

23. M odem Chinese Literature
25. Contemporary Chinese Fiction
55. Contemporary Chinese Cinema
33. Introduction to Classical Chinese
63. Comparative Perspectives: C hina in the
A ncient World
81. Transcending the Mundane: Taoism in
Chinese Literature and Culture

32. Arts o f the Buddhist Temple in Japan

91. Special Topics in Chinese Literature and
Culture in Translation

34. Japanese A rt of the Early Modem
Period: Painting and Prints, 1550-1850

93. Directed Reading

38. Ritual and Image in Buddhist Tradition

Asian Studies

Department of Music and Dance
8. T h e Music o f Asia
21. History o f Dance: Asia and Africa

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

Department of Religion
8. Patterns o f Asian Religions
9. T h e Buddhist Traditions o f Asia
12. History, Religion, and Culture of
India, I
13. History, Religion, and Culture of
India, II
28. Ritual and Image in the Buddhist
Tradition
32. Buddhist Social Ethics
104. Buddhism in Southeast Asia
113. From Buddha’s Relics to the Body of
God: Hindu and Buddhist Devotion

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

Independent Study.

Linguistics
Ling 33. Introduction to Classical Chinese

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

Biology
H

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SCOTT F. GILBERT, Professor
MARK JACOBS, Professor1
JOHN B. JENKINS, Professor and Associate Chair
TIMOTHY C. WILLIAMS, Professor1
RACHEL A . M ERZ, Associate Professor and Chair
KATHLEEN SIWICKI, Associate Professor1
AMY C. VOLLMER, Associate Professor
SARA HIEBERT, Assistant Professor
ROGER E . LATHAM, Assistant Professor
ROBERT N. JINKS, Assistant Professor
ERIC McCLOUD, Assistant Professor
RYNE PALOMBIT, Assistant Professor
ELIZABETH A . VALLEN, Assistant Professor
OARLENE BRAMUCCI, Laboratory Instructor
JOHN NIEDZWIECKI, Laboratory Instructor
MEGAN STREAMS, Laboratory Instructor
THOMAS VALENTE, Laboratory Instructor

3 A bsent on leave, 1996-97.

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

I

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REQUIREMENTS AND RECOMMENDATIONS

|1

>

Students electing to major in Biology must
have a grade point average of C in Swarthmore
College courses in the natural sciences and
include the following supporting subjects in
addition to the minimum o f eight credits com­
posing the major: Introductory chemistry, at
least one semester o f organic chemistry, and
two semesters o f college mathematics (not Stat
1 or M ath 3) or the completion o f Calculus II
(M ath 6A and 6B , or 6 C ). O ne semester of sta­
tistics (Stat 2 or 23) is strongly recommended.
Students majoring in Biology must take at least
one course or seminar in each of the following
three groups; I. C ell and Molecular Biology; II.
Organismal Biology; and III. Populational
Biology. Course majors must take at least one
advanced course or seminar in Biology and sat­

isfy the general college requirement o f a com­
prehensive experience and exam ination in
biology by participation in Bio 97, Senior
Evolution Seminar.
Special majors in biochemistry, psychobiology,
and bioanthropology are also offered. Students
wishing to obtain secondary teacher certifica­
tion in biology must complete successfully a
major in biology which should include at least
one course in plant science, in evolution, and
physics.

HONORS PROGRAM
Admission to the Honors Program is based on
academic record (average o f B or better in
Swarthmore College courses in the natural
sciences) and completion o f prerequisites for
the courses or seminars used in preparation for
Honors exams. Qualified students will prepare
for two external exams from the following
areas: Anim al Orientation, Anim al Physiol­
ogy, Behavioral Ecology, Biomechanics, Cell
Biology, Developm ental G en etics, Human
G enetics, Microbiology, Neurobiology, Plant
Physiology, and Plant Ecology. Students in
Honors also will undertake a substantial

91

Biology

research project (Bio 180) and participate in
Senior Honors Study (Bio 100). These efforts
will be evaluated by external examiners who
will determine the level of honorific and grades
for Bio 180 and 100.

COURSES
1 . Cellular and Molecular Biology.
A n introductory study o f living cells illustrated
by examples drawn from cell biology, biochem­
istry, genetics, microbiology, neurobiology, and
developmental biology.
O ne laboratory period per week.
Primary distribution course.
Fall semester. Staff.

2. Organismal and Population Biology.
Introduction to the study o f organisms empha­
sizing the adaptive aspects o f morphology,
physiology, behavior, ecology, and evolution of
whole organisms and populations.

the study o f plant diversity, approached
through the classification and identification of
the major families of vascular plants.
O ne laboratory period per week.
Prerequisites: Biology 2 or consent o f instruc­
tor.

Alternate years, spring semester.

20. Genetics.
A n introduction to genetic analysis using the
tools o f classical and molecular genetics. T he
course explores basic principles of genetics, the
chromosome theory o f inheritance, classical
and molecular strategies for gene mapping,
strategies for identifying and isolating genes,
the genetics o f bacteria and viruses, replica­
tion, gene expression, and the regulation of
gene activity. M ajor concepts will be illustrated
using human and non-human examples.
O ne laboratory period per week or a special
project.
Prerequisite: Biology 1.

Fall semester. Jenkins.

O n e laboratory period per week.

2 1. Cell Biology.

Primary distribution course.

A study of the ultrastructure, molecular inter­
actions and function o f cell components.

Spring semester. Staff.

14 . Field Ornitholngy.
T h e biology o f birds in their natural habitats.
T h e course will emphasize the diversity of
birds, their ecology, evolution, adaptive physi­
ology and behavior.
O n e lab or field trip per week: three weekend
field trips.
Prerequisites: Biology 2, or A P Biology, or con­
sent o f instructor.

Alternate years, fall semester. Williams.
N ot offered 1996-97.

15. Animal Physiology.
A n exam ination o f the principles and m echa­
nisms o f animal physiology ranging from the
subcellular to the integrated whole animal.
O ne laboratory per week.

O ne laboratory period per week.
Prerequisites: Biology 1, Chemistry 22.

Spring semester. Vallen.

25. Animal Behavior.
A n introduction to the biological study of ani­
mal behavior in field and laboratory.
O ne laboratory or field period per week.
Prerequisites: Biology 2; Stat 2 recommended.

Fall semester. Palombit.

29. Neurobiology.
A study of the basic principles of neuroscience,
with emphasis on the electrical and chemical
signalling properties o f neurons and their
underlying cellular and molecular mechanisms,
as well as the functional organization o f select­
ed neural systems.

Prerequisites: B io 1, 2. C hem 10 recom ­
mended.

One laboratory period per week.

Primary distribution course.

Spring semester. Jinks.

Fall semester. Hiebert.

33. Embryology.

1 7 . Systematic Botany.

This analysis o f animal development will com ­
bine descriptive, experimental, and evolution­

Principles and methods of plant systematics,

92

Prerequisite: Biology 1, Chemistry 10.

ary approaches. Laboratories will involve dis­
section and manipulation o f invertebrate and
vertebrate embryos.

population dynamics, species interactions,
community ecology, and nutrient cycles.

O ne laboratory period per week.

Prerequisites: Biology 1 and 2.

O ne laboratory period or field trip per week.

Prerequisites: Biology 1 and 2.

Fall semester. Latham.

Spring semester. Gilbert.

43. History and Critique of Biology.

34. Pathogenesis and the Immune
Response.

T h e topics o f this course focus on genetics,
development, and evolution; science and the­
ology; and contemporary social critiques o f bio­
logical sciences.

A study o f infectious agents and o f the humoral
and cellular mechanisms by which vertebrates
respond to such agents.

Prerequisites: Biology 1 and 2.

One laboratory period per week.

Alternate years, spring semester. Gilbert.

Prerequisites: Biology 1 and 2.

N ot offered 1996-97.

Alternate years, spring semester. Vollmer.

45. Primate Behavior.

N ot offered 1996-97.

T h e adaptive aspects o f primate behavior, stud­
ied under natural conditions, its evolutionary
implications and physiological determinants.
C ontent overlaps with Biology 25.

36. invertebrate Zoology.
Evolution, morphology, ecology, and physiolo­
gy o f invertebrate animals.
One laboratory period per week. Field trips.
Prerequisites: Biology 1 and 2.

Alternate years, fall semester. Merz.

37. Plant Physiology.
A study o f the principal physiological process­
es o f higher plants, including photosynthesis,
gas exchange, water and nutrients transport,
mineral metabolism, plant hormone action,
and environmental responses.
O ne laboratory period per week.
Prerequisites: Biology 1, 2. Chemistry 22 rec­
ommended.

Fall semester. McCloud.

38. Microbiology.
Biology o f microorganisms with an emphasis
on aspects unique to prokaryotes. Topics
include microbial cell structure, metabolism,
physiology, genetics, and ecology. Laboratory
exercises include techniques for detecting, iso­
lating, cultivating, quantifying, and identifying
bacteria.
O ne laboratory period per week.

O ne laboratory period per week.
Prerequisites: Biology 2 or Psychology 1, or one
introductory level course in Sociology/
Anthropology giving an appropriate back­
ground in Anthropology.
Fall semester. Williams.

N ot offered 1996-97.

50. Marine Biology.
Ecology o f oceans and estuaries, including dis­
cussions o f physiological and structural adapta­
tions o f marine organisms.
O ne laboratory per week; several all-day field
trips.
Prerequisites: Biology 1 and 2.

Alternate years, fall semester. Merz.
N ot offered 1996-97-

5 1. Regulation of Call Oivision.
A study o f events o f the cell cycle necessary for
cell division and the mechanisms o f regulation
which function to control these processes.
O ne laboratory per week.

Prerequisites: Biology 1, Chemistry 22.

Prerequisites: Biology 21 or consent o f instruc­
tor.

Alternate years, spring semester. Vollmer.

Fall semester. Valen.

39. Ecology.

55. Microbial Adaptation and
Biotechnology.

T he scientific study o f the relationships that
determine the distribution and abundance of
organisms. Topics covered include interactions
between organisms and their environments,

A study o f microbial mechanisms of adaptation
to natural and experimental stressors and their

93

Biology

applications. Laboratory will focus on molec­
ular techniques to investigate gene expres­
sion in bacteria.
Prerequisites: Biology 3 4 or Biology 38 or
Chem . 38.
O ne credit.
O ne laboratory per week.

Fall semester. Vollmer.

56. Human Genetics.
A seminar exploring the genetic analysis of
the human genome.

Prerequisite: Biology 29 or permission of
instructor.

Alternate years, spring semester. Siwicki.
N ot offered 1996-97.

79. Physiological Ecology.
Physiological basis for interactions between
animals and the environm ent, including
therm oregulation, seasonality, foraging,
reproduction, and energetics. Laboratory
exercises and independent projects.
Prerequisites: Biology 1,-2,-and Bio 15 or per­
mission of instructor.

Prerequisite: Biology 2 0 or consent o f
instructor.

Alternate years, spring semester. Hiebert.

Spring semester. Jenkins.

93. Independent Study.

62. Biomechanics.

A program o f directed reading or laboratory
or field work in a designated area o f biology.

Basic principles o f solid and fluid mechanics
will be explored as they apply to the mor­
phology, ecology, and evolution o f plants and
animals.
Prerequisites: Biology 1, 2, and one other
Biology course.

O ne-half or one credit.

Fall or spring semester. Staff.

94. Research Project.

Alternate years, spring semester. Merz.

W ith the permission o f the Department,
qualified students may pursue a research pro­
gram for course credit.

N ot offered 1996-97.

Fall or spring semester. S ta ff

64. Developmental Neurobiology.

95. Senior Project.

Seminars discussing cellular and molecular
mechanisms o f nervous system development
and plasticity.
Prerequisite: Biology 29 or 152.

W ith the permission o f the department a stu­
dent may write a senior paper in Biology for
satisfaction o f the requirement o f a compre­
hensive exam ination for graduation.

Independent laboratory projects.

97. Senior Evolution Seminar.

Alternate years, spring semester. Siwicki.
N ot offered 1996-97.

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

76. Biological Rhythms.
A n exam ination o f the properties o f biologi­
cal clocks, including the molecular basis of
the clock, neural control, and the signifi­
cance o f the rhythms they generate.
O ne seminar meeting each week and on­
going independent projects.

106. Senior Honors Study.
A n interactive, integrative program- to allow
Honors students to finalize their research
thesis.
Spring semester. Staff.

Prerequisites: Biology 1 ,2 and one of the fol­
lowing courses: Bio 15, 21, 29, 34 or 38.

Alternate years, spring semester. Hiebert.

78. Learning and Memnry.
Seminars focusing on the anatomy, physiol­
ogy and molecular biology o f neural systems
underlying learning and memory.
Independent laboratory projects.

94

SEMINARS
64. Sensory Neurobiology.
A seminar examining the major sensory
modalities— from transduction to percep­
tion— with an emphasis on current research.
Students will design and pursue original

research using anatomical and electrophysiological techniques.
Prerequisite: Biology 29 or Psychology 30.

Fall semester. Jinks.

160. Behavioral Ecology.
T h e study o f the evolution o f behavior as an
adaption to an environment. Topics include
biomechanics, gender roles, mating systems,
cooperation and comunication.
Prerequisites: Biology 25 or 39 or 45 or 14.
Students with preparation outside biology
should seek permission o f the instructor.
Two credits.

Alternate years. Williams.

173. Animal Orientation and Migration.
Physiology, behavior, ecology, and evolution
provide a multidisciplinary understanding of
the way animals from whales to bacteria find
their way around their world.
O ne credit. May be combined with Bio 180
for 2 credits.
Original research project and field trips.
Prerequisites: Bio 25 or 14 or 15 or permis­
sion o f the instructor. Physics (high school or
above) and statistics recommended.

Alternate years, fall semester.

180. Thesis.
A research project for students who partici­
pate in the External Examination program in
Biology.
O ne or two credits.

Both semesters.

Black Studies

Coordinator:
Comm ittee:

PETER SCHMIDT (English Literature)
Timothy Burke (History)
Syd Carpenter (A rt)2
Yvonne Chireau (Religion)3
Charles James (English Literature)3
Colin Leach (Psychology)
Ngina Lythcott (Dean’s Office)
Jason McGill (History)
Micheline Rice-Maximin (M odem Languages)9
Peter Schmidt (English Literature)

2 A bsent on leave, spring semester, 1997.
3 Absent on leave, 1996-97.

9 Campus coordinator, Swarthmore Program
in Grenoble, spring semester, 1997.

T h e purpose o f the Black Studies Program is
(1 ) to introduce students to the history, cul­
ture, society, and political and economic con­
ditions o f B lack people in A frica, the
Americas, 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.

taken ¡course offerings w ithin the B lack
Studies Program, or it may be a two-credit the­
sis written under program supervision. Minors
must m eet the requirements o f the
Concentration (as noted above) o f a minimum
of five units o f credits, including either History
7, Religion 10, or English 59 and Black Studies
91, Special Topicl.

Students in any department may add a C on­
centration in Black Studies to their depart­
mental major by fulfilling the requirements
stated below. Applicatioepartmental major,
from at least two departments other than the
major.

students participating in the Honors Program
are invited to define a minor in the Black
Studies Program. Minors in Black Studies do a
single,
two-credit preparation in the
Concentration. This preparation may be based
on two units o f academic credit selected from
the s in Black Studies. One unit of the twocredit preparation by minors will satisfy the
Black Studies 91 requirement; minors other­
wise will be exempted from the single-credit
senior thesis administered by the Black Studies
Committee.

Black Studies 91, Special Topics in Black
Studies, will take the form o f a one-credit tuto­
rial (if there are three or fewer students in any
one year) or a one-credit seminar (if there are
four or more students), w ith all senior
Concentrators parly in the last semester o f the
senior year. Members o f the 1998 and 1999
classes may substitute Linguistics 19 for the
History 7 requirement. Concentrators must
take a minimum o f five courses in Black
Studies. These must include at least three
courses (which may include Black Studies 91)
outside the dticipating. T h e topics selected for
reading, class discussions, and the writing of
seminar papers will be drawn from representa­
tive works in Black Studies from a variety of
disciplines and perspectives and will depend on
the interests and backgrounds o f the partici­
pants. T h e tutorial or seminar will normally be

Black Studies Minor in the Honors Program: A ll

T h e single, two-credit combination o f the
external examination must include at least one
course outside the major in a pairing approved
by the Program after consultation with the
minor. Possible course com binations may
include, for examples: History 8B. Modem
Africa,. 1880 to Present and Linguistics 37.
Languages o f Africa; M odem Languages 77.
Prose Francophone: Litearature et Socieatae
and English Literature 76. T h e Black African
W riter; or Econom ics 82. T h e P olitical
Economy of Africa and Political Science 58.
African Politics. Current or updated combina-

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tions are available for all concentrators each
year in the Programs Office. W ith respect to
course combinations, it should be noted that
all Honors work is normally done during the
junior and senior years. T h e two-credit thesis
option must include work done for the
Concentration and should entail some unifying or integrative principle o f coherence.
Normally thesis proposals must be submitted to
the Program and approved prior to the start of
the senior year.

I
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After consultation with their major department, minors may draw on these preparations
I to enhance or, where appropriate, to integrate
| their completed or ongoing Senior Honors
I Study for the major. W ork in Black Studies
I may be represented in the Honors portfolio
I sent to the external examiner by the inclusion
I of such things as an essay designed to enhance
I and/or integrate work done in two or more
I courses, a revised and enhanced seminar paper
I
or a term paper from a Black Studies course, a
| video or audio tape o f a creative performance
I activity in dance or music, or other approved
I creative work.
[

Courses o f the Black Studies Concentration
are listed below. Courses o f independent study,
special attachments on subjects relevant to
I Black Studies, and courses offered by visiting
I faculty (those courses not regularly listed in the
■
College Bulletin) may, at the discretion o f the
| Black Studies Comm ittee, be included in the
■
Program. Students who wish to pursue these
I possibilities should consult with the appropriI ate department and with the Black Studies
,«j Committee.

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COURSES*
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*Find descriptions o f courses listed in the bulletin with the appropriate departments.

Dance 9. Music and Dance of Africa.
Dance 2 1. History of Asian and African
Dance.
Economics 7 1 . Labor Economics.
Economics 72 . Social Economics.
Economics 73. Women & Minorities in
the Economy.

Economics 82. The Political Economy
of Africa.
Economics 181. Economic Development.
English Literature 58. Autobiographical
Acts.
English Literature 59. The Afro-American
Writer.
English Literature 60. The
Contemporary Afro-American Writer.
English Literature 76. The Black African
Writer.
English Literature 7 7 . Fiction from the
Black Atlantic.
English Literature 12 1. Modern Black
Fiction.
History 7A . History of the African
American People.
History 8A. Africa in the Era of the
Slave Trade, 1500-1850.
History 8B. Modern Africa, 1880 to
Present.
History 60. Cultural Constructions of
Africa: Images, Inventions, ideologies.
History 63. History of Southern Africa.
History 67. The Black Experience in
Latin America.
History 140. The Colonial Encounter in
Africa.
Linguistics 19. The Evolution of African
American English.
Linguistics 37. Languages of Africa.
Linguistics 52. Historical and
Comparative Linguistics.
Literature 70F. Caribbean and French
Civilizations and Cultures.
Modern Languages 12L. Introduction
L’analyse Littéraire.
Modern Languages 33. Le Monde
francophone: résistances et
expressions littéraires.
Modern Languages 75F. Haiti, the French
Antilles and Guyane in translation.
Modern Languages 76. Femme
écrivains.
97

Black Studies

Modern Languages 7 7 . Prose
Francophone: Literature et Société.
Modern Languages 78. Théâtre
d’écritures françaises.
Modern Languages 93: French
Caribbean Literature in Translation.
Modern Languages 110 . Ecritures
françaises: hors de France:
Fiction et réel.
Music 3. Jazz History.
Music 5. Music as Social History.
Music 9/Dance 9. Music and Dance
of Africa.
Music 24. Armstrong, Parker and
Coltrane.
Music 61. Jazz Improvisation.
Political Science 33. Race, Ethnicity
and Public Policy.
Political Science 58. African Politics.
Political Science 110 . Comparative
Politics: Africa.
Religion 10. African-American Religions.
Religion 33. Black Women and Religion
in the United States.
Religion 35. From Vodun to Voodoo:
African Religions in the Old and
New Worlds.
Black Studies 91. Special Topics in
Black Studies (Thesis).

98

I Chemistry
I

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JAMES H. HAMMONS, Professor
i ROBERT F. PASTERNACK, Professor
1 JUDITH G. VOET, Professor
I THOMAS A . STEPHENSON, Associate Professor and Chair2
AHAMINDRA JA IN , Visiting Assistant Professor
ROBERTS. PALEY, Assistant Professor
PAUL R. RABLEN, Assistant Professor
JONATHAN M . SMITH, Visiting Assistant Professor
VIRGINIA M . INDIVERO, Lecturer
MARY E . ROTH, Lecturer
DONNA T. PERRONE, Laboratory Instructor
I SHERYL A . WHITLOCK, Laboratory Instructor
BRENDA L . WIDO, Laboratory Instructor

2 Absent on leave, spring semester, 1997.

; The aim o f the Department o f Chemistry is to
I ' provide sound training in the fundamental
I principles and basic techniques o f the science
and to provide interested students with the
opportunity for advanced work in the main
1 i subdisciplines o f modem chemistry.

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

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The minimum requirement for a major in
Chemistry is nine credits in the Department.
These must include Chemistry 10, 22, 32, 34,
38, 45A/B, 46, 5 0 and one single-credit semi­
nar. Students should note the Mathematics
and Physics prerequisites for Inorganic and
Physical Chemistry. Those considering a m ajor m
Chemistry 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, all students
must complete Chemistry 10, 22 and 34 before
enrolling in a Chemistry Department seminar.

Students should complete these requirements
by the fall semester o f the junior year.
Those students planning professional work in
Chemistry should include in their programs a
fourth semester o f mathematics and at least
two
additional
credits
in
chemistry.
A ccreditation by the A m erican C hem ical
Society (A C S ) is useful for those who intend
to pursue a career in chemical industry and
requires a year o f independent research
through Chemistry 9 4 ,9 6 , or 180. Further, pro­
ficiency in reading scientific German, Russian,
or French is an asset to the practicing chemist.
Students desiring teacher certification in
chemistry must complete Biology 1, 2 in addi­
tion to the Chemistry major program. A ll can­
didates for teacher certification are required to
assist in the instruction o f the laboratory of an
introductory chemistry course on one after­
noon per week for two semesters.
Research opportunities with individual staff
members are available through Chemistry 94,
96, and 180. Majors are encouraged to consult
the staff about current research problems under
investigation.
In collaboration, the Departments o f Chem ­
istry and Physics provide for a Special Major in
Chem ical Physics (see discussion o f Special
Major, page 5 7 ), which offers students the
opportunity to gain strong background in the
study o f chemical processes from a micro­
scopic, molecular point o f view. Interested stu-

99

Chemistry

dents should consult the Chairs o f both depart­
ments.

BIOCHEMISTRY SPECIAL MAJOR
In collaboration w ith the Departm ent of
Biology, the Department o f Chemistry also
offers a Special Major in Biochemistry, which
provides the student with the opportunity to
gain a strong background in chemistry with
special emphasis on the application o f chem ­
istry to biochem ical and molecular biological
problems. T h e requirements include Chem ­
istry 22, 3 2 , 34, 3 8 , 45A/B, 46, 50, and 108 or
109; Biology 20 or 21 or 34 or 38; and one
advanced Biology course to be selected by con­
sultation with the Chairs o f both departments.
Students should n o te th e M athem atics,
Physics, Chemistry, and Biology prerequisites
for these courses. Those considering a major in
Biochemistry are strongly urged to complete
M ath 5, 6A , 6B , 18 and Physics 3, 4 (or 7, 8)
by the end o f the Sophomore year. In addition,
all students must complete Chemistry 10, 22
and 3 4 before enrolling in a Chemistry
Department seminar. Students should com­
plete these requirements by the fall semester of
the junior year. Research opportunities are
available in both the Biology and Chemistry
Departments. Interested students should con­
sult the Chairs o f the two departments.

HONORS PROGRAM
Fields Available fo r Examination: T h e fields
offered by the Department o f Chemistry for
examination as part o f the Honors program are
(not all fields will be offered each year):
O rganic R eactio n M echanism s; Quantum
Chem istry; Biological Chem istry; O rganic
Synthesis; Inorganic Chemistry; Biophysical
Chemistry; Research Thesis.
Preparation for a Research Thesis within an
Honors program consists o f enrollment in two
credits o f Chemistry 180 during the senior year.
Preparations for the other six fields consist of
completion o f the relevant single-credit semi­
nar and associated prerequisites. For each of
the preparations, these prerequisites include
Chemistry 10, 22, and 34; M ath 5 , 6A , and 6B;

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Physics 3 and 4. Individual preparations carry
additional requirements and prerequisites, as
noted below:

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Organic R eaction Mechanisms: Chemistry 32,
102 (seminar). Organic Synthesis: Chemistry
3 2 , 103 (sem inar). Quantum Chem istry:
Chemistry 45A/B, 105 (seminar); M ath 18.
Inorganic Chemistry: Chemistry 4 6 ,1 0 6 (seminar). Biological Chemistry: Chemistry 32, 38,
108 (seminar); Biology 1. Biophysical Chemistry: Chemistry 32, 38, 45A/B, 109 (seminar);
M ath 18.
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Beginning in 1997-98, the fields offered for
external exam ination will be (not all fields will
be offered each year): Topics in M odem
Organic Chemistry; Contemporary Aspects of
Inorganic Chemistry; C hem ical Dynamics;
Theory and A pplications o f Spectroscopy;
Proteins, Nucleic Acids and their Interactions;
Research Thesis. Interested students should
consult with the Department Chair concerning the specific requirements for these fields.

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Senior Honors Study: Senior honors study in
Chemistry will consist o f a one-credit integra­
tive seminar that meets during the second half
o f the Fall semester and the first h alf o f the
Spring semester o f the senior year. A ll honors
students w ith m ajors in Chem istry and
Biochemistry will be required to participate.
This seminar will focus on a list o f topics suit­
able for integrative study selected in the course
of meetings between faculty and Chemistry/
Biochemistry majors in the Honors program.
Off-campus speakers who work in these areas
will be invited to campus as part o f the semi­
nar. Students will be expected to (1) attend
these presentations, (2) discuss and present
assigned background material, and (3) prepare
and present papers designed to integrate
aspects o f an outside speaker’s .presentation
into topic(s) discussed in the students’ other
honors preparations.

Chemistry Majors: Honors majors in Chemistry
will be required to complete three preparations
in Chemistry, one o f which must be the
Research Thesis. Chemistry majors will not be
allowed to include both Organic Synthesis and
Organic Reaction Mechanisms in their Honors
programs; the com bination o f Biological
Chemistry and Biophysical Chemistry will also
be prohibited. Regardless o f the fields selected
for external examination, all Honors majors iti
Chemistry are required to complete Chemistry

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10, 22, 32, 34, 38, 45A/B, 4 6 , and 50.

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Biochemistry Majors: T h e Honors program in

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Biochemistry consists o f four preparations in at
least two departments, as follows: (1)
Biological Chemistry or Biophysical Chemistry; (2 ) O ne biochemically oriented preparetion from the Biology Department; (3 ) A twocredit biochem ically oriented Research Thesis
carried out under the supervision o f faculty
from the Chemistry and/or Biology Departments; (4 ) O ne additional preparation chosen
from the Chemistry Department or the biochem ically related preparation offered by
Biology and Psychology Departments. (Students may not, however, include both Biological Chemistry and Biophysical Chemistry
in their Honors program.) In addition to the
credits that comprise the Honors program,
Biochemistry majors are required to complete
Chemistry 45 A/B, 46, and 50. Students should
note the Chemistry, Biology, Physics, and
Mathematics prerequisites to these courses and
the seminars that are included in the Honors
program. Biochemistry majors are expected to
participate in the senior honors study program
defined by the Chemistry Department.

Chemistry Minors: A ll the fields listed above
are available for students wishing to minor in
Chemistry, with the exception of the Research
Thesis. A ll minors must meet the same prerequisite requirements for seminars established by
the Department for Chemistry majors. Senior
honors study (one-half credit) for students
with a minor in Chemistry will be devised on
an individual basis after consultation with the
student and the faculty o f the major department.

as the chemistry will be encouraged. Assigned
reading material will be non-mathematical and
emphasize organic and bio-chemistry as well as
general chemical principles.
One laboratory period every second week.
Primary distribution course.

Spring semester. Paley.

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

Fall semester. Pasternack, Sm ith, and Staff.

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

I 1 . Chemistry in the Human Environment.

22. Organic Chemistry I.

I

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

This course will include the study o f the cenI tral concepts o f chemistry in the context of
■ current problems that impact on the human
I environment. T his list includes the greenhouse
I effect, ozone depletion, acid rain, energy utiI lization, waste disposal, air and water quality,
I nutrition, food production, toxic substances,
I
drugs, A ID S, brain chemistry and medicine.
I Class discussion into the philosophical and
I public policy aspects o f these problems as well

O ne laboratory period weekly.
Prerequisite: Chemistry 10.

101

Chemistry

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Spring semester. Rablen, Jain and Staff.

Prerequisites: Chemistry 34, M ath 18.

32. Organic Chemistry II.

Spring semester, second half. Sm ith.

A continuation of Chemistry 22 with emphasis
on more advanced aspects o f the chemistry of
monofunctional and polyfunctional organic
compounds, multi-step methods o f synthesis,
and an introduction to bioorganic chemistry.

46. Inorganic Chemistry.

O n e laboratory period weekly.
Prerequisite: Chemistry 22.

Fall semester. Paley.

34. Principles of Physical Chemistry.
A survey o f some basic concepts o f physical
chemistry including states o f matter, the laws
o f thermodynamics, chem ical equilibria, elec­
trochemistry, chem ical kinetics and introduc­
tions to quantum theory, atom ic and molecular
structure, and spectroscopy.
O n e laboratory period weekly.
Prerequisites: Chemistry 10, M ath 5, 6A , 6B ,
Physics 3, 4 (or 7, 8 ).

Fall semester. Stephenson.

38. Biological Chemistry.
A n introduction to the chemistry of living sys­
tems: protein conformation, principles o f bio­
ch em ical preparation techniques, enzyme
mechanisms and kinetics, bioenergetics, inter­
mediary metabolism, and molecular genetics.
O n e laboratory period weekly.
Prerequisite: Chemistry 32 (Biology. 1 recom­
mended).

A study o f the structure, bonding, and reactivity o f inorganic compounds with emphasis on
the transition metals. Included in the syllabus
are discussions o f crystal and ligand field theories, organometallic chemistry and bioinorganic chemistry. T h e laboratory com ponent
emphasizes the synthesis, spectroscopy, and
magnetic properties o f transition metal com­
plexes including otganom etallic substances
and ones o f biochemical interest.

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O ne laboratory period weekly.
Prerequisite: Chemistry 34.

Spring semester. Pasternack.

50. Modern Instrumental Methods in
Chemistry and Biochemistry.
T his laboratory-intensive course centers on
modem instrumental methods, including fluorescence, infiared, ultraviolet, and mass spectrometry. Special emphasis is given to Fouriertransform nuclear magnetic resonance.
Approximately five hours o f laboratory weekly.

B
1

1

Prerequisites: Chemistry 32 and either 38 or 9
46. Concurrent or prior courses in Physical I
Chemistry are recommended. Beginning in I
1996, prior or concurrent registration in I
Chemistry 34 is required.

Fall semester. Hammons, Rablen and Voet.

Spring semester. Voet.

45A. Intermediate Physical Chemistry I.
Continued discussion o f the principles intro­
duced in Chemistry 34, focusing on thermody­
namics, the properties o f condensed matter,
and non-ideal systems.
O n e laboratory period weekly.
Prerequisites: Chemistry 34, M ath 18.

Spring semester, first half. Sm ith.

45B. Intermediate Physical
Chemistry II.
Continued discussion o f the principles intro­
duced in Chemistry 34, focusing on chemical
bonding, spectroscopic methods, statistical
thermodynam ics, and chem ical reaction
dynamics.
O ne laboratory period weekly.

102

SEMINABS
T h e following single credit seminars may be
taken for credit towards a degree in Course or
for Papers in the External Exam ination
Program.

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102. Organic Reaction Mechanisms
Seminar.
T h is course deals with the structures and
mechanisms o f reaction o f organic compounds,
Polar, free-radical, pericyclic, and photochemical reactions are studied. M echanistic discus­
sions emphasize methods o f investigation and
the interpretation o f experimental results from
the primary literature.
Prerequisites: Chemistry 32, 34, and their prerequisites.

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Fall semester. Rablen.

103. Organic Synthesis Seminar.
Modem synthetic organic methodology will be
examined, with emphasis on selective carboncarbon bond formation, control o f relative and
absolute stereochemistry, and organometallic
chemistry directed towards organic synthesis.
Application o f these methods to the total syn­
thesis o f pharmacologically important natural
products will be studied, using examples from
the recent primary literature,
fl

Spring semester. Paley.

94. Research Project.

105. Quantum Chemistry Seminar.

This course provides the opportunity for quali­
fied students to participate in research with
individual staff members. Students who pro­
pose to take this course should consult with the
staff during the preceding semester concerning
problem areas under study. This course may be
elected more than once.

JL

Prerequisites: Chemistry 22 and 45A/B and
their prerequisites.

106. Inorganic Chemistry Seminar.
Topics in inorganic chemistry including the
bonding, reaction mechanisms, and spec­
troscopy o f W erner complexes; organometallic
chemistry; boron hydrides and metal clusters;
bioinorganic chemistry.
Prerequisites: Chemistry 22 and 46 and their
prerequisites.

Spring semester. Pasternack.

108. Biological Chemistry Seminar.
Selected topics in a few important areas o f cur­
rent biochemistry, such , as enzyme structure
and function, spectroscopic methods, receptor
biochemistry, and genetic and protein engi­
neering principles.
■

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STUBENT RESEARCH

Prerequisites: Chemistry 32, 34, and their pre­
requisites.

Advanced consideration of topics in quantum
chemistry with a focus on the electronic struc­
ture o f atoms and molecules, and molecular
spectroscopy.

'■*

Prerequisites: Chemistry 38 and 45A/B and
their prerequisites.

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

■

A

radiation and solvent and with other macro­
molecules.

Prerequisites: Chemistry 3 4 and 38 and their
prerequisites. Biology 1. Prior or concurrent
enrollment in Biology 20 or 21 or 3 4 or 38 is
recommended.

Fall semester. Voet.

109. Biophysical Chemistry Seminar.
The course focuses on the physical and chem i­
cal properties o f biological macromolecules
concentrating on proteins and nucleic acids.
W ithin this cpntext we will introduce the
physical techniques for studying macromole­
cules. W e will discuss macromolecular interac­
tions with self (structures and forces), with

Each semester. Staff.

96. Research Thesis.
Chemistry and biochemistry majors will be
provided with an option o f writing a senior
research thesis in lieu o f taking comprehensive
examinations. Students are strongly urged to
participate in on-campus research during the
summer between their junior and senior years.
T h e student will form an advisory committee
to consist o f (but no t 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 o f two credits of Chemistry 96
to be taken during the last three semesters
o f the student’s residence at Swarthmore.
ii) A thesis based upon the student’s research
activity to be submitted prior to the last
week o f classes o f the final semester.
Guidelines for the preparation o f the
thesis will be provided to the student.

Each semester. Staff.

180. Research Thesis.
A n opportunity for students in the External
Exam ination program to participate in

103

Chemistry

research with individual staff members. T he
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.

104

I Classics
■«

GILBERT P. ROSE, Professor and Department Head
WILUAM N. TURPIN, Professor
ROSARIA V. MUNSON, Associate Professor
GRACE M . LEDBETTER, Assistant Professor1

4

7Joint appointment with Philosophy.

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Classics is the study o f the ancient Greeks and
Romans, who produced some o f the world’s
greatest literature and influenced the entire
subsequent course o f Western history and cul­
ture. T h e Department o f Classics teaches the
Greek and Latin languages and literatures from
the beginning level through Honors seminars.
Any student who wishes to major or minor in
Greek or Latin can do so without having stud­
ied it before entering college. Those who begin
a language at Swarthmore start to read litera­
ture by the end o f one year. A fter two years stu­
dents are usually prepared for seminars, in
which they read and discuss in depth the works
of such authors as Homer, Sappho, Aeschylus,
Sophocles, Euripides, Plato, Thucydides,
Herodotus, Cicero, Tacitus, Catullus, Horace,
and Virgil.
The ancient languages are studied in courses
numbered from 1 to 19 and in seminars.
Courses (not seminars) numbered 20 and over
have no prerequisites and assume no knowl­
edge o f G reek or Latin; instead, English trans­
lations are used to introduce students to the
history, literature, philosophy, mythology, reli­
gion, and archaeology o f the ancient world.
The courses specifically in ancient history
count as prerequisites toward advanced courses
in the Department o f History and as part o f a
major in History.
The Department o f Classics encourages both
majors and non-majors to spend a semester,
usually during their ju n io r year, at the
Intercollegiate C enter 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 Rom e and the Am erican School
of Classical Studies in A thens, 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. 34 and
76).
T h e Classics Department participates in the
Medieval Studies Program, th e W om en’s
Studies Program, the Literature major, and a
Special M ajor in Linguistics.

REQUIREMENTS FOR A MAJOR
Greek, Latin, or A ncien t History may be a stu­
dent’s major subject in either the Course or the
Honors Program, and a minor in the latter pro­
gram. Those who intend to major or minor in
Greek or Latin should complete courses num­
bered 11 and 12 (or their equivalent) as early
as possible.
A major in G reek or Latin consists o f at least
eight credits beyond G reek 1-2 or Latin 1-2,
and includes three or four seminars. A major in
A ncient History consists o f Classics 3 1 ,3 2 ,4 2 ,
44, a one-credit attachm ent to any o f the
above (see p. 60, Formats o f Instruction), and a
second one-credit attachm ent or else another
course in Classical Civilization. O n e o f the fol­
lowing seminars is also required: Latin 102,
Latin 105, Greek 113.
In their last semester, majors who are not in
the Honors Program take a comprehensive
examination.

THE HONORS PROGRAM IN CLASSICS
T his Honors Program is available to the classes
o f 1997 and after.
For a major in Greek or Latin, preparation for
Honors exams will normally consist o f three

Classics

seminars (students may take a fourth seminar
in the major, but not for external examina­
tion). A student minoring in Greek or Latin
will take one external examination based on
one seminar. Minors are, however, strongly
encouraged to take more than one seminar, in
order to be adequately prepared for the exami­
nation.
For a major in A ncient History, one o f the
three preparations for Honors, as for the major
itself, must be a Greek or Latin seminar; the
other two will both normally be course-plusattachm ent (this differs from the requirements
for the major itself). Students minoring in
A ncien t History will take three courses in
A ncient History and add an attachm ent to one
o f them. T h a t course-plus-attachment will be
the preparation for the external exam. No
ancient language is required for this minor.
Senior Honors Study for majors and minors
will take the form o f revised seminar papers of
1,500-2,500 words each. Majors will do three
such papers, one for each seminar (or seminarequivalent) and will receive one credit; minors
will do one paper and receive one-half credit.
For a major the credit may be spread out over
the senior year or be taken entirely in the
spring semester.
T h e portfolio sent to examiners will contain
the S H S revised seminar papers, together with
syllabi and related materials, if any, from the
instructors. A com bination o f (three-hour)
written and oral exams will be the mode of
external assessment in Honors.

Greek

1 1 . intermediate Greek.
T h e ch ief reading is usually a work o f Plato.
T h e course emphasizes both language skills and
the discussion o f literature and philosophy.
O ther readings may include selections from the
Greek historians, orators, or tragedians (e.g.,
Euripides’ M edea).
Primary distribution course, Humanities.

Fall semester. Turpin.

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

Spring semester. Ledbetter.

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

Latin
1-2. Intensive First-year Latin.
Students learn all the basics o f the language,
begin reading major classical writers, and are
introduced to the culture and thought o f the
Romans. T h e course meets four times a week
and carries 1 'Acredits each semester.
Primary distribution course, Humanities.
Year course. Munson.

9 ,1 0 . Latin Prose Composition.
Extensive translation o f English into Latin.
Meets one hour per week.

H alf course. N ot offered 1996-97.

1*2 . Intensive First-year Greek.

1 1 . Introduction to Roman Poetry.

Students learn all the basics o f the language,
begin reading major classical writers, and are
introduced to the culture and thought o f the
Greeks. T h e course meets four times a week
and carries 1M credits each semester. T here is
no assumption that students have studied
Latin.

A fter a review o f grammar, students read and
discuss major lyric and epic poets o f the
G olden A ge o f Rom an literature (e.g.,
Catullus, Virgil). T h e course emphasizes both
language skills and literary criticism, eliciting
the special characteristics and concerns of
Rom an poetry. Normally taken after Latin 2 or
high school Latin.

Primary distribution course, Humanities.
Year course. Rose.

9 ,1 0 . Greek Prose Composition.
Extensive translation o f English into Greek.
Meets one hour per week.

H alf course. N ot offered 1996-97.

106

Primary distribution course, Humanities.

Fall semester. Staff.

12 . The Latin Novel and Satire.
This course will consider the Roman novel and
its relation to prose and verse satire. Texts will

be studied both as products o f Roman imperial
society and as part of a broader literary tradi­
tion that extends from the ancient Greek
novel down to Cervantes, Fielding, and Fellini.
Readings in Latin may include the Satyricon of
Petronius, the Apocolocyntosis of Seneca, the
Metamorphoses o f Apuleius, and the satires of
Persius and Juvenal.

Spring semester. Turpin.

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

Fall semester. Turpin.

14. Medieval Latin.
Readings are chosen from the principal types of
medieval Latin literature, including religious
and secular poetry, history and chronicles,
saints’ lives, satire, philosophy, and romances.
Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.
Spring semester. Not offered 1996-97.

Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.

Fall semester. N ot offered 1996-97.

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

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

20. Plato.
Cross-listed as Philosophy 20.

Spring semester. Ledbetter.

31. History of Greece.
A study of the political and social history o f 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 devel­
opment of democracy, the period of A thenian
political and cultural leadership, and A thens’
rivalry with Sparta.

15. Latin Poetry and the
English Renaissance.

Primary distribution course, Social Sciences.

Latin authors such as Catullus, Horace,
Propertius, and Ovid are considered both on
their own terms and in light o f English poets
for whom they were important (e.g., Donne,
Marvell, Herrick, and M ilton). Special atten­
tion will he given to the role o f rhetoric in
Roman and Renaissance education and to its
influence on the crafting of language and the
organization o f thought.

32. The Romao Republic.

Fall semester. Munson.

Prerequisite: Latin 11 or equivalent.

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 o f its repub­
lican constitution; the conquest o f the
Mediterranean world, with special attention to
the causes and pretexts for imperialism and the
tensions it created; and the social and political
structures of the Republic.

Fall semester. N ot offered 1996-97.

Primary distribution course, Social Sciences.

1 7 . Latin Poetry and the Modernists.

Spring semester. N ot offered 1996-97.

This course explores Latin poems influential in
the creation o f the Modernist verse of, in par­
ticular, Ezra Pound and T .S. Eliot. T h e Latin
texts are read in the original, for their own sake
and in their own context, but we also explore
the readings given them by the Modernists, in
an attempt to assess the uses and importance of
their common literary tradition.

33. Homer and Greek Tragedy.
T h e two most popular types o f literature
among the ancient Greeks were epic and
tragedy. T his course studies the major works of
both genres in detail through English transla­
tions. W e place them into their cultural and
performance contexts, and discuss their explo-

107

Classics

ration of such fundamental human issues as the
relations between humans and divinity, indi­
vidual and state, and men and women, as well
as their differing conceptions o f the hero.
Readings include the Iliad and Odyssey and
plays by Aeschylus, Sophocles, and Euripides,
no prior knowledge o f which is assumed.
Primary distribution course, Humanities.

Fall semester. Rose.

34. Women in Classical Literature.
H elen, Penelope, Clytem nestra, Electra,
Antigone, Deianira, Medea, Phaedra, Ariadne,
Dido— these G reek and Rom an women,
admirable or dangerous, are among the most
complex literary creations o f any period. This
course concentrates on the representations of
women in the epic poems and dramas of
G reece and Rome, but it also explores the rela­
tion between such portrayals and the lives of
actual women in those societies.

Fall semester. N ot offered 1996-97.

36. Classical Mythology.
T h e myths of the Greeks and Romans are cen­
tral to the study o f the ancient world and have
had an enormous influence upon subsequent
literature and other arts. This course examines
selected myths in such major works o f Greek
and L atin literature as the Iliad and the
Odyssey, the tragedies o f Aeschylus, Sophocles,
and Euripides, and Ovid’s M etam orphoses.
Myths are treated both as traditional tales
about gods and heroes and as evolving narra­
tives, subject to the influences of political,
social, and sexual ideologies.

Spring semester. Munson.

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 interac­
tion o f philosophy and religion, and the social
context o f early Christianity. Cross-listed as
Religion 37.

N ot offered 1996-97.

42. Democratic Athens.
Using diverse primary sources (Thucydides’
Histories, tragedy, comedy, and others), this
course explores several aspects o f classical
A thenian culture: democratic institutions and
ideology, social structure, religion, intellectual

108

trends, and the major historical events that
affected all o f these and shaped the Greek
world in the 5th and early 4th centuries B.C .
Primary distribution course, Social Sciences.

Fall semester. N ot offered 1996-97.

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

45. The Formation of the Western
Legal Tradition.
T his course examines the Rom an Law and the
Common Law traditions that provided the
foundations o f most modem legal systems. The
objectives are twofold: to compare the legal
system of Rome with the one that developed in
England after the Norman invasion, and to
explore the connections of both systems with
the societies and governments from which they
emerged. No prerequisite. Counts for distribu­
tion credit (n o t PD C credit) in Social
Sciences.

Fall semester. N ot offered J 996-97.

51. Introduction to Archaeology.
Among the topics covered will be field tech­
niques, methods of dating, analysis o f archaeo­
logical data, and archaeology in relation to
other disciplines.
This course is in the Social Science distribu­
tion group and is cross-listed as Sociology and
Anthropology 61.
N ot offered 1996-97.

52. Introduction to Greek Archaeology.
This course traces the development of Greek
civilization as documented by archaeology and
includes data ranging from monumental art
and architecture to coins and potsherds. There
is special emphasis on such important sites as
Knossos, M ycenae, Delphi, Olympia, and
Athens.
Primary distribution course, Humanities.
Spring semester. N ot offered 1996-97.

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— — — —

53. Introduction to Roman Archaeology.

10 7. Hnrace.

Primary distribution course, Humanities.

T h e seminar emphasizes the Odes and Epodes
and their place in the tradition of Greek and
Rom an lyric poetry. A ttention is also given to
the Satires and Epistles, especially the Ars
Poetica, and to their importance for the histo­
ry of satire and literary criticism. A n effort is
made to grasp the totality of Horace’s achieve­
m ent in the context o f the Augustan Age.

I Spring semester. N ot offered 1996-97.

60. Dante and the Classical Tradition.
This course explores the ways in which Dante
and other fourteenth-century Italian authors
reinterpreted the classical tradition to create
revolutionary works o f immense influence for
later times. T h e entire Divine Comedy and pos­
sibly selections from Petrarch and Boccaccio
are read in English.
Spring semester. N ot offered 1996-97.

■

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

Spring semester. N ot offered 1996-97.

1 1 1 . Greek Philosophers.
T his seminar is devoted mainly to the study of
Plato, which is supplemented by study o f the
pre-Socratic philosophers and o f Aristotle and
the Hellenistic schools. T h e orientation o f the
seminar is primarily philosophical, although
the literary merits o f the Greek philosophers
receive consideration.

SEMINARS

Fall semester. Ledbetter.

102. The Roman Emperors.

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

112 . Greek Epic.
a

i
!

■

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

Fall semester. N ot offered 1996-97.

103. Latin Epic.
1

This seminar usually focuses on Virgil’s Aeneid,
although it may include other major Latin
epics.
Spring semester. Rose.

I

105. The Fall of the Roman Republic.

Spring semester. Munson.

113 . Greek Historians.
T h is seminar is devoted to a study o f
Herodotus and Thucydides, both as examples
o f G reek historiography and as sources for
Greek history.
Fall semester. N ot offered 1996-97.

114 . Greek Drama.
T his seminar usually focuses on one play by
each o f the m ajor tragedians— Aeschylus,
Sophocles, and Euripides. O ther plays are read
in translation. T h e works are placed in their
cultural setting and are discussed as both drama
and poetry.
Spring semester. N ot offered 1996-97.

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

Fall semester. Turpin.

109

Computer Science

CHARLES F. KELEM EN, Professor and Program Director6
LISA MEEDEN, Assistant Professor
JUDITH WILSON, Visiting Assistant Professor (part-time)
Comm ittee: Silvio Eberhardt (Engineering)
Ann McNamee (Music & Dance)
Steve Maurer (Mathematics)
Andrew Brown ’97

6 Joint appointment with mathematics.

Computer Science is the study of algorithms
and the issues involved in implementing them.
This includes the study of computer systems,
methods to specify algorithms (for people and
computer systems), and the formulation o f the­
ories and models to aid in the understanding
and analysis of the properties of algorithms,
computing systems, and their interrelationship.
T h e Computer Science Program is designed to
provide students with a flexible set of offerings
in computing that can be tailored to satisfy in­
terests in various areas and at several levels of
depth. A ll the courses emphasize the underly­
ing, fundamental concepts o f computer sci­
ence, treating today’s languages and systems as
current examples o f the underlying concepts.
T h e Computer Science Laboratory provides
up-to-date software and hardware facilities.
There are 3 entry points to the C S curriculum
at Swarthmore.
‘C S 1 0 : G reat Ideas in Computer Science’ is de­
signed for Freshmen with little or no experi­
ence in computer science. It is an introduction
that emphasizes breadth o f coverage over
depth or skill building. Most appropriate for
first or second year students with no computer
experience or those with some experience that
are worried about their abilities in Computer
Science.
‘C S 2 0 : Structure and Interpretation of Com ­
puter Programs’ is designed for students who
plan to take several courses in computer sci­
ence. T his course is a fast-paced introduction
to the kind of abstraction used in all areas of
computer science. T h e language used (a dialect
o f LISP) is essential for work in Artificial
Intelligence. For students who intend to be
Computer Science majors, minors, or concen­

110

trators and already know a language like C and
feel comfortable about their abilities, this is the
best first course.
‘C S 21: T h e Imperative Paradigm: U N IX and
C ’ falls between C S 1 0 and C S 2 0 in pace. No
previous experience with computers is neces­
sary. C S21 will introduce fundamental ideas in
computer science while building skill in soft­
ware development. This course is appropriate
for students in Engineering, the Sciences and
Social Sciences who want to be able to write
programs. It is for students who are comfortable
with computers. Students with A P credit or ex­
tensive programming experience may be able
to place out o f this course.
Students or advisors who want mote advice on
placement in C S courses should feel free to
contact any C S faculty member by phone or in
person.
T h e Computer Science Program offers concen­
trations, special majors, and majors and minors
in the Honors Program. Students interested in
any o f these options are encouraged to meet
with the director of the computer science pro­
gram as early in their Swarthmore years as pos­
sible. T h e concentration in computer science
is designed for students who desire a coherent
introduction to the core topics in the field.
Students completing the concentration will
possess a number o f intellectual skills useful in
many disciplines.

4

*1
SPECIAL MAJOR IN COMPUTER SCIENCE
[

The requirements for a Special M ajor in computer Science consist of:

p$
I

2 mathematics courses numbered above 8
(Math9 and M a th l6 recommended);
Each o f C S 2 0 , C S 2 1 , C S 2 3 , C S 3 5 , C S 46,
C S97;
Three o f C S 4 0 , C S 6 3 , C S 7 5 , C S 8 1 , M ath72,
Engin21, Engin24, Ling50, or L in gl08.

1

Because this is a special major and because we
have recently revised the C S curriculum, the
Computer Science Comm ittee may allow some
flexibility in these requirements.

■
I

i

CONCENTRATION IN COMPUTER SCIENCE

I

The Concentration in Computer Science can
be combined with any major in the College. It
I
provides students with a well-rounded back­
ground in computer science sufficient to devel­
op significant, creative applications and to
keep up with the rapid changes in the filed.
Combined with an appropriate major, it pro9 vides preparation for graduate study or a career
in computer science. Students interested in a
Concentration in Computer Science should
submit a concentration proposal for approval
by the Computer Science Comm ittee, prefer8
ably by the end of their Sophomore year. If this
I proposal is not part o f the Sophomore paper, it
should include a copy of the Sophomore paper
with it. Both the student’s major advisor and
the Director of the Computer Science Program
should be consulted when writing such a pro­
posal. W hile some flexibility is possible, the
requirements for the C oncen tration in
Computer Science will consist of six courses
I
including a comprehensive experience. T h e six
courses should be selected as follows:

4

Each of M ath9, C S 2 0 .C S 2 1 , C S 3 5 , C S 97;
| One o f C S 2 3 or C S 46.
Because we have recently revised the C S cur­
riculum, the Computer Science committee
may allow some flexibility in these require­
ments.
The comprehensive experience will ordinarily
be satisfied by com pleting C S 9 7 : Senior
Conference. In some cases a thesis or project
may be used to satisfy some other department’s

(
I

comprehensive experience and also the
Computer Science requirement. In such cases
specific approval of the Computer Science
Program and the other department must be ob­
tained before embarking on the project.

JOINT SPECIAL MAJORS
Students desiring to integrate computer sci­
ence with another discipline in a more formal
manner are encouraged to develop a Special
Major combining computer science and anoth­
er area. Such special majors require the ap­
proval of the Computer Science Committee
and the other department involved. Special
majors should be designed in consultations
with the Director of the Computer Science
Program as early in the student’s program as
possible. Approval o f a special major is not
guaranteed. It will depend upon the availabili­
ty of resources (both faculty and equipment)
and the student’s demonstrated ability to work
independently.

HUNURS PRU6RAM
Honors majors and minors in computer science
are available.

HONORS MAJOR
A n honors major in C S will consist of: two 2credit papers, one 2-credit research report or
thesis, a minor paper, and a senior honors work
portfolio.
T h e following will be submitted to external ex­
aminers to be evaluated as described in more
detail below:
A ) Two 2-credit papers to be selected from the
combinations o f courses listed below. Each of
these 2-credit papers will be examined by a 3
hour written exam and an oral exam;
B ) O ne 2-credit research report or thesis to be
read by an external examiner and examined
orally;
C ) Senior Honors Work portfolio.
W e expect that all C S examiners will meet to­
gether to discuss honors recommendations for

1 11

U

Computer Science

1

----------------------------------------------------------------------------------------------------------------------------------------------*

DETAILS
A ) Currently approved papers for part A .
Course Combination

Paper
Algorithms

C S41 Algorithms or new (after 96) C S35
M ath 72 Combinatorial Optimization

Algorithms & Theory

C S41 Algorithms or new (after 96) C S35
C S 4 6 Theory o f Computation

Artificial Intelligence &
Robotics

C S81 Building Intelligent Robots
C S 63 A rtificial Intelligence

Compiler Design & Theory

C S 4 6 Theory o f Computation
C S 75 Compiler Design & Construction

Computer Architecture

Engin21 Digital Logic Design
C S 23 Computer Architecture

Programming Languages

C S 2 0 Structure and Interp of Comp. Programs
C S 75 Compiler Design & Construction

C S majors and minors.
Selections to satisfy part A must include 4 dis­
tin ct courses. In certain circumstances, the C S
Program may be willing to consider other
groupings o f courses or seminars or courses
with attachments. In all cases the Computer
Science Comm ittee must approve the student’s
plan o f study.
B ) A t a minimum this will involve a review of
one or more scholarly papers from the primary
literature o f computer science and the writing
o f a scholarly scientific paper. W e hope that
the paper will report a research experience in­
volving the student and faculty-(here or else­
where). It is expected that most of the research
or scholarly ground work will be completed be­
fore the Fall semester senior year either by one
credit o f work in the Spring semester Junior
year or full-time summer work. Students will
register for at least one credit of thesis work in
the Fall o f the senior year to complete the work
and write the paper. It is expected that the
paper will be completed by the end o f the Fall
semester.
C ) Senior Honors study will consist o f full par­
ticipation in C S 9 7 ; Senior Conference with
course students in the Spring semester o f the
Senior year. In addition, honors students will
be provided with a set o f questions (generated
by Swarthmore faculty) designed to encourage
integration and synthesis o f various topics in

1 12

computer science. Honors students will answer
a subset o f these questions (in less than 2500
words) which will be included with written
work from C S 97 as Seniors Honors Work. This
material will be sent to all C S external examiners.

■

To be eligible for an honors major in computer
science students must
1) have a B+ average in all C S courses completed by the end o f Junior year. These must in­
clude: C S 20, C S 21, C S 3 5 , and at least one of
C S 2 3 or C S 46.

I

2) have demonstrated proficiency in mathe­
matical argument and reasoning by the end of
the Junior year. Ordinarily this proficiency will
be assumed if the student has:
a) passed M ath 9 and M ath 16 with a grade
o f B+ or better or

I

b ) passed M ath l6H with a grade o f B or
better or
c ) completed M ath47 or M ath49 with a
grade o f B - or better.
3 ) complete by the end o f the senior year both
o f C S 23 and C S 4 6 , and in addition C S 93, and
C S 97.
Because we have recently revised the C S cur­
riculum, the Computer Science Committee
may allow some flexibility in these require­
ments.

I

HONORS MINOR IN CS
One 2-credit paper to be selected from combi­
nations o f courses listed in A above. A n exam­
iner will set both a 3 hour written exam and an
oral exam for the paper.
Senior honors study for a C S minor will be de­
signed on an individual basis in consultation
with the student and a faculty representative of
the major department. It will often consist o f a
half credit paper on uses of computers in the
major discipline. T h e expectation is that this
paper would be at a depth greater than a nonC S minor could write.
To be eligible for an honors minor in computer
science student must
1) have a B+ average in all C S courses com­
pleted by the end of Junior year. These must in­
clude: C S 2 0 , C S 2 1 , C S 3 5 , and at least one of
the C S23 or C S 46.
2) have demonstrated some proficiency in
mathematical argument and reasoning by the
end of the Junior year. Ordinarily this profi­
ciency will be assumed if the student has:
a) passed M ath 9 or M ath 16 with a grade
of B or better or
b) passed M ath l6H or M ath47 or M ath49
with a grade o f B - or better.
Because we have recently revised the C S cur­
riculum, the Computer Scien ce Committee
may allow some flexibility in these require­
ments.

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

accommodate students who are unable to take
desired offerings because o f study abroad.

GRADUATE STUDY
Students interested in graduate study in Com ­
puter Science will be well prepared by a Spe­
cial Major in Computer Science or by majoring
in M athematics or Engineering and com ­
pleting selected Computer Science courses.
T h e choice o f the appropriate major and com­
puting courses will depend on the student’s in­
terests and should be made in consultation
with the director o f the Computer Science
Program. O ther majors are also reasonable for
students with special interests. For example, a
major in Linguistics or Psychology might be
appropriate for a student interested in artificial
intelligence. In such cases, students should
consult as early as possible with the director of
the program in order to be sure of taking the
mathematics and computing courses necessary
to be prepared for graduate work in Computer
Science.

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

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

Computer Science

Each semester. Judith W ilson, Fall. Charles

Kelemen.

Kelemen and staff, Spring.

23 Computer Architecture.

20 Structure and Interpretation of
Computer Programs.

A tour o f today’s and tomorrow’s computer sys­
tems, including R IS C and C IS C microproces­
sor instruction sets and addressing modes, in­
terrupts and DM A, peripherals, memory sys­
tem hierarchy, virtual memory and machine,
and networks. Connections between hardware
and higher-level languages and operating sys­
tems. T h e laboratory will include studies of
specific machines from microcontrollers to dig­
ital signal processors t o workstations. Crosslisted as Engineering 22.

T his course is a serious introduction to the
study o f computer programs; and, through pro­
grams, some central ideas in computer science.
By studying programs that make repeated and
deep use of abstraction, students will learn how
to generate precise specifications from vaguely
formulated and perhaps partially understood
descriptions. T h is is a skill that is essential in
writing computer programs and will be useful
in all intellectual endeavors. Topics to be cov­
ered include: programming idioms and para­
digms (functional and object-oriented), recur­
sion, abstract data structures (lists, queues,
trees and sets), information retrieval, binding
and scope, and interpreters.
Lab work required. T his course is a Science
Primary Distribution Course.
Prerequisite: Comfort with your computing
abilities.
Fall semester: Lisa Meeden.

CS21 The Imperative Paradigm:
Unix and C.
T his course introduces students to fundamen­
tal aspects o f the field o f computing, focusing
on problem-solving, software design concepts,
and their realization as imperative programs
run on the U nix operating system. A n intro­
duction to the U nix operating system and the
C programming language for the purpose of
gaining mastery of these principles, will be pro­
vided in lecture and in closely-coordinated
laboratory experiences. Topics to be covered
include: Von Neumann architecture, operating
system overview, U nix, Emacs editor, elemen­
tary U n ix tools (such as grep, sort, tr), shell
scripts, C programming, control structures, ar­
rays, procedural abstraction, pointers, itera­
tion, recursion, sorting, data types and their
representation, elementary data structures,
Lists, Stacks, Queues, informal analysis o f algo­
rithms, informal verification using loop invari­
ants, brief exposure to parallel processing, and
Graphical User Interfaces via TCL/TK.
Lab work required. T his course is a Science
Primary Distribution Course.
Prerequisites: none.

Fall Sem ester. Lisa M eeden and Charles

1 14

Prerequisites: none.

Spring semester: Silvio Eberhardt.

CS35 Algorithms and Object Oriented
Computing.
T his course completes the broad introduction
to computer science begun in C S 2 0 and C S 21.
It provides a general background for further
study in the field. Topics to be covered include:
object-oriented programming in C + + , ad­
vanced data structures (trees, tries, graphs,
etc.) and algorithms, software design and veri­
fication, and parallel and distributed algo­
rithms. Students will be expected to complete
a number o f programming projects illustrating
the concepts presented.
Lab work required. Prerequisites: C S21 or per­
mission of instructor. M ath9 recommended.

Spring semester. Lisa Meeden.

40 Cumputer Graphics.
Techniques used to model and display two- and
three-dimensional scenes. Principles o f the
W IM P (W indow s-Icon-M enu-Pointing de­
vice) graphical user interface. Topics include
2D and 3D transformations, clipping, hidden
surface removal, rendering, representing
curves/surfaces/solids, image filtering, lighting,
and ray tracing. A laboratory will involve pro­
gramming user-interface systems and images
using the X I 1 package and PH IG S.
Prerequisite: Familiarity with C .
Next offered Fall 97.

41 Algorithms.
T h e study o f algorithms found to be useful in
many diverse areas. Considerable attention is
paid to correctness and time and space re­
sources required. Topics to be covered include:
abstract data types, trees (including balanced

trees), graphs, searching, sorting, and the im­
pact o f several models o f parallel computation
on the design o f algorithms and data structures.
Prerequisite: C S 35.

Fall semester. Charles Kelemen.

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

Spring semester. Charles Kelemen

63 Artificial intelligence.
The unifying them e o f this course is the
concept o f an intelligent agent. Based on this
perspective, the problem o f A I is seen as de­
scribing and building agent's that receive per­
ceptions from an environment and perform ap­
propriate actions based on them. This course
will examine many different methods for im­
plementing this mapping from perceptions to
actions including: production systems, reactive
planners, logical planners, and neural net­
works. W e will use Schem e and Lisp to pro­
gram various agent and environment models.
Lab work required. Prerequisite: C S 20.

Next offered Fall 98.

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

Fall semester. Charles Kelemen.

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

Next offered Fall 99.

91 Special Topics in Computer Science.
In general, subject matter for C S91 is depen­
dent on a group need or individual interest.
Normally restricted to senior students and only
offered when staff interests and availability
make it practicable to do so.

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

97 Senior Conference.
This course provides senior concentrators and
special majors an opportunity to delve more
deeply into a particular topic in computer sci­
ence synthesizing material from previous cours­
es. Most recently the topic has been parallel
processing. It is the usual method used to satis­
fy the comprehensive requirement for a com­
puter science major or concentrator.

Spring semester: Lisa Meeden.

Economies

N

STEPHEN S. GOLUB, Professor, Chairman
ROBINSON G. HOLLISTER, J R ., Professor3
MARK KUPERBERG, Professor
FREDERIC L . PRYOR, Professor (part-time)
BERNARD SAFFRAN, Professor1
LARRY E . WESTPHAL, Professor3
JOHN P. CASKEY, Associate Professor1
ELLEN B. MAGENHEIM, Associate Professor
STEPHEN A . O’CONNELL, Associate Professor
AMANDA BAYER, Assistant Professor1
PEGGY dePROPHETIS, Visiting Lecturer
CHARLES F. STONE III, Visiting Lecturer

1 Absent on leave, fall semester 1996.
2 Absent o n leave, spring semester 1997.

■

1

3 Absent on leave, 1996-97.
■
■

T h e courses in economics have three main
goals: 1) to provide insight into the processes
and accompanying institutions through which
productive activity is organized; 2) to develop
a set o f tools for analyzing economic processes
and institutions; and 3) to build a foundation
for reaching informed judgments on issues of
public policy.

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 math­
ematics courses, such as M ath 30 (Differential
Equations) and M ath 47 (Introduction to Real
Analysis).

E con l or its equivalent is a prerequisite for all
other work in the department. In addition, all

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

majors in economics must satisfy a theory
requirement by taking Econ 11 (Intermediate
Microeconomics) and Econ 21 (Intermediate
Macroeconomics). T hey must also satisfy a sta­
tistics requirem ent by taking E con 31
(Statistics for Economists) or its equivalent
such as Statistics 23 or M athematical Statistics
53 (Statistics 1 or Statistics 2 do not meet the
requirem ent). T h e statistics course in the
Economics Department focuses more on the
application o f statistical tools to economic
problems; th e statistics courses in the
Mathematics 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 o f elementary calculus is
extremely useful. T h e department very strong­
ly recommends that students take M ath 5 and
either M ath 6A & 6 C (basic calculus) or the
series of M ath 6A & 6B and M ath 18. M ath 16
(Linear A lgebra) and M ath 18 (Several

116

To graduate as a major, a student must: have at
least eight credits in economics; meet the the­
ory and statistics requirements; and, in the
senior year, pass the comprehensive examina­
tion given early in the Spring semester (course
students) or the external examinations given
at the end o f the Spring semester (honors stu­
dents). To be prepared for the comprehensive
exam, course students are strongly advised to
complete Econ 11, Econ 21, and Econ 31 (or
its equivalent) before the second semester of
their senior year.
Students who are contemplating a major in
econom ics should consult “Econom ics at
Swarthmore: Department Handbook” (available in the department office) for additional
information regarding the details o f the pro­
gram.

B

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B

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1
1

*4

COURSES
1 . Introduction to Economics.

■

4

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

3. The World According to Economics.

I

This course explores from an economic perspective the econom ic 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.
Not offered 1996-97.

I

6. The U.S. Economy & Economic
Thought: Roosevelt Through Clinton.

■

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

I

Not offered 1996-97.

10. Current Issues in Economic Policy.
“

Examines current micro and macro economic
policy issues. Topics vary year to year depending on developments in the economy. R ecent
topics have included flagging economy-wide
performance, health care, tax reform, and per­
sonal finance. T h e format is seminar-like.
Reading material includes the economic and
financial pages o f current periodicals, reports of
think tanks and other current literature.

1

■

Not O ffered 1996-97.

I

1 1 . Intermediate Microeconomics.

■

Provides a thorough grounding in intermedi­
ate-level microeconomics. T h e standard topics
ate covered: behavior o f consumers and firms,

structure and performance o f markets, income
distribution, general equilibrium, and welfare
analysis. Students do extensive problem solv­
ing to facilitate the learning o f theory and see
practical applications.
Fail semester. Westphal.

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

Spring semester. O ’Connell.

22. The Ecnnnmics of Ranking and
Financial Markets.
This course examines the economics of finan­
cial institutions and markets. Among the top­
ics considered are: (1) the payments system;
(2) economic explanations for the existence
and operations o f banks; (3) the regulation of
financial institutions and markets; and (4) the­
ories o f 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. Majors may satisfy the
department’s statistics requirement by taking
an equivalent course, such as Statistics 23 or
M athematical Statistics 53, or Econ 35.

Fall semester. Kuperberg.

32. Operations Research.
(Cross-listed with Engineering 57.) T h e prin­
ciples of operations research as applied in
defining optimal solutions to engineering and
economic problems to assist decision making:
T h e working principles of engineering eco­
nomics are introduced in conjunction with
operations research topics. Normally for junior
and senior students. Primary Distribution
Course, Natural Sciences only; and only if
enrolled for Engineering 57.

117

Economics

Prerequisites: elementary linear algebra and
high school algebra

43. Public Policy and the American
Family.

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

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

Spring semester. deProphetis.

Fall semester. Magenheim.

35. Econometrics.

51. The International Economy.

A survey o f fundamental econometric methods
emphasizing application. Som e empirical work
is required.

This course surveys the theory of trade (micro­
economics) and o f the balance o f payments
and exchange rates (macroeconomics). T he
theories are used to analyze topics such as trade
patterns; trade barriers; flows of labor and cap­
ital; exchange-rate fluctuations; the interna­
tional monetary system; and macroeconomic
interdependence. This course may be counted
toward a concentration in Public Policy,

33. Accounting.

Prerequisite: Econ 31 or equivalent; or instruc­
tor’s permission.

Spring semester. Kuperberg.

4 1. Public Finance.
T his course focuses on government expendi­
ture, tax, and debt policy. A major part of the
course is devoted to an analysis o f current pol­
icy issues in their institutional and theoretical
contexts. T h e course will be o f most interest to
students having a concern for economic policy
and its interaction with politics. T his course
may be counted toward a concentration in
Public Policy.
Recommended: Econ 11.

Spring semester. Safffan.

42. Law and Economics.
T h e 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 growing
utilization of economic methodology will be
examined through an intensive study o f issues
in property, tort, contract, and criminal law.
T his course may be counted toward a concen­
tration in Public Policy.
Recommended: Econ 11.

N ot offered 1996-97.

118

Prerequisite: Econ 11 or Econ 21; Recom ­
mended: both.

Fall semester. Golub.

53. International Political Economy.
(Cross-listed with Political Science 68 ) This
course uses political and economic perspectives
to analyze the interrelations between the inter­
national economy and economic development,
national security, and social welfare. This
course may be counted toward a concentration
in Public Policy.
Prerequisite: Pol S c i 4.

N ot offered 1996-97.

61. Industrial Organization.
This course examines why firms and markets
are organized as they are and how their organi­
zation affects the way they operate. Topics
include the relationship between market struc­
ture and firm behavior; particular aspects of
firm behavior— pricing, advertising, and collu­
sion; and the effects of regulation. T his course
may be counted toward a concentration in
Public Policy.

Recommended: Econ 11
Spring semester. Magenheim.

be counted toward a concentration in Public
Policy.

7 1 . Labor Economics.

Fall semester. Magenheim.

Labor market operations are the focus. Topics
covered include: determinants o f wage and
benefit levels; growth in inequality o f earn­
ings; em ployment, unemployment; the
changing role o f unions; discrimination on
the basis o f race and gender; the effects of
immigration; returns to education. T his
course may be counted toward concentra­
tions in Black Studies and W omen’s Studies.

76. Economics of the Environment and
Natural Resources.

Recommended: Econ 11
Not offered 1996-97.

72. Social Economics.
T he extent, consequences, and causes of
poverty and econom ic inequality; an
appraisal o f reforms in income support pro­
grams, medical care, education, housing; the
“underclass”; the economics o f discrimina­
tion. T his course may be counted toward
concentrations in Public Policy and Black
Studies.
Recommended: Econ 11.

Not offered 1996-97.

73. Women and Minorities in the
Economy.
This course focuses on the role of gender and
race in economic systems. Topics include: the
economic status o f women and minorities;
sources of race and gender inequality, includ­
ing wage and job discrimination; public poli­
cy issues (e.g., comparable worth, child care,
welfare reform); bias in economic theory and
policy. This course may be counted toward
concentrations in Public Policy, W om en’s
Studies and Black Studies.
Spring semester. Bayer.

75. Health Policy.
Topics addressed in this course include the
economics o f health care demand and supply;
the changing organization o f health care
delivery; demographic change and demands
on the health care system; problems o f access
to health care services; economic analysis of
standard and new medical treatments; supply
and demand for doctors and nurses; govern­
ment financing and regulation; health insur­
ance; comparative analysis o f health care sys­
tems in different countries. This course may

Micro and macro economic approaches, long
run implications of resource use for econom­
ic growth, alternative uses o f natural envi­
ronments and approaches to pollution con­
trol. G overnm ent response to situations
involving externalities, public goods, and
common property resources. Case studies.
T his course may be counted toward a con­
centration in Public Policy.
Recommended: Econ 11.

Spring semester. Staff.

8 1. 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 tech­
nology as well as technological development,
emphasis is given to agricultural and indus­
trial development, to interactions among
sectors, and to international trade and capi­
tal flows (including foreign aid). This course
may be counted toward a concentration in
Public Policy, as well as a program in Black
Studies and Asian Studies.

N ot offered 1996-97.

82. Political Economy of Africa.
A survey o f Africa’s economic development
experience, focusing on the post-indepen­
dence period but in historical perspective.
Case studies are used to explore the implica­
tions o f different development strategies for
development experience in Africa. Topics of
current interest include the economics of
structural adjustment, devaluation in the
C F A zone, and the role of the state in eco­
nom ic development in Africa. This course
may be counted toward concentrations in
Black Studies and Public Policy.

Fall semester. O ’Connell.

83. Asian Economies.
Examines economic development and cur­
rent economic structure, along with major
policy issues (domestic plus vis-a-vis the
U S ), in some o f the principal economies of
Asia, focusing on those in East Asia but

119

Economies

including at least one South Asian country as
well. T h e format is seminar-like; a paper is
required. T his course may be counted toward
a concentration in Public Policy as well as a
program in Asian Studies.
Not offered 1996-97.

85. The Economics of Transition; The
Path to a Market Economy.
Reviews the economic systems of the former
planned economies o f Eastern Europe and
Asia; explores the basic strategies to move
from a centrally planned to a market econo­
my followed in various countries; examines
the policy sequence to achieve privatization,
liberalization, and stabilization associated
with each strategy; and analyzes the problems
encountered.

Fall semester. Pryor.

9 7 ., 98. Public Pnlicy Thesis.
(Cross-listed with Political Science 97 and
98.
) Thesis preparation on a public
topic. T h e thesis will be supported by rele­
vant faculty and presented to a student/faculty seminar. For a two credit thesis, enroll­
ment in both 97 and 9 8 is required. See the
Bulletin’s listing on the Concentration in
Public Policy for further information.

1018. Economic Theory: Advanced
Macroeconomics.
(1 credit)

P

Subjects covered include: micro foundations
o f macroeconomics, monetary and fiscal pol­
icy with multiple assets, dynamic aggregate
supply and demand, growth theory, rational
expectations, New C lassical and New
Keynesian m acroeconom ics. Techniques
used include: comparative statics with linear
algebra and econom ic dynamics with differ­
ential equations.

«■»

Prerequisites: Econ 21 and at least one o f the
following: M ath 16, M ath 18 or M ath 30.

Spring semester. Kuperberg.

122. Financial Economics.
T h e seminar exam ines m odem develop­
ments in the theory o f asset prices and the
economics o f financial institutions. Topics
include: (1) the payments system; ( 2 ) eco­
nomic explanations for the existence and
policy
operations o f banks; (3) the regulation of
financial institutions and markets; and (4)
theories o f stock, bond, futures, and option
prices.
Prerequisites: E con 11, M ath 6 A a n d 6 C , and
Econ 31.

Fall or spring semester. Staff.

Spring semester. Caskey.

99. Directed Reading.

135. Econometrics.

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

T h e full spectrum o f econometric methods
are reviewed. Papers applying methods to
important economic problems are critiqued
by students. A n empirical research paper is
required.

Fall or spring semester. Staff.

SEMINARS
101 A . Economic Theory: Advanced
Microeconomics.
(1 credit)
Subjects covered include: consumer and pro­
ducer theory, optimization and duality, gen­
eral equilibrium, risk and uncertainty, asym­
m etric information and game theory.
Prerequisites: Econ 11 and at least one o f the
following: M ath 16, M ath 18 or M ath 30.

Spring semester. Bayer.

120

4

A

*

4

Prerequisite: Econ 31, equivalent, or permis­
sion o f the instructor.
Spring semester. Kuperberg.

14 1. Public Finance.
T his seminar focuses on the analysis o f gov­
ernment expenditure, tax and debt policy.
This course may be counted as one credit
toward a concentration in Public Policy.

*

4

Prerequisite: Econ 11; Recommended: Econ
21. T his course may be counted toward a
concentration in Public Policy.
Spring semester. Saffian.

T»

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 o f labor and capital;
exchange-rate fluctuations; the international
monetary system; macroeconomic interdepen­
dence; case studies o f selected industrialized,
developing, and Eastern bloc countries. This
course may be counted toward a concentration
in Public Policy.
Prerequisite: Econ 11 and Econ 21.
Fall semester. Golub.

161. Industrial Organization and
Public Policy.
T h e seminar examines the organization of
firms and markets and the relationship
between organization and outcomes with
respect to pricing, advertising, product differ­
entiation, and other aspects o f behavior. Other
topics include the effects of antitrust policy;
economic regulation and deregulation. This
course may be counted toward a concentration
in Public Policy.

Public Policy.
Prerequisite: Econ 11 or Econ 21.

Fall semester. O ’Connell.

185. The Economics of Transition: The
Path to a Market Economy.
Analyzes the structure and performance of for­
merly centrally planned economies moving
toward a market economy; reviews their previ­
ous econom ic systems; explores the basic
strategies to move from one system to another;
examines the policy sequence to achieve priva­
tization, liberalization, and stabilization associ­
ated with each strategy; and investigates the
problems encountered. Coverage is similar to
that o f Econ 85 but in greater depth with more
case-study materials and with more attention
to the theoretical underpinning o f the reform
strategies.
Foil semester. Pryor.

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

Prerequisite: Econ 11.

Fall and spring semesters. Staff.

Spring semester. Magenheim.

199. Senior Honors Study.

1 7 1 . Labor and Social Economics.

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

Students discuss such topics as: the organiza­
tion of work within firms; labor market opera­
tions, unions and labor relations, unemploy­
ment and macro-conditions; economic analysis
education, health care, housing, discrimina­
tion; determinants of income inequality; gov­
ernment policies with respect to health, educa­
tion, and welfare. This course may be counted
toward a concentration in Public Policy (one
credit) and Black Studies.
Recommended: Econ 11.
Not offered 1996-97.

181. Econumic Develupment.
A survey of theories o f growth, stabilization,
income distribution, trade policy, and house­
hold behavior in developing countries. Issues
of current interest include the Asian “miracle,”
technological change, and the political econo­
my o f government policy. Students write sever­
al short papers examining the literature and a
longer paper analyzing a particular country’s
experience. T his seminar may be counted
toward concentrations in Black Studies and

Education

K . ANN RENNINGER, Associate Professor
USASM ULYAN, Associate Professor
EVA F. TRAVERS, Associate Professor and Program Director
WESLEY SHUMAR, Visiting Assistant Professor
DIANE ANDERSON, Lecturer
RORERT GROSS, Associate Dean o f Students

T h e Program in Education has three purposes:
to expose students to issues in education from
a variety of disciplinary perspectives, to pro­
vide a range o f field experiences for students
who wish to explore their aptitude and interest
in teaching, counseling or research in an edu­
cational setting, and to prepare students to be
certified for entry into public school teaching.
Courses in the Program in Education are
intended to be integral to the College’s acade­
mic offerings. T h e Program’s most important
goal is to help students learn to think critically
and creatively about the process o f education
and the place o f education in society. To this
end, both its introductory and upper level
courses necessarily draw on the distinctive
approaches of Psychology, Sociology, A nthro­
pology, Political S cien ce, Philosophy, and
History. Because students major in one of the
traditional disciplines, courses in Education
offer both an opportunity to apply the particu­
lar skills of one’s chosen field to a new domain
and interaction with other students whose dis­
ciplinary approaches may differ significantly
from their own. There is a lim it o f four fieldbased Education credits (currently Education
16, 17, and in some cases, 91 ) that can be
counted toward graduation.

SPECIAL MAJORS
There is no major in Education, but Special
M ajors with Linguistics, Political Scien ce,
Psychology, and Sociology/Anthropology are
regularly approved, and Special Majors with
other fields can be developed. Special Majors
involving Education usually include ten to
twelve credits, generally six credits in the pri­
mary department and four in Education or at
least five in each o f the two disciplines. A the­
sis or a comprehensive examination integrat­
ing work in the two fields is required. Both

departments collaborate in advising students
pursuing Special M ajors,,

HONORS PROGRAM
Students may pursue the Honors Program in
Education either as a part of a Special Major or
as a Minor. Special M ajor Honors Programs will
take one o f the following forms: 1) two prepa­
rations in Education and two in the other dis­
cipline that is part of their special major; 2)
three preparations in Education and one in the
other discipline; or 3 ) two and a half prepara­
tions in Education and one and a half in the
other discipline (or vice versa) when an inte­
grative, two-credit thesis receives one credit
from both departments. A ll Education Special
Majors in the Honors Program will complete a
two credit thesis and will participate in a one
credit senior Honors seminar in which they
will expand on work done in other prepara­
tions. Education Minors in the Honors Program
will take either a two credit seminar or a course
and attachm ent to prepare for the external
examination and will write a short integrative
essay in which they link their work in their
Education M inor to work in their Major.

FOREIGN STUDY
Students may apply for Education credit for
work done abroad (either in a formal course or
in a field placement in an educational setting),
provided that they have taken Introduction to
Education at Swarthmore. T h e Swatthmore
course may be taken prior to study abroad or
subsequent to it.

TEACHER CERTIFICATION
Swarthmore offers a competency-based teacher
preparation program for students who seek sec­
ondary certification from the Commonwealth
o f Pennsylvania. Competency is judged by an
interdisciplinary com m ittee o f the faculty
whose members have established criteria for
certification in Biology, Chemistry, English,
French, G erm an, M athem atics, Russian,
Spanish, and Social Studies. Certification in
Physics is available through an arrangement
with Bryn Mawr College. Individual programs
are developed in conjunction with departmen­
tal representatives and members o f the
Education staff. A ll students seeking certifica­
tion must meet Swarthmore College’s general
requirements for course distribution and a
major. Specific departmental requirements for
certification are found in departmental listings
in the Bulletin.
9th semester option: Students who have com­
pleted all the requirements for certification in
their discipline and in Education, except for
Student Teaching (Education 16) and Curric­
ulum and Methods Seminar (Education 17)
may apply to return following graduation to
complete the teacher certification program
during a ninth semester. During this semester
they take Education 16 and 17; they pay for a
total o f one course o f tuition; and are not eligi­
ble for campus housing. Further information on
the 9th semester option is available in the
Education Office.

Elementary certification: Swarthmore College
does not offer certification in elementary edu­
cation. However, if students complete the
Swarthmore courses listed below and enroll for
two courses at Eastern College (Communi­
cation Arts For Children and Teaching of
Reading), they can receive elementary certifi­
cation through Eastern College. T h e required
Swarthmore courses for elementary certifica­
tion are: Introduction to Education, Educa­
tional Psychology, Developmental Psychology,
Teaching the Young Learner, Practice
Teaching, Curriculum and Methods Seminar,
and a series o f workshops in M ath, Social
Studies and Science Methods.

REQUIREMENTS FOR SECONDARY
TEACHER CERTIFICATION
Students planning to seek secondary certifica­
tion should take Introduction to Education,
Educ. 14, by the end o f their Sophomore year
and enroll for Practice Teaching, Educ. 16 (a
double credit course) and Curriculum and
Methods Seminar, Educ. 17 in their senior year
or during a ninth semester. In addition, they
must com plete the following sequence of
courses:
• Educational Psychology, Educ. 21
• Developmental Psychology, Psychology 39;
Child Development and Social Policy, Educ.
66; or Adolescence, Educ. 23
• A n additional course from the following:
a. Adolescence, Educ. 23
b. Counseling: Principles and Practices,
Educ. 25
c. Special Education Issues and Practice,
Educ. 26
d. Educating the Young Learner, Educ. 42
e. Ethnographic Perspectives in Education,
Educ. 48
f. Women and Education, Educ. 61
g. School and Society, Educ. 63
h. Political Socialization and Schools,
Educ. 64
i. Environmental Education, Educ. 65
j. Child Development and Social Policy,
Educ. 66
k. Political Economy of Education,
Educ. 67
l. Urban Education, Educ. 68
m.

Special Topics, Educ. 91 A or B

Students will be admitted to the certification
program after submitting their Sophomore
Paper and taking Introduction to Eductaion.
Students must attain at least a grade point
average of C in courses in their major field of
certification and at least a grade o f C + in
Introduction to Education in order to student
teach. In addition, students must be recom­
mended by their major department, by their
Cooperating T eacher in Introduction to
Education, and by members of the faculty in
Education who have taught the student.
Placement of students for practice teaching is
contingent on successful interviews with the

123

Education

Director o f the Education Program and with
appropriate secondary school personnel.

Anthropology 18.)

Fall. Baugh.

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

14. Introduction to Education.
A survey of issues in education within an inter­
disciplinary framework. In addition to consid­
ering the theories of individuals such as Dewey,
Skinner, and Bruner, the course explores some
major economic, historical, and sociological
questions in Am erican education and discusses
alternative policies and programs. T h e course
gives students an opportunity to determine
their own interest in preparing to teach, and
furnishes them with first-hand experience in
current elementary and secondary school prac­
tice. Field work is required.
Primary distribution course.

Each semester. Staff.

16. Practice Teaching.
Supervised teaching in either secondary or ele­
mentary schools. Double credit. Students seek­
ing secondary certification must take
Education 17 concurrently. (Single credit prac­
tice teaching may be arranged for individuals
not seeking secondary certification.)

Each semester. Staff.

1 7 . Curriculum and Methods Seminar.
T h is course will consider theoretical and
applied issues related to effective classroom
instruction. It must be taken concurrently with
Educ. 16.

Each semester. Staff.

18. Linguistic Strife in Schools.
W e explore the evolution o f American linguis­
tic diversity and its educational consequences.
W e examine research from sociolinguistics,
historical linguistics, and other complementary
articles. A substantial dimension o f the course
will be an in-class presentation and term paper
examining the relationship between language
and (potential) sources o f linguistic conflict
among culturally diverse U .S. citizens.
(Cross-listed as Linguistics 18 and Sociology/

124

(Also listed as Psychology 21.) T his course
focuses on issues in learning and development
which have particular relevance to under­
standing student thinking. Research and theo­
retical work on student learning and develop­
ment provide the core readings for the course.
In addition, students tutor in local schools and
participate in a laboratory section which pro­
vides an introduction to the process o f
research.
Limited enrollment.

Spring semester. Renninger.

23. Adolescence.
(A lso listed as Psychology 23.) T his course uses
a developm ental perspective to exam ine
salient characteristics o f adolescence. T h e goal
is to obtain a theoretical understanding of ado­
lescence and an overview of major research.
During the first part of the term, students
explore various aspects o f individual develop­
ment (e.g., cognitive, affective, physiological,
etc.). T h e second part o f the semester focuses
on the adolescent’s adaptation in major social
contexts (e.g., family, peer group, school, etc.).

Spring semester. Smulyan.

25. Counseling: Principles and Practice.
A n introductory course exploring counseling
theories and techniques within the context of
school and community based counseling
agencies.

N ot offered 1996-97.

26. Special Education: Issues and
Practice.
This course explores current definitions and
approaches to the field o f special education,
focusing mainly on the learning disableds and
socio-emotionally troubled student popula­
tions. Classwork includes readings from both
Education and Psychology. Field placement
required.

Spring semester.

42. Educating the Young Learner.
T his course explores the ways in which chil­
dren construct meaning within their personal,
community, and school lives. Areas to be
explored include conditions o f learning, con­

structivist theory, problem solving, reading,
schema theory, the intersection o f school,
home, and community contexts, ways in
which we can learn from the learner, and the
similarities and differences in learning in var­
ious disciplines. Field placement is required.
Required for elementary teaching certifica­
tion.

Fall semester.

48. Ethnographic Perspectives in
Education.
This course examines the issues o f culture,
identity, and learning in a number o f current
ethnographies o f education. Questions o f the
status o f knowledge, teacher-student rela­
tions, teacher-administrator relations, and
the role o f schools will be explored.

nities and schools have responded. Students
will survey current programs, curricula and
research and consider the role o f formal edu­
cation in generating environmental aware­
ness in light o f global ecological crises. Fieldwork is required.

Fall semester. Shumar.

66. Child Development and Social
Policy.
T his course provides students with an under­
standing o f the implications o f developmen­
tal psychology for social policy. Literature in
child development and educational psychol­
ogy is used to study particular educational
problems and policies. Field research is
required.

N ot offered 1996-97.

Prerequisites: Child Development, Introduc­
tion to Education, or Educational Psychology.

54. Oral and Written Language.

N ot offered 1996-97. Renninger.

(See Linguistics 54.)

67. Political Economy of Education.

Spring semester. Napoli.

(Also listed as Political Science 3 5 .) Public
education in the U nited States has experi­
enced several major transformations since
the rise o f industrial capitalism. This course
will explore the political economic forces in
U .S . society and relate them to the history of
American education. In particular, we will
examine the ways in which inequalities have
been structured in the U .S . economy and the
impact o f those inequalities o n schools.
Contemporary educational issues such as lit­
eracy, multicultural education, curriculum,
and educational outcomes and their relation­
ship to the political economy will also be
explored.

61. Women and Education.
This course uses historical, psychological,
and social frameworks to examine the role of
gender in the educational process.

N ot offered 1996-97■ Smulyan.

63. School and Society.
T his course examines the paradoxical nature
of schools as possible agents o f social change
and as institutions which perpetuate existing
social structures. It focuses on the relation­
ships between individuals and schools and
the relationships among individuals, institu­
tions, and the larger society within which
they operate.

N ot offered 1996-97. Smulyan.

64. Political Socialization and Schools.
T his course examines the influences o f fami­
ly, school, peers, media, and critical social
and political events on the development o f
political concepts, attitudes and behavior.

N ot offered 1996-97. Travers.

65. Environmental Education.
T his course explores the possibility of making
environmental education a central part of
the curriculum. W e will investigate political
and economic issues of environmental racism
and the ways in which programs in commu­

Prerequisites: Education 14 or P olitical
Science 1-4.

N ot offered 1996-97.

68. Urban Education.
(Also listed as Sociology-Anthropology 68.)
T his course will focus on issues facing urban
educators and policy makers, including
desegregation, compensatory education, cur­
ricular innovation, community involvement,
bilingual education, standardized testing,
school restructuring, and multiculturalism.
Field work is required.

N ot offered 1996-97. Travers.

125

Education

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

Spring semester. Sepinuck.

91A. 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 pro­
je ct involving classroom or school practice.

nar will focus on approaches to restructuring
and reforming American education from the
preschool to the secondary level in light of
current political, econom ic and cultural
debates. Specific policy foci will be deter­
mined, in part, by the interests o f seminar
participants each term. Field work in a
policy-related educational organization will
be required.

Spring semester. Travers.

Available as a credit/no credit course only.

180 Honurs Thesis.

Each semester. Staff.

A two-credit thesis is required for students
completing Special Honors Majors including
Education. T h e thesis may be counted for
two credits in Education or for one credit in
Education and one credit in the other disci­
pline in the student’s Honors program.

91B. Special Topics.
W ith the permission o f the instructor, stu­
dents may choose to pursue a topic o f special
interest by designing an independent reading
or project which usually requires a compre­
hensive literature review, laboratory work,
and/or field-based research. T his may serve as
a thesis for students doing a Special Major in
Education and another department.

Each semester. Staff.

SEMINARS
12 1. Child Psychology and Practice.
Selected topics in child psychology will be
read and their im plications for theory,
method and practice will be considered.
Prerequisites: Education 14 and 21.

N ot offered 19 96-97. Renninger.

131. Social and Cultural Perspectives
on Education.
In this seminar, students examine schools as
institutions that both reflect and challenge
existing social and cultural patterns of
thought, behavior, and knowledge produc­
tion. In fall 1996, key topics for considera­
tion will be the definition and role o f literacy
in schools, the school-community-home re­
lationship, culturally relevent education and
multiculturalism, and the social construction
o f gender in schools.

Fall semester. Smulyan.

14 1. Educational Policy.
T his seminar will analyze and evaluate edu­
cational policy issues and implementation at
the federal, state and local levels. T h e semi-

126

Engineering

H. SEAM. DUNN, Professor2
NELSON A . MACKEN, Professor
ARTHUR E . McGARITY, Professor
FREDERICK L . ORTHLIED, Professor and Chair
ERIK CHEEVER, Associate Professor
ERICH CARR EVERRACH, Associate Professor3
LYNNE A . MOLTER, Associate Professor
FARUQ M .A . SIDDIQUI, Associate Professor
SILVIO P. EBERHARDT, Assistant Professor
LYNNE A . MOLTER, Associate Professor

2 Absent on leave, spring semester, 1997.

3 Absent on leave, 1996-97.

T h e professional practice o f engineering
requires creativity and confidence in applying
scientific knowledge and mathematical m eth­
ods to the solution of technical problems of
ever-growing complexity. T h e pervasiveness of
advanced technology within our economic and
social infrastructures demands that engineers
more fully recognize and take into account
potential economic and social consequences
that may follow from resolving significant and
analytically well-defined technical issues. A
responsibly educated engineer must therefore
not only be in confident command of current
analytic and design techniques, but also have a
thorough understanding of social and econom­
ic influences and an abiding appreciation for
cultural and humanistic traditions. Our pro­
gram supports these needs by offering each
engineering student the opportunity to acquire
a broad yet individualized technical and liberal
education. T h e structure o f the Department’s
curriculum permits engineering m ajors to
devote as much as three eighths of their course
work to the humanities and social sciences.
About half our majors pursue either a concen­
tration or a double major leading to two
degrees, the Bachelor o f Scien ce in
Engineering and a Bachelor o f Arts in a second
academic discipline w ithin their four-year
course o f study.

acoustics, non-linear dynamics, and environ­
mental protection, including advanced analyt­
ical equipment for water and air pollution mea­
surement. W ithin these laboratories is a wide
variety o f modem measurement equipment
configured for computer-assisted data acquisi­
tion and process control; data files are directly
accessible from anywhere on the college com­
puter network. A computer workstation labo­
ratory with high performance color graphics
and industry-standard engineering design,
analysis and graphics software is also part o f our
departmental facilities. Electronics, metal and
woodworking shops that support our courses
and laboratories are also available for student
use.

T h e Department’s physical facilities include
laboratories for general instruction and indi­
vidual student projects in electronics, electro­
magnetism, optics, systems dynamics and con­
trol, communications, engineering materials,
solid and structural mechanics, fluid mechan­
ics, fossil and solar thermal energy conversion,

Our departmental major program leading to
the degree o f B achelor o f Scien ce in
Engineering is accredited by the Engineering
A ccreditation
Com m ission
of
the
A ccreditation Board for Engineering and
Technology.

Courses Readily Available to Non-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.
Mechanics (6 ) is primarily for prospective
majors, but other interested students, particu­
larly those preparing for a careers in architec­
ture or biomechanics, are encouraged to enroll.
Introduction to Environm ental P rotection
(3 2 ), Operations Research (5 7 ), Solar Energy
Systems (3 5 ), W ater Quality and Pollution
Control (6 3 ), Swarthmore and the Biosphere

12 7

Engineering

(6 4 ), Environm ental Systems (6 6 ), and
Environmental Policy (68) appeal to many stu­
dents majoring in other departments, particu­
larly those pursuing the Environmental Studies
concentration. Students interested in comput­
ers, including those in the Computer Science
concentration, may wish to consider Digital
Logic Design (2 1 ), Microprocessors and
Computer Architecture (2 2 ) and Computer
Graphics (2 6 ). Students majoring in the phys­
ical sciences or mathematics may enroll rou­
tinely in advanced engineering courses.
Students may major or minor in the External
Exam ination Program in the Engineering
Department by taking appropriately related
advanced engineering courses in preparation
for external examinations. Department faculty
also support concentrations in Computer
Science and Environmental Studies and a spe­
cial major with the Program in Linguistics.

Program for Engineering M ajors
General departmental requirements fall into
three categories: successful completion o f at
least (i) twelve engineering courses, (ii) four
courses in the sciences which must include
Physics 3 & 4 or 7 & 8 (taken or begun in the
freshman year) and Chemistry 10 (or a more
advanced chemistry course), and (iii) four
courses in mathematics, including M ath 5 and
6 (to be taken in the first year), M ath 18, and
M ath 3 0 (normally taken in the sophomore
year). N o courses intended to satisfy these
departmental requirements, except those taken
Fall semester in the first year, should be taken
Credit/No Credit. T h e unspecified science
course in category (ii) should be chosen to
complement the student’s overall program of
study; only courses acceptable for credit toward
a major in the offering department are admissi­
ble toward an Engineering major. W ithin cate­
gory (i), the following core courses are required
o f all students: Mechanics, Physical Systems
Analysis I and II, Experim entation for
Engineering Design, Thermofluid Mechanics,
and Engineering Design. O f these, the first four
are normally taken as follows: M echanics in
the spring semester of first year, Physical
Systems Analysis I in the fall semester of
sophomore year and the next two in the spring
semester o f sophomore year. Therm ofluid
M echanics is normally taken in the fall of
junior year, and Engineering Design, the cul­
minating experience for engineering majors,

128

must be taken in the spring o f senior year.

Elective Program for Course M ajors: In consulta­
tion with his or her advisor, each student de­
vises a program o f advanced work in the De­
partment. 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 semes­
ter o f sophomore year.
A student’s elective program may or may not
conform to some traditional or conventional
area o f engineering specialization, e.g., electri­
cal, mechanical, civil. Thus, for each plan of
advanced work, the Department requires a
coherent, well-justified program that, in its
judgment, meets the student’s stated educa­
tional objectives.
Typical elective program plans include:
(1 ) Electrical engineering group: Electronic
Circuit Applications, Physical Electronics,
Sem i-conductor Devices and Circuits,
Electrodynamics, and Control Theory and
Design. Students having an interest in dig­
ital systems might replace one or more of
these courses with Digital Logic Design,
Microprocessors and Computer A rchitec­
ture, V L SI Design, or Computer Graphics.
(2) Computer engineering group: Digital Logic
Design, Microprocessors and Computer
Architecture, V L SI Design, and Computer
Graphics. Students with an interest in
computer hardware may include Electronic
C ircu it A pplications, Sem iconductor
Devices and Circuits, Physical Electronics
or Control Theory and Design.
(3) M echanical engineering group: Mechanics
o f Solids, Engineering Materials, Fluid
M echanics, Heat Transfer, Thermal Energy
Conversion, Solar Energy Systems, and
Control Theory and Design.
(4) C ivil and environm ental engineering
group: basic preparation includes M e­
chanics of Solids, Structural Theory and
Design I, Soil and R ock Mechanics, and
W ater Quality and Pollution C ontrol.
i A dditional courses include Operations
Research and Environmental Systems for
those interested in the environment or
urban planning, or Structural Theory and
Design II for those interested in architec­
ture or construction. O ther recommended
courses include Solar Energy Systems, Fluid

4

M echanics, and Engineering Materials.

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Note th at High Performance Composites,
Exploring A coustics, Problems in Energy
Technology, A rt & Scien ce o f Structures,
Introduction to Environm ental 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 20Course Rule.

Honors Program in Engineering: Students with a
B+ average among courses in engineering, science, and mathematics may apply to stand for
honors in engineering. Honors majors must
complete all o f the regular math, science, and
core engineering requirements and accumulate
at least 12 full course credits in engineering; an
honors thesis taken in the Fall o f senior year
may substitute for one o f the usual six engineering electives. O ne o f the three engineering
examinations required for every honors degree
in engineering must include E90. Examination
is normally offered for two-credit preparations
in areas listed following the course descriptions; others are possible by special arrangement.

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More specific information about honors and
course programs is distributed by the department to prospective engineering majors in
December of each year.

1

Available to classes 1997 onward.

COURSES
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1 . High Performance Composites.
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Introduction to the structure, properties and
performance of modem composites in sports
equipment, automotive and aerospace applications. Simple models of material behavior are
developed and used to examine products like
ski poles, fishing rods, tennis racquets, radial
tires and human-powered aircraft. Labs include
making and testing a number of polymer and
ceramic matrix composites, plus a research project of the student’s choice. Primarily for students no t majoring in engineering.
High School Physics recommended.

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Primary distribution course.

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Spring semester; not offered 1997.

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

Spring semester; not offered 1997.

3. Problems in Technology.
For students not majoring in science or engineering.This year, the course will concentrate
on the automobile and its impact on society.
Technical, political and socioeconomic aspects
will be discussed. Class members will also work
on teams with engineering students in design­
ing, building and testing a hybrid electric car.
Enrollment limited.
Primary distribution course.
Spring semester 1997.

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. Designed for students
who are potential majors as well as those inter­
ested only in an introduction to engineering.
W hile E5 is not a required course for prospec­
tive engineering majors, it is strongly recom­
mended.

Fall semester.

6. Mechanics.
Fundamental areas o f statics and dynamics.
Elementary concepts o f deformable bodies
including stress-strain relations, beam, torsion,
and stress transformations. Laboratory work is
related to experiments on deformable bodies,
and includes a M A TLA B workshop.
Prerequisite: Physics 3 or equivalent.
Primary distribution course.
Spring semester.

7 . Art and Science of Structures.
A n introduction to the basic principles of
structural analysis and design including an
emphasis on the historical development of
modem structural engineering. Suitable for
students planning to study architecture, archi­

129

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Engineering

li

4
tectural history, or with an interest in struc­
tures. Includes laboratory. For students not
majoring in engineering.

Fall semester; not offered 1996-97.

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

Spring semester; not offered 1997■

1 1 ,1 2 . Physical Systems Analysis I
and II.
T h e study of engineering phenomena which
may be represented by a linear, lumped-para­
meter model. Ell (fall semester) is oriented
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
m echanical, therm al, and fluid systems.
Includes laboratory. Credit may be given for
either semester, or both. Prerequisites: Math
6 and Physics 4 (or equivalent) or permission
o f instructor.

Spring semester.

2 1. Digital Logic Design.
Techniques for designing com binatorial
(tim e-invariant) and sequential (clocked)
digital circuits, with an emphasis on pro­
grammable-logic chips and C A D programs
for logic simulation and minimization. Use of
standard T T L logic gates and higher-level
integrated circuits such as memories and analog/digital converters. A new focus on inven­
tion and innovation will involve issues such
as product development, market research and
patents. A group product-development effort
will be pursued in the lab; the Fall ‘96 project
will be to design and prototype circuits for a
Smart House system. W hile there are no pre­
requisites, please note that the course is quite
technical.

O ffered Fall 1996, Spring 1998, and spring
semesters thereafter.

22. Microprocessors and Computer
Architecture.
A n in-depth tour o f current computer tech­
nology, including selected R IS C and C IS C
microprocessor instruction sets and address­
ing modes, superscalar architectures, inter­
rupts and DM A , peripherals, memory system
hierarchy, virtual memory, and computer
networks. Fundamental operating system
concepts Parallel and distributed computer
systems. T h e laboratory will include studies
o f specific machines from microcontrollers to
workstations.
Prerequisites: C S 2 1 , some experience with
U N IX and ‘C\ or permission o f instructor.

e22).

14. Experimentation for Engineering
Design.

24. VLSI Design.

Co-Prerequisites: E l l and 12.

1

Cross-listed with C S 23.
(http://engin.swarthmore.edu/-web/courses/

E l l : Fall semester.
E l 2: Spring semester.

Introduction to probability, statistical analy­
sis, measurement errors and their use in
experimental design, planning, execution,
data reduction and analysis. Techniques of
hypothesis testing, single and multivariable
linear and nonlinear regression, process sim­
ulation and methods of engineering econom ­
ics. Includes laboratory.

«

Spring semester.
Design of digital C M O S integrated circuits.
Operation o f C M O S transistors, static and
dynamic C M O S gate design methodologies,
design rules for circuit layout, speed-powerarea tradeoffs, chip fabrication steps, regular
logic arrays, scalability, use o f simulation and
layout took, sample designs, and testing of
fabricated circuits. In the laboratory we will
design an integrated circuit as a group proj­
ect, using the M A G IC C A D tool. T h e chip

>

will be fabricated.

4 1. Thermofluid Mechanics.

Prerequisites: E l l and E21.

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 conserva­
tion theorems, hydrostatics, dynamics of one­
dimensional fluid motion with and without
friction. Includes laboratory.

O ffered Spring 1997 for the last time this cen­
tury.

26. Computer Graphics.
Techniques used to model and display threedimensional scenes. Topics include 2D and
3D transformations, clipping, scan conver­
sion, projections, coordinte systems, render­
ing, ray tracing, representing curves/surfaces/
solids, color, lighting, and software and hard­
ware for graphics systems. A laboratory will
involve programming user-interface systems
and images using the X I 1 package, an inter­
active X toolkit, and PEX.
Prerequisites: C S 2 1 , extensive familiarity
with ‘C\ or permission o f instructor. Linear
algebra and some calculus is helpful.
Cross-listed with C S 40.
(http://engin.swarthmore.edu/-web/courses/
e26).

Fall semester, alternate years, next offered 1997.

32. Introduction to Environmental
Protection.
Primarily for those no t majoring in engineer­
ing, this course focuses on solutions to envi­
ronmental problems in the areas of water
supply, water pollution, air pollution, and
energy supply. Local and global pollution
control and solar energy technologies are
examined. Public policy developments and
alternative perspectives are explored.
Methods o f computer-based systems analysis
are introduced for developing economically
effective environmental protection policies.

Prerequisites: E12 and E14 (or equivalent
background).

Fall semester.

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

Fall semester, offered 1996; not offered 1997.

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

Spring semester.

Prerequisite: E l 2 or equivalent.

35. Solar Energy Systems.

Spring semester.

Fundamental physical concepts and system
design techniques o f solar energy systems.
Topics include solar geometry, components of
solar radiation, analysis o f thermal and pho­
tovoltaic solar collectors, energy storage,
computer simulation o f system performance,
computer aided design optimization, and
econom ic feasibility assessment. Includes
laboratory.

59. Mechanics of Solids.

Prerequisites: E12 or equivalent or consent of
instructor.

Fall semester, alternate years; offered 1996.

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 theories. Includes laboratory.
Prerequisite: E6 or equivalent.

Fall semester.

Engineering

4
1

60. Structural Ttieury and Design 1 .
Fundamental principles o f structural mechan­
ics. Statically determinate analysis o f frames
and trusses. Approximate analysis o f indeter­
m inate structures. Virtual work principles.
Elements o f design o f steel and concrete struc­
tural members. Includes laboratory.

attempts to implement solutions. Faculty from
various departments provide background lec­
tures, lead discussions o f approaches outlined
in th e literature, and coordinate project
groups. Classes meet once weekly for lectures,
student progress reports, and project planning.
Cross-listed in the instructors’ departments.

Prerequisite: E59, or permission o f instructor.

Not offered 1996-97.

Spring semester.

66. Environmental Systems.

61. Geotechnical Engineering: Theory
and Design.

Mathematical modeling and systems analysis of
problems in the fields o f water resources, water
quality, air pollution, urban planning and publie health. Techniques o f optimization includ­
ing linear and integer programming are used as
frameworks for m odeling such problems.
Dynamic systems simulation methods includ­
ed. Laboratory included.

So il and rock mechanics, including soil and
rock formation, soil mineralogy, soil types,
com paction, soil hydraulics, consolidation,
stresses in soil masses, slope stability and bear­
ing capacity. Application to engineering design
problems. Includes laboratory.

Spring semester, alternate years, offered 1997.

Fall semester, alternate years; offered 1996.

68. Environmental Policy.

62. Structural Theory and Design II.

(A lso listed as Political Science 4 3 ). Topics in
environm ental analysis, policy formulation
and pollution regulation.

Prerequisite: E60.

Fall semester; not offered 1997-98.

63. Water Quality and Pollution Control.
Elements of water quality management and
treatm ent o f wastewaters. Measurement of
water quality indicators. Analysis o f wastewater treatment processes. Sewage treatment
plant design. Computer modeling o f the effects
o f waste discharge on rivers and estuaries.
Environmental impact assessment. Laboratory
and field studies included.
Prerequisite: E12 or equivalent or consent of
instructor.

Fall semester, alternate years; offered ¡996.

64. Swarthmore and the Diosphere.
A n 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 o f one major
aspect o f Swarthmore’s interaction with its
environment, such as food procurement, waste
disposal, or energy use. T h e selected topic is
explored from various perspectives by student
project groups, and the class proposes and

132

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Prerequisite: E57, or equivalent.

Prerequisite: E6 or permission of instructor.
May be taken concurrently with E59.

Advanced structural analysis. Classical and
matrix methods o f analysis. Digital computer
applications. Design o f steel and concrete
structures. Includes laboratory.

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O ffered when demand and staffing permit.

7 1 . Discrete Time Systems.
Review o f mathematical methods and system
models for linear continuous time systems.
Introduction to difference equations and dis­
crete-tim e transform theory; the Z-transform
and Fourier representation o f sequences; fast
Fourier transform algorithms. Discrete-time
transfer functions and filter design techniques.
Laboratory included.

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Prerequisite: E12.
F all semester; offered 1996.

7 2 ,72(a). Electronic Circuit Applications.
O f interest to a broad range o f students in the
sciences; E 72(a) is a half credit course compris­
ing only the laboratory section of E72. T h e stu­
dent will learn the fundamentals o f electronic
circuit design starting with a brief survey of
semiconductor devices including diodes, and
bipolar and field effect transistors. T h e course
continues with op-amp applications, including
instrumentation and filter design. T h e use of
digital logic is also explored. T h e second half of
the course introduces more advanced topics
and more sophisticated design techniques.
Throughout the course practical considera­
tions o f circuit design and construction are

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covered, including grounding and shielding
and several construction techniques (point-topoint, wire-wrap, printed circuits). Includes
laboratory.

A

Prerequisite : E l l or Physics 8.

Fall semester.

73. Physical Electronics.
*

Physical properties o f semiconductor materials,
semiconductor devices, and simple circuits.
T he physics o f electron/hole dynamics; band
and transport theory; and electrical, mechanical and optical properties of semiconductor
crystals. Devices examined include diodes,
transistors, F E T ’s, LED’s, lasers and pin photo­
detectors. Modeling and fabrication processes.
Includes laboratory.

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Prerequisites: E l 1 or Physics 8.

Spring semester; not offered 1997.

74. Semiconductor Devices and Circuits.
Operation and application of semiconductor
devices, including diodes, transistors (bipolar
and field effect) and other devices such as
C C D ’s, S C R ’s, and T R IA O s. T h e terminal
| characteristics of the semiconductor devices
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and circuits, including small signal models of
single transistor audio amplifiers, multi-transis­
tor amplifier stages and a transistor-level
understanding o f operational amplifiers. A
comparative analysis o f the different logic famI
ilies, at the transistor level, is given along with
power circuits and problems of stability and
oscillations in electronic circuits. Includes lab­
oratory.

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Prerequisites: E l 1 or Physics 8.

Spring semester, alternate years; not offered 1996'
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optics, modulation and detection, and current
technologies such as holography. Laboratories
for both courses will be oriented toward optical
applications using lasers, fiber and integrated
optical devices, modulators, nonlinear materi­
als, and solid state detectors.
Prerequisite: E12 or equivalent. E75 or Physics
equivalent is a prerequisite for E76.
E 75: Fall semester, alternate years; offered 1996.

E76: Spring semester, when demand and staffing
permit.

78. Communication Systems.
Theory and design principles o f analog and
digital communication systems. Topics include
frequency domain analysis o f signals; signal
transmission and filtering; random signals and
noise; A M , PM, and FM signals; sampling and
pulse modulation; digital signal transmission;
P C M ; coding; and inform ation theory.
Applications to practical systems such as tele­
vision and data communications. Includes lab­
oratory.
Prerequisite: E l 2 or equivalent.

O ffered when student interest and staffing permit.
O ffered Spring 1997■

81. Thermal Energy Conversion.
Development and application of the principles
o f thermal energy analysis to energy conver­
sion systems, including cycles and solar energy
systems. T h e concepts o f availability, ideal and
real mixtures, chemical and nuclear reactions.
Includes laboratory.
Prerequisite: E41.

Spring semester, alternate years; not offered 1997.

98.

82. Engineering Materials.

7 5 ,7 6 . Electromagnetic Theory I and II.

Introduction to material structure, properties
and processing. Analysis o f microstructures,
physical properties, thermal and mechanical
transformation o f metals, polymers, concrete,
wood and a variety o f composites. Material
selection in design, laboratory testing for qual­
ity assurance and performance evaluation in
service are included through labs and a semes­
ter project.

Static and dynamic treatment o f engineering
applications
of
M axwell’s
equations.
Macroscopic field treatment o f interactions
with d ielectric, conducting, and magnetic
materials. Analysis o f forces and energy storage
as the basis o f circuit theory. Electromagnetic
waves in free space and guidance within media;
plane waves and modal propagation.
Polarization, reflection, refraction, diffraction,
and interference. Engineering 76 will include
advanced topics in optics and microwaves,
such as laser operation, resonators, Gaussian
beams, interferometry, anisotropy, nonlinear

Co-Prerequisite: E59 or permission o f instruc­
tor.

Fall semester, alternate years; not offered 1996.

133

Engineering

83. Fluid Mechanics.
Fluid mechanics is treated as a special case of
continuum m echanics in the analysis of fluid
flow systems. Conservation o f mass, momen­
tum and energy. Applications to the study of
inviscid and viscous, incompressible and com­
pressible fluids. Includes laboratory.

-----------------------------------PREPARATION FOR EXTERNAL
EXAMINATIONS

Prerequisite: E41.

T h e Department will arrange External Examinations in the following areas to be prepared
for by the combinations of courses indicated.
O ther preparations are possible by mutual
agreement.

Spring semester, alternate years; offered 199 7.

Communications

84. Heat Transfer.

Communication Systems

Introduction to th e physical phenom ena
involved in heat transfer. A nalytical tech­
niques are presented together with empirical
results to develop tools for solving problems in
heat transfer by conduction, forced and free
convection and radiation. Numerical tech­
niques are discussed for the solution o f conduc­
tion problems. Includes laboratory.

Electromagnetic Theory

Co-Prerequisite: E41.

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Computer Design
Microprocessors and Computer Architecture
Computer Graphics

Continuum Mechanics
M echanics o f Solids
Fluid Mechanics

Fall semester, alternate years; offered 1996.

Control Theory and Digital Laboratory
Applications

90. Engineering Design.

Computer Graphics

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

Control Theory and Design

Spring semester.

Electronics

91. Special Topics.

Electronic Circuit Applications

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.

Semiconductor Devices and Circuits

Digital Systems
Digital Logic Design

I

Microprocessors and Computer Architecture,
or V L SI Design

I

Electromagnetic Theory
Electromagnetic Theory I and II

93. Directed Reading or Project.

Environmental Systems

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 cov­
eted by regular courses.

Operations Research
Environmental Systems

Materials Engineering

1

M echanics of Solids

96. Honors Thesis.

Engineering Materials

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

Structural Analysis and Design
Structural Theory and Design I and II

Structures and Soils
Structural Theory and Design I and Mechanics

Thermal Energy Conversion
Therm al Energy Conversion
Heat Transfer

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Thermal Solar Systems
Solar Energy Systems
Thermal Energy Conversion or Heat Transfer

Water Quality and Supply Systems
Water Quality and Pollution Control and En­
vironmental Systems

English Literature
_________________________________________________________________
EN G LISH L ITER A TU R E

JOHN BAUGH, Lang Visiting Professor o f Social Change
THOMAS H. BLACKBURN, Professor2
CHARLES L . JAM ES, Professor3
PETER J . SCHMIDT, Professor
PHILIP M . WEINSTEIN, Professor
CRAIG WILLIAMSON, Professor and Chair
NATHALIE ANDERSON, Associate Professor
ABBE BLUM, Associate Professor
ELIZABETH BOLTON, Assistant Professor
NORA JOHNSON, Assistant Professor
PATRICIA WHITE, Assistant Professor
EMILIE PASSOW, Assistant Professor (part-time)
LISA COHEN, Visiting Assistant Professor (part-time)5
CAROLYN LESJAK, Visiting Assistant Professor (part-time)
PETER PAROLIN, Visiting Assistant Professor (part-time)
JACQUELINE GOLDSBY, Visiting Instructor
LESLIE DELAUTER, Visiting Instructor (part-time)
TH E A TR E ST U D IE S

LEE DEVIN, Professor and Director o f T h e Theatre
ALLEN KUHARSKI, Assistant Professor and Resident Director3
WILLIAM MARSHALL, Assistant Professor and Resident Designer
ABIGAIL ADAMS, Visiting Lecturer (part-time)
CARLA BELVER, Visiting Lecturer (part-time)
ROGER BABB, Visiting Lecturer (part-time)5
BEVYA ROSTEN, Visiting Lecturer (part-time)5

2 A bsent on leave, spring semester, 1997.
3 A bsent on leave, 1996-97.

5 Spring semester, 1997 (appointment for that
semester only).

T his Department offers courses in English lit­
erature, A m erican literature, A frican and
Caribbean literatures, A sian and A sianAm erican literatures, Gay and Lesbian litera­
tures, theatre, film, some foreign literatures in
translation, and critical theory. T h e depart­
mental curriculum includes the intensive study
o f works of major writers, major periods of lit­
erary history, and the development o f literary
types; it also provides experience in several
critical approaches to literature and dramatic
art and explores certain theoretical considera­
tions implicit in literary study, such as the
problem atics o f canon form ation and the
impact o f gender on the creation and reception
o f literary works. In addition, the Theatre

Program offers both practical and theoretical
courses in performance studies.

138

ENGLISH LITERATURE REQUIREMENTS
AND RECOMMENDATIONS
A ny 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 o f interests—
w ith respect to subject matter, theoretical

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approach, literary genre, historical period, race
and gender— characteristic o f the departmen­
tal offerings as a whole. Introductory courses
are characterized by syllabi with less reading
than in advanced courses, by frequent short
papers with some emphasis upon rewriting, by
self-conscious exam ination o f methodology,
and by considerable attention to class discus­
sion; they are viewed by the Department as
particularly appropriate for freshmen; they are
Primary Distribution Courses. Enrollment will
be limited to 25 students per course; priority is
given to freshmen and sophomores. Students
will not normally take a second introductory
course. O nly one such course may be counted
towards the major. T h e 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 advanced literature course. (Students
with A P 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. A P 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 departments
complementary to their work in English; work
in foreign languages is especially recom ­
mended.
Students who plan to do graduate work, to fol­
low a course 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 W om en’s Studies, Black Studies or
Interpretation Theory. Students planning to
qualify for teacher certification in English are
reminded that work in Am erican literature, in
linguistics or the history of 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 English
must meet all the course requirements noted
above (e.g., requirements for the major except

for the Senior Essay, plus the additional cours­
es required for certification) as well as main­
taining a grade point average o f 2.5 or better in
courses taken in the English Department.
Students wishing to study abroad should con­
sult with the Foreign Study Advisor in the
Department far enough in advance o f such
study to effect proper planning o f a major or
minor. In determining which courses o f study
abroad will m eet Departm ent criteria for
requirements or to receive credit toward a
major or minor, the Department will rely both
on its experience in evaluating the work of stu­
dents returning from these programs and on
careful exam ination of course descriptions, syl­
labi and schedules. Students may undertake
preparations for papers in the Honors Program
while studying abroad, but should consult care­
fully in advance w ith 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.

M ajor in the Course Program: T h e work o f a
major in Course consists of a minimum of eight
units o f credit in the Department including at
least three units in literature written before
1830 (such courses are marked with a * ) , three
in literature written after 1830 (including
introductory courses), and one unit featuring
critical theory (such courses are marked with a
* * ) . Courses marked with a * * * may be count­
ed as pre-1830 or post-1830 but not both.
Students must also write a senior essay. Details
about the essay are available in the
Department Office.

M ajor in the Honors Program: Majors in English
who seek a degree with Honors will in the
spring o f their sophomore year propose for
external examination a program consisting of
four fields, three in English and one in a minor.
T h e three preparations in the major (consti­
tuting six units of credit) will be constituted as
follows: 1. For the Class o f 1997: two of the
preparations must be done through seminars;
the third may be a seminar or a preparation
based on two related courses chosen from a list
o f possibilities identified by the department (a
thesis or creative writing project will also satis­
fy this requirement); students choosing the
three-seminar option must include in the pro­
gram at least one Group 1 and one Group II
seminar. 2. For the Class o f 1998 and subse-

137

English Literature

quent classes: all three preparations will nor­
mally be done through seminars (if approved
by the department, one preparation may be a
thesis or creative writing project); the program
must include at least one Group I and one
Group II seminar. Honors majors must also
m eet the general major requirement o f three
units o f credit in literature written before 1830
and three units o f credit in literature written
after 1830, as well as a course or seminar that
features critical theory. T h e departmental
requirements for Honors, including instruc­
tions about Senior Honors Study, are spelled
out in detail in a departmental handout.
Students who wish to write a thesis or pursue a
creative writing project under faculty supervi­
sion as part o f their Honors program must sub­
m it proposals to the department; the number of
these ventures the department can sponsor
each year is limited. Students who propose cre­
ative writing projects will normally be expect­
ed to have completed at least one writing
workshop as part of, or as a prelude to, the pro­
ject.
Minor in the Honors Program: Minors must do a
single, two-credit preparation in the depart­
m ent by means o f a seminar (or under special
circumstances, a creative writing project).
Minors are required to do a total o f at least five
units o f work in English (including their
Honors preparation).
Students interested in pursuing Honors within
a faculty approved interdisciplinary major, pro­
gram, or concentration that draws on advanced
English courses or seminars should see the
Chair for early help in planning their pro­
grams.

1A . Writing and Thinking Analytically
(Workshop).
W h at writing strategies can generate powerful
ideas with solid support and organization? How
can students recognize these structures in other
writers and express their own thoughts clearly
and coherently? English 1A, W riting A na­
lytically, helps students acquire a conceptual
grasp o f the writing process, applicable across
the curriculum. Short assignments in response
to a range o f readings, peer reviews, frequent
conferences with the instructor allow students
to improve specific elements o f their own
styles. Does no t meet distribution requirements
or count toward the major.

138

Each semester. Passow.

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

Each semester. Evans.

IC . The Writing Process.
This course combines study o f theories o f com ­
position and the teaching o f writing with
supervised experience applying th e skills
derived from that study in paper comments and
conferences. Enrollment limited to students
selected as W riting Associates. Does no t meet
distribution requirements or count toward the
major.
Cross-listed as Education 1C.

Fall semester. Blackburn.

INTRODUCTORY COURSES (2 through 15)
2. Technology and the Text.
Primary distribution course.

N ot offered 1996-97. Blackburn.

3. Cultural Practices and Social Texts.
W hat constitutes ‘culture’? W ho is entitled to
it? How do you get it? W hat are the effects of
not having it? This course will look at how dif­
ferent literary modes and social practices repro­
duce and, in turn, are produced by different
notions o f culture. W e will be concerned with
how different conceptualizations o f culture—
in theory and in practice— have at stake ques­
tions o f identity (individual and collective),
political practice and agency, structures of
power, and possibilities for social transforma­
tion. Authors will include Shakespeare,
Arnold, Kipling, Raymond Williams, Gertrude
Stein, Brecht, Zora Neale Hurston, and Angela
Carter.
Primary distribution course.

Each semester. Lesjak.

4. The Literature of Exile and
Homecoming: Writing About the Self and
Society.
T his course will introduce you to the study of
literature by focusing on issues o f exile and
homecoming. W e will consider these issues
from a variety o f perspectives in order to ask
how incorporation in or exclusion from a given

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community works to shape individual identity.
Some o f the questions we will ask include the
following: W hat does it mean to be exiled from
a nation or one’s home? W hat does it mean to
forge a new identity in an unfamiliar place?
W hat does it mean to resume a position in a
society one had previously left?
T he couse will use the challenge o f exile and
homecoming to question different models of
individual identity: to what extent is identity
an internal phenomenon that transcends and
survives challenges in material circumstances,
and to what extent is it external, fashioned out
of our changing relations to people and places?
Texts we study may include Shakespear’s King
Lear, Zora Neale Hurston’s Their Eyes Were
Watching G od, Jamaica Kincaid’s Lucy, Tony
Morrison’s Sula, Tennessee Williams’s Streetcar
Named Desire, poetry by Emily Dickinson and
Adrienne R ich , as well as some secondary read­
ing on questions o f exile and homecoming.

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Primary distribution course.

Fall semester. Parolin.

5. The Subject in Question.
Primary distribution course.
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Not offered 19 96-97. Weinstein.

6. Rites of Passage.
Primary distribution course.
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N ot offered 1996-97. Williamson.

7 . Portraits of the Artist.
W e will study works portraying artists and their
art in different cultures and contexts and
media. Writers include Dante, Salm an Rushdie, Italo Calvino, and Elizabeth Bishop, plus
the playwright August Wilson. T h e syllabus
also contains videos by or about African griots,
G lenn Gould, Julie Dash, Maya Deren, and Ed
Wood, Jr.
Primary distribution course.

N ot offered 1996-97. Schmidt.
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comic, uncanny and generative elements o f the
grotesque through works by Garcia-Mdrquez,
Shakespeare, Baudelaire, Browning, Kafka,
Richard W right and Flannery O ’Connor,
focusing on the ways the grotesque is used to
redefine the human and dramatize the limits of
human understanding.
Primary distribution course.
Fall semester. Bolton.

10. Ways of Seeing.
T his course considers cultural codes by which
“we” see and assign value and meaning by read­
ing, writing about, and contemplating written,
filmed and printed works. How do we define,
acknowledge, ignore and variously judge the
properties o f critical, “classic,” and “popular”
texts? Discussion o f pedagogy is a regular part
of class. Primary works include Shakespeare, A
Midsummer Night’s Dream; Dick, Do Androids
Dream o f Electric Sheep; Erdrich, Love M edicine;
Butler, Kindred; poetry by Soto and Endrezze;
shorter works by Russ, Berger, Haraway, Jen
and T. Tulku. Class will also see Bladerunner,
and selected Seinfeld, and Simpsons, among
others.
Primary distribution course.

Fall semester. Blum.

1 1 . Illicit Desires in Literature.
W e will examine some differences that race
and gender have made in the literary expres­
sion o f a range o f sexual desires, noting, for
instance, that works by canonical writers can
depict and even celebrate forms o f sexuality
that are much more problematic for those who
speak from positions of less privilege. W e will
also consider deployments of forbidden sexual­
ities by authors who think o f themselves as
upholding traditional moral codes. Authors
may include Aphra Behn, Samuel Richardson,
Harriet Jacobs, Tennyson, Christina Rossetti,
David Henry Hwang, Dorothy A llison, Essex
Hemphill, Adrienne R ich, and Audre Lorde.

8. The ironic Spirit.

Primary distribution couise.

Primary distribution course.

Each semester. Johnson.

N ot offered 1996-97. James.

12. Spirits, Spiritualism, and Spirituality.

9. Literature and the Grotesque.

W e will explore changing conceptions o f the
natural and supernatural, rationalism and
superstition, in writings about apparitions,
clairvoyance, faith, possession, delusion, and
mourning. In particular we will examine litera-

T h e grotesque marks a point o f intersection
between opposing terms: human and inhuman;
birth and death; sacred and demonic; the play­
ful and the terrifying. This course tracks the

139

English Literature

ture as representing and even demonstrating
the ways in which beliefs about the “otherworld” have political and social implications
for this world. Authors may include Emily
Bronte, Emily Dickinson, Frederick Douglass,
Sigmund Freud, Zora Neale Hurston, Karl
Marx, Flannery O ’Connor, Edgar A llen Poe,
W illiam Shakespeare, and Leslie Marmon
Silko.
Primary distribution course.

Each semester. Delauter.

13. Secrets and Secrecy.
Secrets in literature can be terrifying, hilarious,
or crucially important to the way we under­
stand the world. In this course, we will explore
a variety of literature founded on secrets. W e
will consider the function o f secrets and secre­
cy both inside a given text and between a text
and its readers. W ho keeps secrets, who reveals
them, and why? How does the revelation of
secrets challenge a character’s self-definition,
or force us as readers to rethink our relation­
ship to the text at hand and to our assumptions
about our world? These questions should help
us begin to connect secrets and secrecy to
issues like personal relationships, social hierar­
chies, and our understanding o f identity. Texts
we read may include Sophocles’s Oedipus,
Shakespeare’s H am let, M orrison’s Beloved,
James’s Turn o f the Screw, W ilde’s Importance o f
Being Earnest, Lillian Hillman’s The Children’s
Hour, Emily Dickinson’s poetry, and assorted
short stories by authors like Nathaniel Haw­
thorne, Arthur Conan Doyle, and Flannery
O ’Connor.

15. Fictions of Identity.
This course will examine how our sense of self
is constructed and “undone” through culture,
language, and literature. W hat are the assump­
tions behind and limits to the modem Western
understanding o f the individual? How do we
reconcile postmodernist, psychoanalytic and
other contemporary theoretical conceptions of
the “fragmented subject” with the urgency of
“identity politics” for people o f color, women,
lesbians and gay men, and others? Considering
prose, poetry, drama, and film, we will look at
how identity and -difference are conceived,
communicated, and contested through prac­
tices of representation and reading. Authors
studied may include: Mary Shelley, Marx,
Freud, Woolf, Baldwin, and Lorde.
Primary distribution course.

Fall semester. W hite.

ADVANCED COURSES (16 and above)
16. Survey I: Beowulf to Milton.*
A n historical and critical survey o f poetry,
prose, and drama from Beowulf to M ilton.

Fall semester. Williamson.

1 7 . Survey of English Literature, II.
N ot offered 1996-97. Staff.

18. Introduction to American Culture.
N ot offered 1996-97. Schmidt.

19. The Evolution of African American
English.
Cross-listed as Linguistics 19.

Spring semester. Baugh.

Spring semester. Parolin.

21. Chaucer.*

14. Subverting Verses.

Reading in Middle English o f most of
Chaucer’s major poetry with emphasis on The
Canterbury Tales and Troilus and Criseyde. T he
course attempts to place the poetry in a variety
o f critical and cultural contexts— both medie­
val and modem— which help to illuminate
Chaucer’s art.

O nce history, biography, fiction, philosophy,
even science could be written in verse without
seeming peculiar or affected, but today the line
between poetry and prose is sharply drawn. O r
is it? T his course will examine unconventional
forms and uses o f poetry— likely examples
might take us from Chaucer’s Tales to C o c­
teau’s Orpheus, from B arrett Browning’s
Aurora Leigh to Shane’s For Colored Girls, from
Darwin’s Loves o f the Plants to Seth ’s Golden
G ate— to explore our assumptions about the
nature o f genre.
Primary distribution course.
Foil semester. Anderson.

Spring semester. Williamson.

23. Old English/History of the Language.*
N ot offered ¡9 9 6 -9 7 . Williamson.

24. Tragedy.
N ot offered 1996-97. Johnson.

25. Shakespeare.*

but not both.

W e’ll cover many topics in this survey, includ­
ing father-daughter relationships, sexuality,
race, kingship, comedy and tragedy, perfor­
mance, the role o f women, and the rewriting of
history, but we will always return to the ques­
tion of theater’s place in sixteenth and seven­
teenth century England as represented onstage
and in the anti-theatrical writings o f the
period.

Spring semester. Blum.

Fall semester. Johnson.

26. Literature of the English
Renaissance.*
This course will survey a range o f texts, begin­
ning with More’s Utopia and ending with selec­
tions from M ilton’s Paradise Lost. W e will pay
particular attention to literature’s political
contexts, 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, Philip Sidney, Mary Herbert, Mary
W roth, Spenser, Elizabeth Cary, Jonson,
Bacon, Donne, Herrick, George Herbert, and
Marvell.

Spring semester. Johnson.

27. English Drama Before 1642.*
N ot offered 1996-97. Johnson.

28. Milton.*
N ot offered 1996-97. Blackburn.

29. Inscriptions of the Feminine in 16thand 17th-Century England.*/**
Not offered 1996-97. Blum.

30. Shakespeare and Critical Theory:
“ Our Shakespeares” .* / * *
A n intensive study o f Henry V, Twelfth Night,
M acbeth, O thello, and one play to be
announced, in the context o f current theories
and critical approaches to the plays. Including:
Performance Studies; Fem inist and Queer
Theory; R ace, Class, Hom osocial issues;
Deconstruction; New Historicism. T h e class
will keep asking: W ho invests in various
“Shakespeares”? W hat does “real” lived experi­
ence have to do with the creation— and muta­
tion— of values associated with those plays and
their performance? T h e Colloquium will
attend at least one performance of a Shakes­
peare play. This course may satisfy the major
requirements for either pre-1830 or criticism,

3 1. Renaissance Sexualities.*/**
N ot offered 1996-97. Johnson.

32. Tudor-Stuart Drama.*
A survey o f plays and masques written by
Christopher Marlowe, Ben Jonson, Thomas
Middleton, Thomas Dekker, Joh n Webster,
Elizabeth Cary, A non, and others. T h e course
will consider historical, socio-political and lit­
erary contexts; just as important, we will look
at how they have been and continue to be per­
formed.

Spring semester. Blum.

34. Women and Writing 1750-1865.*
N ot offered 1996-97. Bolton.

35. Modern Dodies in the Making.
T h e course will treat a wide range of Victorian
novels, with the purpose of complicating tradi­
tional associations o f 19th-century British lit­
erature with prudish Victorian love plots,
inheritance schemes, and “women’s problems.”
W e will be concerned with how these narra­
tives understand and represent class and gen­
der formation; national and racial definition;
productive and reproductive labors and sexual­
ities; and issues o f representation as they are
redefined through these narratives. Authors
will include Austen, the Brontes, Dickens,
Eliot, Hardy, W ilkie Collins, W illiam Morris
and Wilde.

Fall semester. Lesjak.

36. Origins of the Novel.*
N ot offered 1996-97. Staff.

38. The Romantic Sublime.*
“T h e essential claim o f the sublime is that man
[sic] can, in speech and feeling, transcend the
human.” (Weiskel) W hat does this transcen­
dence look like? How is it achieved? W hat
resources does it offer us, and at what cost? We
will read both theorists and literary practition­
ers o f the multi-faceted Rom antic sublime,
focusing on the poetic, political and practical
uses to which the concept is put. Authors:
Longinus, Burke, Kant, Blake, the Words­
worths, Coleridge, Byron, the Shelleys, Keats.

Spring semester. Bolton.

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English Literature

39. Romanticism and the Performance of
Gender.*

Fall semester. Schmidt.

N ot offered 1996-97. Bolton.

Borges claimed that the short story, unlike the
novel, might somehow be “essential;” James
wrote o f its “jewel-like compression;” Benjam in felt its “chaste compactness” was the last
refuge for unalienated human experience. As
we read widely in the nineteenth- and twentieth-century short story, we will focus on technical developments as well as certain recurring
preoccupations o f the genre: fragmentation
and reconstruction; the staging o f an
encounter between the ordinary and the extra­
ordinary; the “refutation o f time” or mortality
from a perspective at once artistic and quintessentially human. Authors include: Hawthorne,
Poe, Melville, Gogol, Chekov, Maupassant,
Jam es, W harton, Kafka, Borges, Cortazar,
Rulfo, Guimaraes Rosa, Lispector, Faulkner,
Hemingway, Welty, O ’Connor, Carver, Paley.

40. Gothic Possibilities.***
Horace Walpole wanted to write a novel com­
bining extraordinary events and ordinary char­
acters: “High G othic” flourished in England in
the 1790’s; “Southern G othic” adapts those
same conventions to the demands o f the
Am erican South and modernist fiction. How
are we to define a form notorious both for its
them atic obsessions (incest, decay, the super­
natural, etc.) and its openness to change?
Among the G othic possibilities we will consid­
er: sensationalism (Lew is), dom estication
(Radcliffe), parody (A usten), autobiography
(Robinson, Porter), fragmentation (Faulkner)
and cultural critique (Tommer).

Fall semester. Bolton.

4 1. The Victorian Poets: Eminence and
Decadence.
A study o f the poetry of Tennyson, Robert and
Elizabeth Barrett Browning, Arnold, Meredith,
the Rossettis, W ilde, and others, with particu­
lar attention to each artist’s response to the
stresses of the era.
Not offered 1996-97. Anderson.

43. Studies in English Fiction.
N ot offered 1996-97. Weinstein.

44. Lesbian Novels Since World War Two.
N ot offered 1996-97. Johnson.

45. Modern British Poetry.
A consideration o f British poets— and some
Am erican ex-patriates— from Thomas Hardy
to Dylan Thomas, with particular attention
given to each poet’s individual response to the
circumstances o f modem life.

Fall semester. Anderson.

4 7. The 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. T his year’s featured poet:
Elizabeth Bishop.
T his course may be counted as either pre-1830
or post-1830, but no t both.

48. The Short Story.
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Fall semester. Bolton.

49. “ Whiteness” and Racial
Difference.**
A look at the conflicted ways in which “racial”
identities and differences have been construct­
ed in past and contemporary cultures, especially in the U .S. Topics given emphasis in the syl­
labus include why saying “race doesn’t.matter”
is not enough; how a new focus on the history
o f race has changed American studies and fem­
inist studies; how European immigrants to the
U .S. became “white”; how popular culture can
both resist and perpetuate racist culture; a look
at issues o f “passing” and multi-racial identity;
and an introduction to recent “Black A thena”
controversies about Egypt, G reece, and the ori­
gins of “Western” civilization.

1

I

Spring semester. Schmidt.

50. Tradition & Invention: Forms of the
Nineteenth-Century African-American
Novel.
T h is course surveys the first 60 years of
African-Am erican novel production (18531912), with these as our founding propositions:
what prompts African-American authors to
"embrace the novel as a chosen mode o f expres­
sion in these years? How do they incorporate
the major traditions of American novel writing
(e.g. romanticism, sentimentalism, realism,
naturalism, and modernism) into their aesthet­
ic vocabularies? And how do the social fictions

!

I
I

of race not only require but inspire these writ­
ers to invent narrative strategies that challenge
the conventions o f the novel as such? Authors
include: Douglass, Brown, W ilson, W ebb,
Chesnutt, Hopkins, Dunbar, and Johnson.

Spring semester. Goldsby.

51. Fictions in American Realism.
Not offered 1996-97. James.

52. The Harlem Renaissance.
N ot offered 1996-97. James.

53. Contemporary Women’s Poetry.
Not offered 1996-97. Anderson.

54. Studies in American Prose.
This year we will study examples o f how recent
American writers revise American literary tra­
dition and in the process reconfigure the
meaning o f the history o f this continent. We
will read three famous nineteenth-century
Am erican texts, M elville’s M oby-Dick,
Thoreau’s Walden, and Twain’s Huckleberry
Finn, and three recent responses by Native
Am erican writers: Leslie Marmon S ilk o ’s
Almanac o f the Dead, W illiam Least-Heat
Moon’s Prairy-Erth, and David Seals’ Sweet
Medicine.

Carson, M cG uckian, Muldoon, and ni
Dhomnaill (among others) within the socio­
political contexts o f contemporary Ireland.

Spring semester. Anderson.

65. Poetry Workshop.
A class, limited to twelve, in which students
write, read, translate, and talk about poetry.
W e will emphasize the discovery and develop­
m ent o f each individual’s distinctive poetic
voice, imagistic motifs, and them atic concerns,
within the context of contemporary poetics.
Students should submit 3-5 pages o f poetry for
admission, at a time announced during fall
^semester. T h e 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. Schmidt.

66. Fiction Writers’ Workshop.

A study o f the poetry and prose of selected U .S.
writers, including W alt W hitm an, Emily
Dickinson, W illiam Carlos Williams, Langston
Hughes, H.Di, and W allace Stevens.

This course is devoted to the analysis o f stories
and other writings submitted by students. It
meets once a week for three hours. In addition
to receiving practical help with their fiction
from fellow writers, students will engage in var­
ious sorts o f formal experiments and exercises
which are designed to help them think about
the activity and practice of writing, and to con­
sider its practical and theoretical relationships
to the task o f constructing a narrative. Stu­
dents must submit one writing sample for
admission to the course. Admission and credit
are granted at the discretion o f the instructor.
(Studio course.)

Not offered 1996-97. Schmidt.

Spring semester. Cohen.

57. Contemporary American Prose.

67. Advanced Poetry Workshop.

Not offered 1996-97. Schmidt.

Intensive volumes o f poetry often represent
their authors’ conscious statements, made
through selection, organization, and graphic
presentation. T his course is intended as an
advanced workshop for students who have
taken the Poetry Workshop or have completed
a substantial body of work on their own.
Limited to 12. Admission and credit are grant­
ed at the discretion of the instructor. (Studio
course.)
Fall semester. Anderson.

Not offered 1996-97. Schmidt.

55. American Poetry.

58. Autobiographical Acts.
Not offered 1996-97. James.

59. The Afro-American Writer.
Not offered 1996-97. James.

60. The Contemporary Afro-American
Writer.
Not offered 1996-97. James.

61. Contemporary Irish Poetry.
Ireland’s complicated historical divisions have
provided fertile ground for extraordinary poet­
ry, both in the Republic and in the North. This
course will consider poetry by Heaney, Boland,

68. Directed Creative Writing Project.
Students who plan a directed writing project in
fiction or poetry must consult w ith the
Department Chair and with a member o f the

English Literature

Department’s writing faculty who might super­
vise the project, and must submit a prospectus
to the Department by way o f application for
such work before the beginning o f the semester
during which the project is actually done.
Deadlines for the receipt o f written applica­
tions are the second Monday in November and
the first Monday in April. Normally limited to
juniors and seniors who have taken the Poetry
Workshop (English 6 5 ) or the Fiction W rites’
Workshop (English 66).

tion and discovery have often centered on
Woman, vulnerable, culpable, and duplicitous.
T h e concept o f woman as potential victim and
perpetrator powered many detective novels
popular in the 19th and 20th centuries and has
paradoxically enabled startling re-visions of
the genre by contemporary women writers. Our
investigation o f this “mystery” will involve
male authorities— C onan Doyle, Chandler,
Ham m ett— and female private “I”s— Sara
Paretsky, Sue Grafton, Barbara Wilson.

Staff.

Spring semester. Anderson

7 1 . Studies in Modern Drama.

84. American Attractions: Leisure,
Technology & National Identity.**

N ot offered 1996-97. Williamson.

72 . Proust, Joyce and Faulkner.
Selection s from Proust’s Rem em brance of
Things Past, Joyce’s Dubliners and Ulysses
entire, and selected Faulkner novels. Emphasis
on the ideological and formal tenets of mod­
ernism.
Spring semester. Weinstein.

76. The Black African Writer.
N ot offered 1996-97. James.

7 7 . Fiction from the Black Atlantic.
N ot offered 1996-97. James.

78. Science Fiction.
N ot offered 1996-97. Blackburn.

79. Studies in Comparative Fiction.
T h is course will explore the relationships
between desire and law, as well as the social
construction o f identity, in a range o f 19thand 20th-century novels. Writers will include
Flaubert, Dostoevsky, Tolstoy, Kafka, Faulkner,
and Morrison.

W ith the rise o f the Hollywood studio system,
going to the cinem a became a distinctive cul­
tural ritual; earlier, visual spectacles such as
Bamum’s museum, minstrelsy, vaudeville, and
Wild W est shows served to present Am erica to
itself. New leisure forms and technologies
emerged in Hollywood’s wake, attempting to
shape national “identity” from an American
reality of ethnic, racial, religious, geographical
and gender differences and hierarchy.
Interdisciplinary in design, this class will con­
struct a cultural history o f the forms and social
roles o f visual spectacles and their audiences in
America from the end o f the Civil W ar to the
present and introduce a range o f theoretical
approaches to cultural analysis. Weekly film
screenings. Open to the entire tri-college stu­
dent body, the course will be team-taught on
the Bryn Mawr campus by Patricia W hite
(Swarthmore) and Sharon Ullman (Bryn Mawr).
[This course is listed as History/English 227 at
Bryn Mawr.]

Spring semester. W hite.

Fall semester. Weinstein.

85. American Narrative Cinema.**

8D. Satire: Spirit and Art.

This course will introduce ways o f “reading”
film— as narrative form, audiovisual medium,
industrial product, and social institution. We
will focus on the emergence and dominance of
classical Hollywood narrative cinema and its
role in shaping American cultural history and
national identity, with particular attention to
■race, gender, and ethnicity. Genres such as the
western, the melodrama, and film noir both
serve dominant ideological and econom ic aims
and give expression to social anxieties and
utopian or resistant popular aspirations. T h e
course will introduce feminist, marxist, and
psychoanalytic film theory, as well as reception

N ot offered 1996-97. James.

81. Faulkner, Morrison, and the
Representation of Race.
N ot offered 1996-97. W einstein.

82. Representations of Women’s
identity. * *
N ot offered 1996-97. Blum and Marecek.

83. Cherchez la femme: The “ Mystery” of
Women in the Mystery Genre.
From Eden on, our cultural narratives of decep­

144

>

studies and textual analysis. W e will also look
at parallel traditions o f U . S . narrative cinema,
from early “race movies” to contemporary
independent filmmaking. Weekly screenings.

1

Fall semester. W hite.

86. Women and Popular Culture: Fiction,
Film, and Television.
Not offered 1996-97. W hite.

*

88. Queer M edia.**
I
I

I

■

*

I
I
I

How are sexual identities “mediated” by popular culture? How do lesbian and gay film and
video makers “queer” sexual norms and standard media forms? Drawing on gay and lesbian
cultural theorists Roland Barthes, Judith
Butler, Teresa de Lauretis, R ichard Dyer,
Michel Foucault, Isaac Julien, and Pier Paolo
Pasolini, we will challenge classic Hollywood’s
heterosexual presumption and the recent mass
media exploitation o f lesbian and gay culture
and theorize lesbian and gay aesthetic strategies and modes o f address in a number o f con­
texts: the A m erican avant-garde (K enneth
Anger, Andy W arhol, Su Friedrich); interna­
tional auteurs (R.W . Fassbinder, Chantal Akerman); gay liberation and A ID S activism (W ord
is Out, Zero Patience)', women’s cinem a (Lizzie
Borden, M ichelle Parkerson, Lordes Portillo),
multicultural and diasporan film and video
(Shu Lea Cheang, Richard Fung, Isaac Julien)
and the new queer cinem a (Tom Kalin, Rose
Troche).

Fall semester. W hite.

89. Feminist Film and Media Studies.**
N ot offered 1996-97. W hite.

I

90. Colloquium: Transatlantic
Conversations: 18th-Century England
& America.*
I

N ot offered 1996-97. Bolton.

91. Film Theory and Culture.**
I N ot offered 1996-97. W hite.
I 92. Theory of the Novel.**
I

N ot offered 1996-97. Staff.

I 93. Lesbian Representation.**
I

I

N ot offered 1996-97. W hite.

94. Critical and Cultural Theory.**
I

N ot offered 1996-97. W hite.

I 95. Fictions of Consumption.**

T his course examines fictional representations
o f consumer culture alongside 1) various theo­
ries o f the commodity and o f consumption, and
2) selected writings about the relationships
between the novel and consumer culture. W e
will be reading late-nineteenth to mid-twenti­
eth century novels to think about what these
fictional considerations of the marketplace
have to say about the task of representation. In
order to do so, we will analyze how these texts
represent: the exchanges that occur between
the consumer and the commodity; the gen­
dered construction o f the consumer; the rela­
tionships between labor and leisure; and the
production of public and private spaces. W e
will also consider the forms of display both
depicted in and used by these texts. Writers
studied will include Marx, Freud, Wilde, James,
W harton, Woolf, and Stein.

Spring semester. Cohen.

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

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

98.98A. Seniur Thesis.
Course majors in the Department may pursue a
thesis o f their own choosing under the supervi­
sion o f a member o f the Department. T h e the­
sis may be for one (40-50 pages) or two (80-100
pages) credits. A brief prospectus for the pro­
je c t 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 Chair and
w ith the Department member who might

145

English Literature

107. Renaissance Literature.

supervise the project. This work must be sepa­
rate from that of the senior culminating essay,
required of every course major for graduation.

N ot offered 1996-97. Johnson.

99. Senior Culminating Essay.

N ot offered 1996-97. Staff.

During the fall and spring terms o f the senior
year, each course major is required to write a
senior essay. Proposals are due in the fall and
completed essays are due in the spring. Details
about th e essay are available in the
Department Office. O ne-half credit will be
awarded for the essay, normally in the spring
term; the essay will receive a regular letter
grade.

108. Renaissance Poetry.
110 . Romantic Poetry and Prose.

Group I (pre 1830)

T h e great Rom antic attempt to salvage nature
and the autonomy o f the imagination from a
world too much with us will be read in the con­
text of other contemporary developments: the
spread of literacy; the impact o f the French
Revolution on English letters; G othic and ori­
entalism as literary projections of domestic dis­
comforts; literary collaboration and the model
o f the family business; women writers and their
revisions o f Romanticism. Writers include:
Burke, Blake, W ollstonecraft, th e Words­
worths, Coleridge, Austen, Edgeworth, Scott,
Robinson, Byron, the Shelleys, Keats, Sm ith,
Hemans.

10 1. Shakespeare.

Spring semester. Bolton.

Study o f Shakespeare as dramatist and poet.
T h e emphasis is on the major plays, with a
more rapid reading of much of the remainder of
th e canon. Students are advised to read
through all the plays before entering the semi­
nar.

Group II (post 1830)

Spring semester. Staff.

SEMINARS: ENGLISH LITERATURE

Fall semester. Blackburn.
Spring semester. Blum.

102. Chaucer and Medieval Literature.
A survey o f English literature, primarily poetry,
from the 8th through the 15th century with an
emphasis upon Chaucer. Texts will include
Beowulf, Sir Gawain and the G reen Knight, The

Canterbury Tales, Troilus and Criseyde, Piers
Plowman, Pearl, selected mystery plays, and
Malory’s LeM orte d’Arthur. Chaucer will be
read in Middle English; other works will be
read in translation. M odem analogues such as
Gardner’s Grendel, Bergman’s Seventh Seal, and
Pasolini’s Canterbury Tales will also be in­
cluded.

112 . Women & Literature.**
Contemporary W om en’s Writing: Prose Fic­
tion & Autobiography: Problems o f agency and
subjectivity as set out in current feminist theo­
ry, fiction, autobiography, and film by Western
and Third World women. Som e o f the topics
we will consider are: narrative agency, body
images, Woman and Other, strategic essentialism, notions o f both gender and sexual prefer­
ence, utopian and feminist science fiction and
spirituality. Works by Erdrich, Lee, Morrison,
Tiptree, Hayslip, Piercy, Suleri, Winterson,
Cisneros, Moraga, among others.
Foil semester. Blum.

115 . Modern Comparative Literature.

104. Milton.

T h e fall semester will focus on fiction respon­
sive to colonial and postcolonial conditions.
Writers will include Conrad, Forster, Faulkner,
Morrison, G arcía Marquez, Rushdie, and oth­
ers. T h e spring semester will focus on the major
works o f Proust, Joyce, and Woolf. B oth syllabi
will feature pertinent theoretical materials.

N ot offered 19 96-97. Staff.

'Each semester. Weinstein.

N ot offered 1996-97. Williamson.

105. Tudor-Stuart Drama.

116 . American Literature.

N ot offered 1996-97. Blackburn.

T his semester we will study southern American
prose by both blacks and whites and theories of
southern literature as a coherent tradition, or
at least a long-running argument, about cul-

106. Renaissance Epic.
N ot offered 1996-97. Staff.

146

■»

»

■

ture, history, race, progress, freedom, tradition,
humor, and other matters that southerners
tend to understand differently from the rest of
the country. W e will begin with representative
nineteenth-century works, then move to twen­
tieth-century classics, then conclude with a
variety o f post-World W ar II works.

Fall semester. Schmidt.

118. Modern Poetry.
Not offered 1996-97. Anderson.

119. Film Theory.**
5

Not offered 19 96-97. W hite.

120. Critical and Cultural Theory.**
»
I
I
■

*

“Culture is one o f the two or three most com­
plicated words in the English language” concedes Raymond Williams in Keywords. In this
seminar we will follow linguistic and textual
paths (Freud, Saussure, Bakhtin, Lévi-Strauss,
Barthes, Irigaray, Said) into the subject o f culture (and the subject in culture). W e will interrogate theoretical formulations and social for­
mations o f “high” and “popular” culture
through literary and cinem atic texts, as well as
readings in philosophy, semiotics, and social
theory (Benjam in, Adorno, Foucault, Gramsci,
and contemporary fem inist and cultural
critics).
Spring semester. W hite.

5

121. Modern Black Fiction.
N ot offered 1996-97. James.

I

I

199. Senior Honors Study. For English
majors or minois in the Honors Program.
Honors majors will write one or two essays
totaling 5,000 words (2 0 pp.), using texts,
methodologies, or critical problems drawn
from at least two o f their Honors preparations.
W hen appropriate, this essay, intended to
extend or enhance work done in the prepara­
tions, may draw on the minor as well as the
major fields. One credit.

Honors minors have four options: they may
include work in the English minor as part of
the S H S project in the major field, write an
essay o f 2,000 words (8 pp.) on a topic perti­
nent to the minor preparation (either a revised
seminar paper or a paper newly written), pre­
pare additional readings with the advice o f the
seminar instructor, or explore a special topic
related to the work o f the seminar. O ne-half
credit.
Students should consult with the Department
Chair in the fall o f the senior year about this
work. A dditional handouts about Senior
Honors Study are available in the Department
office.

Directed Creative Writing Project.

Not offered 1996-97. Johnson and W hite.

180. Thesis.

68.

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 mem­
ber of the Department, during the fall o f the
senior year.
Staff.

183. Independent Study.
I

Staff.

Students who wish to pursue a directed cre­
ative writing project as part o f the Honors
Porgram should see the rubric under English

122. Queer Texts and Contexts.**
1

supervised by a Department member. Dead­
lines for the receipt of written applications are
the second Monday in November and the first
Monday in April.

Students may prepare for an Honors
Examination in a field or major figure compatable in literary significance to those offered in
the regular seminars. Independent study pro­
jects must be approved by the Department and

THEATRE STUDIES
T h e Theatre Studies major uses the study o f all
aspects o f dramatic art as the center o f a liber­
al arts education. It is intended to be o f broad
benefit regardless o f a student’s professional
intentions. A ll courses in the program address
the processes o f play production, especially as
they involve collaborative making; all produc­
tion for performance in the program is part of
course work.
T heatre Studies emphasizes writing as an
important aspect o f discursive thinking and
communication. A ll courses have a significant

14 7

English Literature

writing component, the nature o f which varies
from course to course.
Sin ce 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. Sin ce all work in theatre even­
tually issues in a public occasion, classes are
usually open to visitors.

about their choice.
In addition to these course requirements, the
major includes a comprehensive examination
in two parts: 1) an essay relating the student’s
experience in Senior Company to the reading
list and course work; and 2) an oral examina­
tion on the essay and related subjects by
Theatre faculty and visitors.
Major in H onors: Honors students majoring in
Theatre •Studies will make three preparations,
as follows.

REQUIREMENTS AND RECOMMENDATIONS

1. Theatre History Seminar; written exam
and an oral set by an outside examiner.

Planning a program in Theatre Studies can be
complicated. First and second year students
thinking about a Theatre Studies major should
read these Requirements and Recommenda­
tions closely, and should consult with the
Director o f T h e Theatre early and often. Leave
schedules, a wide variety o f intern and appren­
tice programs, and the importance o f course
sequences make long-range planning essential.

2. Thesis attachm ent to Production
Dramaturgy; reading by an outside
examiner and an oral.

Courses numbered 1 through 10 are intro­
ductory and are prerequisite to intermediate
courses.
Courses numbered 11 through 49 are interme­
diate and are prerequisite to advanced courses
numbered 5 0 through 99.
Seminars carry numbers 100 and above.
Interm ediate work in each o f the course
sequences requires a beginning course in that
area. Thus, the prerequisite for Theatre 12
(A cting II) is Theatre 2 (A cting I); for Theatre
14 (Design II), Theatre 4 (Design I) and so on
throughout the program.
Som e advanced courses carry additional pre­
requisites w hich are listed in the course
descriptions.

M ajor in the Course Program: Ten credits of
work including Theatre 1 (Making T heatre),
Theatre 2 (A cting I), Theatre 4 (Design I),
Theatre 15 (Directing I), Theatre 21 (Produc­
tion Dramaturgy), and Theatre 106 (Theatre
History Sem inar), and Theatre 99 (Senior
Company).
T h e areas o f specialization are A ctin g,
Directing, Scenography, Playwriting, Drama­
turgy and Theatre History. Special arrange­
ments will be made for students who seek sec­
ondary school certification. Prospective majors
should consult with the program Director

148

3. A production project in one o f the
following fields.

Directing from a play script. T h e student will,
under faculty supervision, read in the play­
wright’s work, make a director’s preparation for
the entire play, and rehearse for public presen­
tation a locally castable portion o f the chosen
play. T h e instructor will supervise these activi­
ties appropriately, on the model of a special
project in Theatre. T h e external examiner will
visit this project several times (depending on
schedule and available funds). These visits (to
rehearsal or planning session) will not include
feedback from the examiner. T h e examiner
attends rehearsal in order to know as much as
possible about the student’s methods o f making
the work. T h e examiner also attends one or
more of the public performances. T h e exam
proper will consist o f an extended interview
directly following the performance and a
briefer oral during honors weekend. T h e sub­
je c t o f the first interview will be the student’s
processes as they relate to the production. T h e
second oral will concern the student’s assess­
m ent o f the entire process as a part of his or her
undergraduate education and future plans. T he
student will support both interviews with an
extensive production journal.

Design from a play script. T h e student will pre­
pare all research, sketches, and preliminary
writing for a production in a designated venue.
He or she will make renderings, working draw­
ings, and a model, and will prepare detailed
budgets, schedules, etc. In addition to the
model, the student will supervise the construc­
tion o f a buildable portion o f the design. The

;

local instructor will supervise these activities
appropriately, on the model o f a special project
in Theatre. T h e external examiner will receive
copies of all materials as the student generates
them, and will pay special attention to the way
in which the project develops under continual
revision. During the honors weekend, the
examiner will see the full sized portion and the
model. T h e exam proper will he an extensive
presentation by the student, o f the entire pro­
ject, with special attention to processes of
development and revision. During this presen­
tation, the examiner (probably a professional
designer, not necessarily an academic) will
question the student, o n the m odel of
advanced classes in architecture.

Dramaturgy for production from a play script. If
possible, this project will be associated either
with an honors exam in directing, the
Playwright’s Lab, or A cting III. T h e student
will create the usual writing for a professional
play production, including notes on produc­
tion history and given circumstances, play
form, program and press kit notes, study guide,
and a grant proposal for production funding.
The student will continue to work on the pro­
ject in rehearsal if that is possible. T h e exter­
nal examiner will receive these materials as
they are generated, in order to pay close atten­
tion to the dramaturg’s process o f continual
reconception of the work. If the work is re­
hearsed, the external examiner will attend one
or more rehearsals, strictly as an observer. If the
work is performed, the examiner will attend a
performance. T h e exam proper, given during
the honors weekend, will consist o f an extend­
ed oral presentation of the play as finally con­
ceived, similar to a design presentation. T he
examiner will question the student, especially
as to the relationship between early conceits,
the rehearsal process, and the performance.
Acting. This student will play a role in an
Acting III class. T h e external examiner will
attend as many rehearsals as possible, in order
to observe the work o f rehearsal, as distinct
from the work o f performance. T h e student
will keep an extensive production journal
which will support his or her discussion of the
project with the examiner in an extended
interview immediately following the perfor­
mance. During the honors weekend the exam­
iner will conduct a briefer oral, concentrating
on the actor’s reconsideration o f the work after

some time has passed.

Playwriting. T his project will be attached to
T h eatre 56, the Playwright’s Lab. It will
include writing a piece of some length for
rehearsal and performance by the New Voices
Ensemble o f People’s Light. T h e external
examiner will read successive drafts as they are
available and will attend some rehearsal of the
piece as well as its public performance. T he
examiner will conduct an extensive interview
immediately following the performance, focus­
ing on the script development process and the
influence of rehearsal on the writing. O n the
honors weekend, the examiner will give a
briefer oral based on a final revision o f the
script following performance.
These three exams will be the normal honors
major in Theatre Studies. Honors students will
take Senior Company in the fall of senior year,
while they are planning their production proj­
ect. T h e usual schedule will be: Spring of
junior year, Theatre History Seminar; fall of
senior year, Theatre 99 and project planning;
spring of senior year, thesis and production
project.
Double majors taking three exams in Theatre
will also follow that schedule.
For double majors taking one exam and comps
in Theatre, the exam may be a production pro­
ject, depending on available resources.
Minor in Honors. Theatre faculty will consider
applications for a minor in Theatre Studies on
a case by case basis. Normally a minor exam
will not be a production project.

Senior Honors study. T his will be a scheduled
course, meeting during spring semester o f the
students’ senior year, for one course credit. T he
group will create together a model of a profes­
sional production, using the current honors
projects. They will create on paper the activi­
ties that support a modem regional theatre
production. These will include Development
(discovery of potential funders, grant writing),
Marketing (discovery o f potential audiences),
Public Relations (special events, media releas­
es, press kits), Dramaturgy (if there’s no dra­
maturgy exam ), O utreach (possible tour,
venues, sponsorships, new audiences). T he
resulting model will be the Portfolio.
C o- and extra-curricular work in Theatre,
while not specifically required, is strongly rec­
ommended for majors. Opportunities include

149

English Literature
ft

rT
paid and volunteer staff positions with T h e
Theatre, in-house projects for various classes;
production work in T h e Eugene M . and
Theresa Lang Performing Arts Center, and
Drama Board production.
For those majors who intend a career in profes­
sional theatre, whether academic, not-for-prof­
it, or commercial, internships in local theatres
are strongly recommended. Positions are usual­
ly available in production, development, pub­
lic relations, marketing, box office, and house
management. Positions are usually not avail­
able in acting, directing, design, or stage man­
agement.
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
M odem Languages and Literatures may be des­
ignated as part o f the major. Courses in nondramatic literatures taught in those depart­
ments will not be considered part o f the major.

and discovery. Short papers on local rehearsals
and performances. This class meets six hours a
week.
Spring semester. Devin, Belver.

i .■»

4 . Design I.
A n historical study o f set and lighting design.
Introduction to C A D and rendering. Required
lab covering all areas o f stagecraft, load in, run,
and strike.

Each semester. Marshall.
»

INTERMEDIATE COURSES
12 . Acting II.
Work on playscripts through scene study and
rehearsal process: given circumstances, character biography; objectives; tasks and behavior;
activities and actions; vocal and physical
warmup; focus, release, and body awareness.
Short papers on local rehearsals and performances. This course meets six hours a week.

I
■

I

Prerequisite: Theatre 2.

Fall semester. Belver.

14. Design II.
INTRODUCTORY COURSES
1 . Making Theatre.
How theatre is made in the U nited States:
commercial, not-for-profit, academic. Theatre
professionals (schedules permitting) meet with
the class for discussion and workshops. How to
make theatre locally, using collaborative
ensemble techniques and available space and
material. Weekly lab sessions leading to inhouse performance o f original work. Short
papers based on reading, local rehearsals and
performances, and class projects. T his course is
required o f all Theatre Studies majors; it may
serve as a prerequisite for dramatic literature
courses (not seminats) in English Literature.
Primary distribution course.

Fall semester. Devin.

2. Acting I.
W ork on the self through fundamental exercis­
es in acting: vocal and physical watm-up; focus
and release; sense and affective memory; jour­
nals. W ork toward collaborative models and
the use o f improvisation as a tool for invention

T h e practice o f set and lighting design in
response to a play’s symbolic expression. This
class will focus on the developmental and artis­
tic processes o f communicating a theatrical
design and their execution in C A D programs.
Developm ent o f a design philosophy and
method grounded in collaboration.

^
I

Prerequisite: Theatre 4.

Each semester. Marshall.

*

15. Directing I.
This course covers a series o f major texts on
performance theory and practice, with empha­
sis on directing and acting. Assigned readings
will focus on theoretical writings by or about
the performance work o f artists such as Zeami,
Stanislavsky, Artaud, B rech t, Grotowski,
Mnouchkine, Chaikin, Suzuki, and Robert
W ilson, as well as selected theoretical and crit­
ical texts by non-practicioners. T h e course
includes units on performance traditions and
genres outside o f Europe and North America.
Weekly video screenings required.
Prerequisite: Theatre 1 or the instructor’s consent.

Spring semester. Babb.

■it

16. Playwright’s Lab.

54. Design III.

Exercises in writing, improvisational rehearsal,
plotting and dramaturgy which result in a performance. T his class includes weekly lab ses­
sions with New Voices, an acting ensemble
composed o f high school students from the
City o f Chester and Chester County, and
artists from the People’s Light and Theatre
Company. Traditional playscript construction,
as well as organizing and recording improvisa­
tions.

T h e Design Firm. A collective gathered to
study the effects o f collaboration on design.
Advanced students in technical direction, set,
lighting, costume, sound, and properties design
join the Resident Designer to create the envi­
ronm ent for the A ctin g III production.
Problem solving in collaboration is the major
theme o f the class.

Prerequisite: T heatre 1 or the instructor’s
consent.

Fall semester. Adams.

21. Production Dramaturgy.
Dramaturgy as a part o f play production.
Exercises in playscript conception, analysis,
and preparation; discovery of given circum­
stances and support materials; conception and
analysis of rehearsal process. Weekly lab sessions.
Prerequisite: Theatre 1.

Fall semester. Devin.

35. Directing II.
This course focuses on the theatre director’s
role in a collaborative ensemble and on the
ensemble’s relation to the audience. U nits
cover the director’s relationship with actors,
designers, composers, technicians, choreogra­
phers, as well as playwrights and their
playscripts. T h e student’s directorial self-defi­
nition through this collaborative process is the
laboratory’s ultimate concern. Final project
consists o f an extended scene to be performed
as part of a program presented by the class.
Prerequisites: Theatre 2, 4, and 15.

Fall semester. Devin.

Prerequisite: Theatre 14.

Spring semester. Marshall.

55. Directing III.
Director’s Lab requires students to apply the
exercises from Directing II (Theatre 35) to a
variety o f scene assignments. T hese will
address a variety o f theatrical genres (farce,
epic theatre, verse drama, etc.) and various
approaches to dramatic text (improvisation,
cutting and/or augmentation of playscripts,
adaptation o f non-dramatic texts for perfor­
mance, etc.). Projects will usually be presented
for public performance.
Prerequisite: Theatre 35.

N ot offered 1996-97. Kuharski.

56. Playwright’s Lab II.
Continuation o f work with New Voices and an
emphasis on longer forms. Rehearsal and pro­
duction of class material for a Spring tour.
Prerequisite: Theatre 16.

Spring semester. Adams.

92. Off-campus Projects in Theatre.
Residence at local arts organizations and the­
atres. Fields include management, financial
and audience development, community out­
reach, stage and house management.
Prerequisite: Appropriate preparation in the
major.

ADVANCED COURSES

Each semester. Staff.

52. Acting III.

93. Directed Reading.
94. Special Projects in Theatre.
99. Senior Company.

Techniques o f acting when an audience is part
of given circumstances.
Improvisation and collaboration as part of
rehearsal for a full length work presented to the
public.
Prerequisite: Theatre 12.

Spring semester. Staff.

A workshop course emphasizing issues o f col­
laborative play making across lines o f special­
ization, ensemble development o f performance
projects, and the collective dynamics of form­
ing the prototype o f a theatre company. Work
with an audience in performance o f a single
project, or a series o f projects.

151

English Literature
m
T his course is required o f all Theatre Studies
majors in their senior year and will not nor­
mally be taken for external examination. Class
members will consult with the instructor dur­
ing spring semester of their junior year, prior to
registration, to organize and make prepara­
tions. Non-majors and honors minors may
petition to enroll, provided they have m et the
prerequisite.

A

»

Prerequisite: Completion o f one three course
sequence in Theatre Studies.

Fall semester. Staff.

SEMINARS
10 1. Senior Honors Study.
A collaborative project designed by the partic­
ipants in support o f their other honors work.

Spring semester. Devin.

106. Theatre History Seminar.
A critical and comparative survey o f selected
theatrical companies from the early Renais­
sance through the 20th century. Emphasis on
collaborative relations within a given theatri­
cal company, placement o f theatrical perfor­
mances within specific cultural contexts, and
their relevance to contemporary theatrical
practice. Readings will include, but not be lim­
ited to, dramatic texts as one form o f artifact of
the theatrical event.

Spring semester. Rosten.
Topic for Spring 1997, seminar will be Peter
Brook’s work with the Royal Shakespeare
Company and after.
Topic for Spring 1998, seminar will be Arianne
Mnouchkine and the Théâtre du Soleil (to be
taught by Kuharski).

»

Environmental Studies

Coordinator:
Committee:

ARTHUR McGARITY (Engineering)
CSIT Everbach (Engineering)1
Wendy Horwitz (Psychology)
Carol Nackenoff (Political Science)
Hans Oberdiek (Philosophy)
Frederick Orthlieb (Engineering)
Wesley Shumar (Education)
Michael Speirs (Sociology and Anthropology)
Don Swearer (Religion)
Richard Valelly (Political Scien ce)3
Mark Wallace (Religion)32

2 Absent on leave, spring semester 1997.

3 Absent on leave, 1996-97.

Profound, anthropogenic changes are occur­
ring in the land, water, and air around us, and
education needs to respond to these changes.
Swarthmore’s heritage o f social concern com ­
pels us to educate students so that they are well
informed about vital, current issues, and capa­
ble of full political participation. T h e College
has a responsibility to provide means for the
study o f environm ental problems and to
encourage students to develop their own per­
spectives on these problems. T h e Environ­
mental Studies Concentration is one way that
the College meets these responsibilities.

Humanities, and at least one more from either
of these two groups for a minimum of three
courses in these two categories. Up to two
courses may be chosen from the list o f Adjunct
Courses. Students may petition the Faculty
Comm ittee on Environmental Studies to have
courses taken at other institutions fulfill some
of these requirements. A t least three of the five
courses must be outside the major. O ne o f the
courses may be independent work or a field
study (in the U .S. or abroad) supervised by a
member of the Committee (Environmental
Studies 90). In addition to the five courses,
each concentrator will participate in the
Capstone Seminar in Environmental Studies
(Environmental Studies 91) during the spring
semester o f the senior year. T h e capstone sem­
inar will involve advanced interdisciplinary
work on one or more issues or problems in
environm ental studies. Leadership o f the
Capstone Seminar will rotate among the mem­
bers o f the Faculty Committee on Environ­
mental Studies.

Environmental Studies is truly interdisciplin­
ary and offers numerous opportunities for rigor­
ous interdisciplinary work because environ­
m ental issues have scientific, engineering,
social, political, economic, and philosophical
dimensions, all o f which must be addressed.
T he Concentration helps guide students to the
many academic fields that afford a perspective
on environmental problems and enables them
to explore questions most compelling to them
from the vantage point o f various disciplines in
the natural and social sciences, engineering,
and the humanities.
A Concentration in Environmental Studies
consists of an integrated program of five cours­
es plus a capstone seminar that a student takes
in addition to a regular major.
Concentrators must take five courses from the
list below, including at least one course in
Environmental Science/Technology, at least
one course in Environmental Social Science/

COURSES IN ENVIRONMENTAL
SCIENCE/TECHNDLOGY
T h e Environmental Science/Technology cate­
gory includes courses which emphasize tech­
niques and methodologies o f the sciences and
engineering and whose subject is central to
Environmental Studies. Therefore all concen­
trators will be familiar with a body o f scientific

Environmental Studies

knowledge and scientific approaches to envir­
onmental problems.

Chemistry 1 : Chemistry in the Human
Environment
Biology 39: Ecology
Biology 50: Marine Biology
Engineering 32: Introduction to
Environmental Protection
Engineering 63: Water Quality and
Pollution Control
Engineering 66: Environmental Systems
Geology 103 (Bryn Mawr College):
Environmental Geology

COURSES IN ENVIRONMENTAL
SOCIAL SCIENCES/HUMANITIES
T h e Environmental Social Science/Humanities category includes courses which are central
to Environmental Studies and which focus on
values, their social contexts, and their imple­
m entation in policies. Thus, all concentrators
will have studied the social context in which
environmental problems are created and can
be solved.

Economics 76: Economics of the
Environment and Natural Resources
Education 65: Environmental Education
Engineering 68/Political Science 43:
Environmental Policy
Political Science 222 (Bryn Mawr
College): Introduction to Environmental
Issues
Psychology 57: Psychology and Nature
Religion 22: Religion and Ecology
Sociology and Anthropology 64: Seeds
of Change: The Environmental
Consequences of the Agricultural
Revolution in Prehistory.

ADJUNCT COURSES
There are other courses which are relevant to
Environmental Studies and which can be in-

154

eluded in the five courses required for the con­
centration, but are not central enough to justi­
fy their inclusion in the groups above.

Astronomy 9: Meteorology
Biology 38: Microbiology
Engineer 3: Problems in Technology
Engineering 35: Solar Energy Systems
Engineering 64: Swarthmore and the
Biosphere
Environmental Studies 90: Directed
Reading in Environmental Studies
(Advanced permission of instructor is
required.)

History 68: Food and Famine
Mathematics 61: Modeling
Physics 20: Principles of Earth Science
Political Science 47: Politics of Famine
and Food Policy

Francophone Studies

Coordinator:
Committee:

BRIGITTE LANE* (French)23
GEORGE MOSKOS* (French) A cting coordinator,
Robert dllPleSSiS* (History)3*
James Freeman (Music)
Sharon Friedler (D ance)3
Bruce Grant (Sociology/Anthropology)2
Cynthia Halpern (Political Science)
Constance Hungerford* (A rt History)
Tamsin Lorraine (Philosophy)
Micheline Rice-Maximin* (French)9
Robert Roza (French)8
Mark Wallace (Religion)2
Philip Weinstein (English)

1996-97

*M embers o f the Steering Committee

2 Absent on leave, spring semester, 1997.
3 Absent on leave, 1996-97.

8 Program Director, Swarthmore Program in
Grenoble, Fall, 1996.
9 Program Director, Swarthmore Program in
Grenoble, Spring 1997.

N ote: T h e Francophone Studies Concentra­
tion will be fully implemented during the aca­
demic year 1 9 9 7 -9 8 . Credit retroactivity will
be granted for w ork completed in the aca­
demic years 1 9 9 5 -9 6 and 1 9 9 6 -9 7 .

Besides the study of francophone language, lit­
erature, and culture courses offered in the De­
partment o f M odem Languages, students will
have the opportunity o f using French-language
materials in many o f the courses and seminars
offered by other departments.

T he concentration in Francophone Studies
explores areas and peoples significantly influ­
enced by and participant in Francophone cul­
tures throughout the world: Africa, the Amer­
icas, Europe, and South-East Asia. It takes a
broad view o f cultural achievements and thus
will examine cultural diversity and identity 'at
all community levels. Through the use o f ana­
lytical methods drawn from both the humani­
ties and the social sciences, the concentration
encourages interdisciplinarity in courses, semi­
nars, and student programs o f study. W ithin a
cultural studies approach, various perspectives
will be used in order to establish new critical
and theoretical paradigms to understand better
the complex relations and reciprocal influ­
ences between “centers” and “peripheries.”
Through the study o f an important transna­
tional culture, the Concentration will prepare
students for graduate education and careers in
international relations, business, law, and aca­
demic disciplines, and enable them to partici­
pate better in our increasingly globalized world.

General Requirem ents: A concen tration in
Francophone Studies consists o f five credits
from courses designated below. Students should
note that most courses have prerequisites.
which must be satisfied before courses may be
taken. No more than two credits may be from
the student’s major department, and at least
two credits must come from courses covering
francophone material outside o f France (see
courses m arked*). O nly one credit taken
abroad may count toward the concentration.
A t least three credits must come from core
courses and seminars while only two credits
may come from cognate courses or seminars.
To ensure a solid groundwork for all concen­
trators, we strongly recommend, as one o f the
three core credits, either French 25 or History
22; however, any o f the core courses or semi­
nars may function as an introductory course. In
addition to the five credits, each concentrator
will complete a 15-20 page independent, inter­
disciplinary Senior Paper. T h e initial proposal

Francophone Studies

and bibliography, which are due immediately
after the Thanksgiving break, must be ap­
proved by two professors in two different
departments. T h e completed paper is due at
the end o f spring break.
Students are required to be proficient in the
French language: to complete French 4 or the
equivalent. They are strongly encouraged to
study abroad in a French-speaking country. In
addition, they must either take an advanced
literature or culture course in French, or use
French-language sources in the Senior Paper.
In any case, students are encouraged to read
French-language materials in the original lan­
guage whenever possible.
Courses and seminars that may be offered for a
Francophone Studies C o ncen tratio n are:
(in d ica te s courses that cover Francophone
material outside o f France).
CORF. C O U R SE S A ND SEM IN A R S (75% 100% Francophone content): at least three
credits required:
Courses in disciplines other than French:

Art History 1 7 : Nineteenth-century
European Art
‘ History 22: Early Modern France & the
Francophone New World
History 27: To the Barricades: The
European Revolutionary Dradition
History 30: France since 1789:
Revolutions, Republics, Empires
Seminars in disciplines other than French:

Art History 145: Gothic Art and
Architecture
Art History 160: Eighteenth-Century
Western Art
Art History 164: Modern Art Seminar
Philosophy 145: Feminist Theory Seminar

‘ French 23: Topics in French Civilization:
“ Barbarian” France
French 24: Mémoire culturelle et histoire
‘ French 25: Centers and Peripheries in
the Francophone World
French 30: Topics in 17th and 18th
Century Literature
‘ French 33: Le Monde francophone:
résistances et expressions littéraires
French 35: Topics in 19th & 20th Century
Literature
‘ French 36: Poésie d’écritures
françaises
French 60: Le Roman du 19ème siècle
French 61: Odd Couplings: Writing and
Reading Across Gender Lines
French 62: Le Romantisme
French 65: Baudelaire and symbolism
French 70: Théâtre moderne
‘ French 70F: Caribbean and French
Civilizations and Cultures
French 72: Le Roman du 20ème siècle
French 73F: Franco-European Theatre
French 74 F: Theorizing Otherwise:
French Women Philosophers & their
literary texts
*French 75F: Haïti and the French
Antilles and Guyane in translation
*French 76: Femmes écrivains
‘ French 7 7 : Prose francophone:
Littérature et société
‘ French 78: Théâtre d’écritures
françaises: connaissance et société
‘ French 91: Special Topics (Counting as *
depending on the topic of the year)

French courses numbered 12 and above:

French seminars:

French 12C: France “ Year 2000” :
Introduction socio-culturelle à la
France actuelle
French 12L: Introduction à l’analyse
littéraire
French 22: Le Cinéma français

French 102: Le Théâtre classique
French 104: Stendhal et Flaubert
French 105: Proust
French 106: Poésie symboliste
French 107: Le Roman du 18ème siècle:
Thèmes et techniques

156

French 108: Le Roman du 20ème siècle
French 109: Le Romantisme
‘ French 110: Ecritures françaises hors
de France: Fiction et réel
‘ French 1 1 1 : Aspects of French Culture
and Civilization: “ La Ville”
C O G N A TE C O U R SE S A N D SEM IN A R S
(30% Francophone content minimum): no
more than two credits may count toward the
concentration.

Art History 18: TWentieth-Century
Western Art
Art History 64: Philadephia and American
Architecture
Dance 22: History of Dance: Europe’s
Renaissance THrough 1900
Dance 36: Dance and Gender
‘ Dance 37: The Politics of Dance
Performance
‘ Economics 82: Political Economy of
Africa
English 72: Proust, Joyce and Faulkner
‘ History 8b: Modern Africa, 1880 to
Present
History 20: Official and Popular Culture in
Early Modem Europe
Lit 14: Modern European Literature
Lit 22F: French/ltalian/Spanish Cinema
Music 4: Opera
Music 22: Nineteenth-Century Music
Music 23: IWentieth-Century Music
Philosophy 39: Existentialism
Political Science 3: Introduction to
European Politics
Political Science 12: Modern Political
Thought
Sociology/Anthropology 36: History of the
Cultural Concept

C o m ate Seminars (30% Francophone content
minimum):

History 1 1 7 : State and Society in Early
Modern Europe
History 122: Revolutionary Europe
1750-1870
History 124: Europeans and Others since
1750
‘ History 140: The Colonial Encounter in
Africa
Philosophy 139: Existentialism,
Phenomenology, and Poststructuralism
Political Science 101: Political Theory:
Modem
Religion 112: Postmodern Religious
Thought
Sociology/Anthropology 102: History and
Myth
Sociology/Anthropology 103: Gift and
Fetish
Theatre Studies 106: Theatre History
Seminar (depending on the topic o f the
year)
Note: Among all the courses listed above.
those satisfying the requirement of at least two
credits covering Francophone material outside
of France are marked *. These can be courses
in French or in other disciplines. French 91
(Special Topics) may count among this cate­
gory, depending on the topic o f the year.

THE MINOR IN FRANCOPHONE STUDIES
To be eligible to m inor in Francophone Studies
for the Honors Program, students must com­
plete all the requirements for the Francophone
Studies concentration. T his entails the com ­
pletion o f five credits, and the writing o f the
Senior paper. Candidates for an honors minor
will offer a single two-credit preparation out­
side the major. T h e student will follow the
requirements for Senior Honors Study for the
minor in the department in which the seminar
is offered, and take that exam.

157

German Studies

Coordinator:
Committee:

SUNKA SIMON (German)
Richard Eldridge (Philosophy)
Marion Faber (Germ an)3
Pieter Judson (History)3
Janies Kurth (Political Scien ce)'
Tamsin Lorraine (Philosophy)
Michael Marissen (Music)3

BrauliO Munoz (Sociology/Anthropology)
Christopher Pavsek (German)
Mark Wallace (Religion)12
Hansjakob Werlin (German)

1 A bsent on leave, fall semester, 1996.
2 A bsent on leave, spring semester, 1997.

T h e concentration in German Studies grows
out o f the co n n ectio n betw een G erm an
thought and art o f the nineteenth and twenti­
eth centuries. Figures such as G oethe, Wagner,
Nietzsche, Marx, and Freud, for example, go
beyond the boundaries o f particular disciplines.
In addition, the study of Germ an 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 con­
temporary society and prepares the student for
graduate work in a good number of academic
disciplines, as well as for various international
careers. T h e Concentration may be undertak­
en in the Course Program or in the Honors
Program. Concentrators should consult the
program coordinator during the sophomore
year to plan their work towards the
Concentration.
General Requirements:
Students are required to take five credits from
designated courses in German Studies, three of
which must be outside the student’s major
department. To ensure a common groundwork
for all concentrators, students must take the
core course, G erm an 14, Introduction to
Germ an Studies. To ensure work in depth, at
least one credit must be a thesis on an interdis­
ciplinary topic, normally to be proposed at the
end o f the junior year and written in the fall
semester o f the senior year. A n interdiscipli­
nary thesis for the student’s major department

158

3 A bsent on leave, 1996-97.

may fulfill this requirement.
It is required that students do substantial work
in the German language (Germ an 4 or the
equivalent). It is also strongly recommended
that students study in Germany (for a summer
or, preferably, for a semester) if at all possible.
Students who do no t take an advanced litera­
ture course must either use original Germ an
sources in the thesis or add an attachm ent in
German to one course in the concentration.
Note: A student can accomplish a Special
Major in Germ an Studies by taking three addi­
tional credits from the courses listed below.

German Studies Minor in the Honors Program:
Requirements: T h e G erm an Studies C o n­
centration offers only a M inor in the Honors
Program. Students in the Germ an Studies
Honors Program are expected to be sufficiently
proficient in spoken and written Germ an to
complete all their work in German and are
strongly advised to spend at least one semester
o f study in a Germ an-speaking country.
Candidates are expected to have a B average in
course work both in the Department and at the
College.
Prerequisites: Germ an 14 and an advanced
course in Germ an Studies.
Preparations: a seminar in German Studies (or,
in lieu o f the seminar, two advanced courses in
German Studies).

Senior Honors Study and Examination:
For Senior Honors Study, students are required
to present a 250-word outline (together with a
bibliography) by February 15, indicating how
they intend to deepen their preparation for the
seminar. T h e approved preparation in the form
of 1500-2000-word paper will be added to the
honors portfolio which will also include the
seminar syllabus and student bibliography.
The Honors Examination will take the form of
a three hour written exam based on a German
Studies seminar and the one half credit SH S
preparation and a thirty minute oral exam
based on all previous work in the field.
T he following courses and seminars may be
offered for a German Studies Concentration:

Courses (one credit)

Histoiy 34. Europe 1900. Eros and
Anxiety.
History 35. The Jew as Other.
History 36. Modern Germany.
History 37. The Holocaust and German
Culture./LIT 37G.
Music 2 2 .19th Century Music.
Music 33. Lieder.
Music 34. Bach.
Music 35. Late Romanticism.
Philosophy 39. Existentialism.*
Sociology-Anthropology 03. Senior
Colloquium on Art and Society.*
German courses numbered 3B and above.

Courses on German literature or
film, taught in English: LIT 20G,
LIT 50G, etc.
Seminars (two-credits)

History 122. Revolutionary Europe.*
History 124. Europeans and Others
Since 1750.+
History 125. Fascist Europe.
Music 10 1. Bach.
Philosophy 114 . Nineteenth-Century
Philusophy.

Philosophy 13 7. German Romanticism
and Idealism.
Philosophy 139. Phenomenology,
Existentialism, and Post-Structuralism.
Religion 106. Contemporary Religious
Thought.
Sociology-Anthropology 101. Critical
Modern Social Theory.
Sociology-Anthropology 105. Modern
Social Theory.
Sociology-Anthropology 115 . Freud and
Modern Social Theory.
German 104. Goethe und seine Zeit.
German 105. Die deutsche Romantik.
German 108. German Studies Seminar:
Wien und Berlin.
German 109. Rise of the Modern
German Novel.
* Cognate course: No more than two may be
counted towards the G erm an Studies
Concentration.
+ Cognate seminar: No more than one may be
counted towards the G erm an Studies
Concentration.

History

ROBERT C. BANNISTER, Professor
ROBERT S.DUPLESSIS, Professor3
LILLIAN M . LI, Professor
STEPHEN P. BENSCH, Associate Professor2
PIETER M . JUDSON, Associate Professor3
MARJORIE MURPHY, Associate Professor and Chair
ROBERT E . WEINBERG, Associate Professor
TIMOTHY J . BURKE, Assistant Professor
BRUCE A . DORSEY, Assistant Professor3
JASON MCGILL, Visiting Instructor

2 Absent on leave, spring semester, 1997

3 Absent on leave, 1996-97

COURSE OFFERINGS AND PREREQUISITES

course they wish to take or 4-5 in any area or
who have permission o f the instructor or who
have taken Classics courses 31, 32, 42 and 44Exceptions are courses designated “not open to
first-year students” or where specific prerequi­
sites are stated. Students taking seminars will
have taken at least two courses in the Swarthmore History Department or have demonstrat­
ed how preparation in other disciplines inte­
grates with the material in the seminar.

T h e Department o f History offers a range of
courses of value to all students, from surveys to
more specialized courses focusing on a specific
period, theme, or subfield. A ll courses attempt
to give students a sense o f the past, an acquain­
tance with the social, cultural, and institution­
al developments that have produced the world
o f today, and an understanding of the nature of
history as a discipline. T h e courses emphasize
less the accumulation o f data than the investi­
gation, from various points o f view, o f those
ideas and institutions— political, religious,
social, and economic— by which people have
endeavored to order their world.
Surveys are designed to serve the needs o f stu­
dents who seek a general education in the field,
as well as to provide preparation for a range of
upper-level courses. First-year seminars explore
particular issues or periods in depth. Although
these entry-level courses vary somewhat in
approach, they normally consider major issues
o f interpretation, the analysis o f primary
sources, and historical methodology. Upper
level courses (one credit) and advanced semi­
nars (two credits) focus on more specific topics.

Prerequisites and Recommendations: Courses 110 and 72 are open to all students without pre­
requisites; first-year seminars (courses 10A10H ) are open only to first-year students on
the same basis. Upper-level courses are gener­
ally open to all students who have taken any
course numbered 1-10 or who have Advanced
Placement scores o f 3 in the same area as the

160

REQUIREMENTS AND RECOMMENDATIONS
FOR THE MAJOR
Prerequisites: Admission to the Department as
a major requires at least two history courses
taken at Swarthmore and a satisfactory stan­
dard o f work in all courses. O ne of the two
courses must be History 1. T h e other course
may be taken in the History Department or
chosen from among the courses in Greek and
Rom an history offered by the Classics Depart­
ment. Students who intend to continue their
studies after graduation should bear in mind
that a reading knowledge of one or two foreign
languages is now generally assumed for admis­
sion to graduate school.

M ajor in the Course Program: T h e work o f the
major in course consists o f at least nine credits
in the Department, chosen so as to fulfill the
following requirements:
(a) Course majors must take at least one
course from each o f these areas: (1) A ll
Courses Before 1750; (2) A ll Courses in

Areas Outside Europe and the United
States: Africa, Asia, Latin America, and
the Near East. T h e Department has a list
of these distribution courses on file in the
Department Office. Beyond that, majors
are encouraged to concentrate informally
in topics or areas o f special interest to
them.
(b) A ll history majors, except those in the
Honors Program, must have completed
one upper division course (indicated by
starred courses) which requires a research
paper o f at least 20-25 pages based on pri­
mary and secondary research. These papers
are to be completed within the require­
ments o f the course. Majors are explected
to finish a non-credit project related to
public history which culminates in an oral
presentation before members o f the
department early in the spring semester.

M ajor and minor in the H onors Program:
Seminars are the normal mode of preparation
for students in the Honors program majoring in
history. A minimum grade of B in history will
be required o f all students entering seminars.
Majors in the Honors Program will complete
three double credit preparations and revise one
paper per preparation for the external examin­
er. Revised papers will not be graded but sent
to examiners to provide a context for the eval­
uation o f written examinations taken in the
Spring. Students may substitute an honors the­
sis for one o f their seminars. A ll thesis work is
due in final form by May 1st.
We strongly advise minors to take more than
one seminar and more than two courses in
preparation for taking the seminar they decide
to use as preparation for honors. Minors in his­
tory will complete one double credit prepara­
tion and submit one revised paper to their
portfolio.

FOREIGN STUDY
The History Department encourages students
to pursue the study o f history abroad and
intends to grant credit for such study as appro­
priate. In order to receive Swarthmore credit
for history courses taken on programs abroad,
or at other colleges and universities in the
United States, a student must have taken at

least one history course at Swarthmore, nor­
mally before going abroad. History 1 may, how­
ever, only be taken at Swarthmore. T h e
Department is unable to offer additional credit
work for students who have taken courses
abroad in areas in which no Department mem­
ber has expertise.

ADVANCED PLACEMENT AND
ATTACHMENT OPTIONS
T h e Department will automatically grant one
credit for incom ing students who have
achieved a score of 4 or 5 in Advanced Place­
m ent history examinations as long as they take
any introductory course (1 through 10H). This
credit may be counted toward the number of
courses required for graduation. Students with
A P credit may elect to take History 3 and 5a or
5b (but not both). Grades of 3 may serve as
prerequisite for advanced courses in history in
the same area (European or American) as the
Advanced Placement course. Advanced Place­
ment credit may be used in partial fulfillment
o f the college distribution requirements.
Incoming students with scores o f 3 or better
will be given preference in admission to FirstYear Seminars in the same area.

LANGUAGE ATTACHMENT
Certain designated courses offer the option o f a
foreign language attachm ent, normally for
one-half credit. Permission to take this option
will be granted to any student whose reading
facility promises the profitable use o f historical
sources in the foreign language. Arrangements
for this option should be made with the
instructor at the time o f registration.

TEACHER CERTIFICATION
For students who wish to seek secondary teach­
ing certification in the social sciences there are
two normal routes. One o f these is through a
major in one o f the social sciences, plus four to
six semesters o f courses in other social sciences.
Students majoring in history, political science,
and sociology-anthropology are required to

161

History

take at least four courses outside their major.
A ll students seeking social studies certification
are required to take two courses in history, at
least one of which must be in Am erican
History. Students with Advanced Placement
credit are encouraged to take European and
American History survey courses. Students are
required to take one social science course
focusing on non-western or non-Anglo subject
matter, a course in comparative systems, and a
course which addresses cross cultural issues.

nationalism and state-building, imperialism
and world wars.
Recommended for Teacher Certification.
Primary distribution course.

Spring semester. Staff.

4. Latin America.
T h e development o f Latin A merica from preColumbian times to the present. Emphasis is
on the political, economic, and social develop­
m ent of Brazil, M exico, and Argentina, and on
recent attempts at radical transformation.
Primary distribution course.

COURSES

Optional Language A ttachm ent: Spanish or
Portuguese.

1 . The Challenge of the Past.

Spring semester.

A comparative approach to the study o f the
nature, sources, and shaping o f historical
knowledge. Special emphasis will be given to
the implications of these debates for historical
thinking about identity, power, and institu­
tions.

5a. The United States in the
19th Century.

Fall semester. Staff.

Politics, society and culture in the U .S. from
the framing o f the Constitution through the
Gilded Age. Topics include: the legacy o f the
Revolution; the paradoxes o f Jacksonian
“democracy”; the cult o f domesticity; religion,
work, and social reform; slavery, the Civil War,
and Reconstruction; capitalism and culture.

2a. Medieval Europe.

Recommended for Teacher Certification.

Required o f all majors.
Primary distribution course.

A survey of medieval culture and institutions
from the third to the fifteenth century. Topics
will include the lingering sunset o f the ancient
world, the rise o f the barbarian North, and the
emergence o f a distinctively European civiliza­
tion in the central and late Middle Ages.
Primary sources will be stressed.
Primary distribution course.

Fall semester. Bensch.

2b. Early Modem Europe.
Introduction to 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.
Primary distribution course.

N ot offered 1996-97. DuPlessis.

3. Modern Europe.
A topical survey which covers the period 1750
to 1945 with an emphasis on the political,
social and cultural forces that have shaped
M odem Europe. Topics include Enlightenment
and popular culture, revolutionary movements,
industrialization and its social consequences,

Primary distribution course.

Fall semester. Bannister.

5b. The United States in the
20th Century.
Politics, society, culture and foreign relations
in the evolution from a modem/industrial to a
postmodem/postindustrial nation. Primary and
secondary readings will explore general themes
as well as key events from the Sacco-Vanzetti
trial to Watergate and beyond. Films and doc­
umentaries will supplement readings.
Recommended for Teacher Certification:
Primary distribution course.

Spring semester. Bannister.

6. The Fnrmation of the Islamic
Near East.
A n introduction to the history of the Near East
from the seventh to the early fifteenth century.
Emphasis will be placed on th e life o f
Muhammad, the Arab conquests, the rise of
the caliphate, and the articulation o f Islamic
values during an age of political disintegration
and nomadic invasion.

Primary distribution course.

Fall semester. Bensch.

7a. History of the African American
People.
T his course exam ines th e chronology of
A frican A m ericans from 1619, their first
recorded arrival in British N orth America, to
1865, the close o f the C ivil War.

N ot offered 1996-97. M cG ill. ~

7b. History of the African American
People, 1860-present.
A survey o f the varied and multidimensional
histories of A frican Americans from the Civil
War to the present.
History 7a recommended but not required.
Not offered 1996-97. M cGill.

8a. Africa in the Era of the Slave Trade,
1500-1850.
The three centuries which marked the rise and
fall of the slave trade transformed African soci­
eties and radically altered their place in the
world. T his survey course focuses on the devel­
opment o f the slave trade and its impact on
Africa. Topics covered include the rise o f pow­
erful states and the “commercial revolution” in
West Africa; the development o f Swahili cul­
ture in East Africa; migration and violence in
Southern Africa; the role o f European settle­
ments and forts. T h e course may count toward
a concentration in Black Studies.

Spring semester. Burke.

8b. Modern Africa, 1880 to Present.
A survey o f modem African history, examining
context and significance o f the establishment
of formal colonial rule and impact o f imperial­
ism on Africa’s post colonial history.
Not offered 1996-97. Burke.

9. Chinese Civilization.
A n historical introduction to various aspects of
traditional Chinese civilization and culture—
language, literature, philosophy, art, imperial
and bureaucratic institutions. T h e impact of
Chinese civilization on other parts o f Asia will
be examined briefly.
Satisfies requirement in the Asian Studies
Program.
Primary distribution course.

Spring semester. Li.

10A. First-Year Seminar: The Barbarian
Horth.
Exploration o f the rise o f Germanic and C eltic
societies from c.100 A .D . to c.1050 A .D .

N ot offered 1996-97. Bensch.

IOC. First-Year Seminar: Sex and Gender
in Western Traditions.
This seminar traces changing constructions of
gender in the creation of social norms from the
fifth century B C E to the present. T his course
may be counted toward a concentration in
Women’s Studies.

N ot offered 1996-97. Judson.

IOD. First-Year Seminar: The Cold War
Era.
A focused examination o f the origins and per­
sistence of the cold war from the globalization
o f containm ent to the pressure o f domestic
conflict.

N ot offered 1996-97. Murphy.

IOE. First-Year Seminar: The Invasion of
America.
A study of pre-Columbian America and a com ­
parative analysis o f interactions between
Indians and Europeans in colonial Spanish and
British America.

IOG. First-Year Seminar: Women, Family
and the State in China.
This seminar will consider the roles of Chinese
women and family both in traditional times
and in the twentieth century, including elite
and peasant society. Drawing from diverse
sources (literary, philosophical, anthropologi­
cal, etc.), the seminar will examine the ways in
which culture and the state have defined these
roles. This course may be toward a concentra­
tion in W om en’s Studies.

Fall semester. Li.

IOH. First-Year Seminar: The History of
Race in Horth America.
W hat is “race”? How does it effect people’s
lives throughout history? W ho has “race”? How
do they acquire it? T h e seminar explores these
questions by looking at the experiences of six­
teenth-century aboriginal Americans, lesbian
and gay African Americans of this century,
working-class whites in the late 1700s, south­
western Latina/os, and Japanese-, Chinese-,
and Southeast Asian-Americans.

163

History

Spring semester. M cGill.

18. Women in Pre-Industrial Europe.

Classics 31. History of Greece.

Studies women in the period o f transition from
traditional to m odem society, 1400-1700.
Topics include: the medieval prelude, prescrip­
tions about women, economic and social con­
ditions, careers, family and marriage, and pop­
ular culture.

(See listing under Department o f Classics.)

Classics 32. The Roman Republic and
Augustus.
(See listing under Department o f Classics.)

Classics 42. Democratic Athens

Spring semester. Stuard.

(See listing under Department of Classics.)

*19 . The Italian Renaissance.

Classics 44. The Early Roman Empire.

T h e emergence o f a new culture in the citystates o f Italy (fourteenth-early sixteenth cen­
turies).

(See listing under Department o f Classics.)

*1 2 . Chivalric Society: Knights, Ladies
and Peasants.
Around the year 1000 a new nobility emerged
to dominate Europe until the Industrial revolu­
tion. T h e course will explore the nature of
what some now call “T h e Feudal Revolution”
and its consequences through topics such as
the Peace o f G od, the Crusades, chivalry, pred­
atory kinship, seigneurialism, and the inven­
tion o f romantic love.
F all semester. Bensch.

14. Friars, Heretics and Female Mystics:
Religious Turmoil in the Middle Ages.
A n exploration o f radical m ovem ents o f
C hristian perfection, poverty, heresy, and
female mystics that emerged in Europe from
the eleventh to the fifteenth century.

N ot offered 1996-97. Bensch.

15. Medieval Towns.
W ere medieval towns the “seedbeds o f moder­
nity”? T h e course will explore the historical
and ideological debates surrounding the ques­
tion.

N ot offered 1996-97. Bensch.

*16. Sex, Sin, and Kin in Early Europe.
W estern kinship and sexual mores will be
examined as they crystallized from Roman,
Christian, Germanic, and C eltic traditions.
N ot offered 1996-97. Bensch.

* 1 7 . The Mediterranean World In the
Middle Ages.
T h e course will examine the interface among
Latin, Byzantine, and Islamic civilizations in
the medieval M editerranean, w ith special
emphasis on the period of W estern ascendancy.
Not offered 1996-97. Bensch.

164

N ot offered 1996-97. DuPlessis.

*20. Official and Popular Cultures in
Early Modern Europe.
Explorations o f thought and practice in west­
ern Europe between the later fifteenth and
eighteenth centuries.

N ot offered 1996-97. DuPlessis.

*22. Early Modern France and the
Francophone New World.
France and its North American and Caribbean
colonies from the late fifteenth to the late
eighteenth century.
Optional Language A ttachm ent: French.

N ot offered 1996-97. DuPlessis.

24. Field to Factory: The Transformation
of European Economies and Societies.
T h e industrialization o f Europe from the agri­
cultural revolution and proto-industry to the
contemporary period.

N ot offered 1996-97. DuPlessis.

2 7. To the Oarricades: The European
Revolutionary Tradition.
A n examination o f Europe’s revolutionary tra­
dition starting with the French Revolution and
ending with the Russian Revolution.

N ot offered 1996-97. Weinberg.

28. Nations and Nationalism in Eastern
Europe, 1848-1989.
T h e construction o f national political identi­
ties, movements, and states out o f m ulti-ethnic
Empires, from the revolutions o f 1848 to the
collapse o f the Iron Curtain.

N ot offered. 1996-97. Judson.

29. Sexuality and Society in Modern
Europe.
The historical construction o f sexual identities
in W estern societies since 1700.
Not offered 1996-97. Judson.

30. France Since 1789: Revolution and
Empire.

Optional Language Attachm ent: German.

N ot offered 1996-97. Judson.

*3 7 . History and Memory: The Holocaust
and German Culture.
(Cross-listed as
Literature’s 37G )

M odem

Languages

and

T he political, social, cultural and economic
history of France and its empire since the great
revolution.

A n examination o f the Holocaust through the
lens o f German culture and history. This course
may count toward a concentration in German
Studies.

Optional language attachm ent: French.

N ot offered 1996-97. Weinberg.

Not offered 1996-9 7. Judson.

*38. Russia in the Twentieth Century.

*3 1. Revolutionary Culture and
Transformation in the USSR.

This course focuses on the Bolshevik seizure of
power, consolidation of communist rule, rise of
Stalin, de-Stalinization, and the collapse of the
Soviet Union.

Exploration o f the ways in which Russia’s rev­
olutionary transformation manifested itself in
literature, art, film, and music.
Not offered 1996-97. Weinberg.

T his course may be counted toward a concen­
tration in International Relations.

*33. Women in Russia and the Soviet
Union: Accommodation, Resistance and
Transformation.

N ot offered 1996-97. Weinberg.

This course explores how Russian women were
affected by the gradual westernization, indus­
trialization and secularization o f society. This
course may be counted toward concentrations
in Public Policy and Gender policy.

A comparative analysis of dynamics, institu­
tions, and processes involved in the Iberian
medieval expansion and the Spanish conquest
o f the New World.

Spring semester. Weinberg.

34. Europe 1900: Eros and Anxiety.
Politics and Culture in Berlin, Paris, and
Vienna at the turn o f the century. Optional
language attachments: French, German.

N ot offered 1996-97. Judson.

*35. From Emancipation to
Extermination: European Jewry’s
Encounter with Modernity.
This course focuses on the fate o f European
Jewry from the beginning of emancipation in
the late eighteenth century to the Holocaust.
This course may be counted toward a concen­
tration in German Studies.

Spring semester. Weinberg.

39. Reconquista y Conquista: Iberian
Expansion, Old World and New.

N ot offered 1996-97.

*4 1 . The American Colonies.
T h e foundations o f A m erican civilization,
1607-1763. Topics treated include: the devel­
opment o f representative government; denominationalism and religious toleration; the
emergence o f a new social structure; racism and
ethnic relations; and England’s imperial policy.

Fall semester.

*42. The American Revolution.
T h e conflict between intensive self-govern­
ment in the colonies and English ideas and
projects for empire; the revolt against colonial
status and the elaboration o f a “republican”
ethos and “republican” institutions, 17631789.

36. Modern Germany.

Spring semester.

German politics, society and culture in the
19th and 20th centuries, from the revolutions
of 1848 to recent attempts at reunification.
This course may be counted toward concentra­
tions in Germ an Studies and International
Relations.

43. Jeffeisonianism and the American
Experience.
A n interdisciplinary course w hich focuses
intensively on contrasts betw een the
Jeffersonian view o f man and America and
other perspectives in American politics, con-

History

Prerequisite: History 5 or equivalent, or the
permission of the instructor.

in M exico,
A merica in
World W ar
Vietnam in

N ot offered 1996-97.

Fall semester. Murphy.

*44. America in the Progressive Era,
1896-1920.

*50. The Making of the American
Working Class.

Politics, society, and culture in the making of
“modem” America.

A colloquium on the history o f the industrial
revolution in America. T h e principal focus is a
cooperative research project on which individ­
ual papers are written. T his course may be
counted toward a concentration in Public
Policy.

stitutional law, social theory, religion, litera­
ture, and architecture.

N ot offered 1996-97. Bannister.

45. The United States Since 1945.
Foreign policy, domestic politics from Truman
to Reagan.

N ot offered 1996-97. Murphy.

*46. The Coming of the Civil War.
Social change on the eve o f the C ivil War; the
conflict over free and slave labor; slavery and
an African-American culture; causes o f the
C ivil War.

1916; the significance of Central
commerce; racialism and Japan in
II and interventions in Korea and
the post-war era.

Fall semester. Murphy.

52. History of Manhood in America,
1750-1920.
Meanings o f manhood and various construc­
tions o f masculine identity in A m erica
between the 18th and 20th centuries.

N ot offered 1996-97. Dorsey.

N ot offered 1996-97. Dorsey.

54. Women, Society, and Politics.

*4 7 . American Culture Since 1880.

W om en in Am erican society from the colonial
period to the present.

Intellectual and cultural history in its institu­
tional and social setting. Them es include pro­
fessionalization and the culture o f “science”;
Modernism, from rebellion to orthodoxy;
“popular” culture and the rise of Post mod­
ernism. Roughly equal attention will be given
to the periods o f Realism (1880s-1910s),
Modernism ( 1920s-19 5 0 s), and Post mod­
ernism (1960s-present), with examples from
political and social theory, religion, literature
and the arts.

Spring semester. Bannister.

48. Murder in a Mill Town: A Window on
Social Change During the Early Republic.
Topics in the social and cultural history of
Am erica between the Am erican Revolution
and the Civil War, utilizing primary sources
from an 1833 murder trial.

N ot offered 1996-97. Dorsey.

*49. Race and Foreign Affairs.
A history o f U .S . foreign affairs with attention
paid to the origins of racialism and the impact
o f expansionism on various ethnic and racial
groups. Topics include the myths o f Indian
atrocities in the W ar of 1812: Manifest Destiny
and expansion, 1840; the war with M exico,
1846; the war with Spain, 1898; intervention

166

■

|

N ot offered 1996-97. Murphy.

*60. Cultural Constructions of Africa:
Images, inventions, Ideologies.
T his 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, misunderstand­
ing or exploitation.

I
j
9

N o prerequisites. T h e course may count toward
a concentration in Black Studies.

N ot offered 1996-97. Burke.

*6 1 . Trade, Merchants and Markets in
African History.
T his course deals with the central role o f trade
and m erchant activity in the history of African
societies from the trans-Saharan trade in
ancient Africa to the role o f market women in
present-day Ghana.

I
I
j
I

Spring semester. Burke.

*62. Health, Medicine and the Body in
Modern Africa.
This course examines the history of African
practices and ideas o f healing in the nineteen th and tw entieth centuries and their
encounter with European medical institutions

I
]

in the colonial and post colonial eras.
Not offered 1996-97. Burke.

*63. History of Southern Africa.
Course focus includes, but is not limited to, the
history of South Africa and emphasizes the his­
tory o f the nineteenth and twentieth centuries.
The course may count toward a concentration
in Black Studies.
Not offered 1996-97. Burke.

*66. Topics in Latin American History.
Them atic as well as regional and national
approaches varying from year to year. Topic:
Latin American Women.
Analysis o f the lives and roles of women—
Native American, Black, and Hispanic— not
only in such traditional spheres as sexuality,
marriage, and the family, hut also in terms of
female intimacy, the women’s movement, and
the new role o f women in political life.
Prerequisite: History 4, or the permission o f the
instructor.
Optional Language A ttachm ent: Spanish or
Portuguese.

Fall semester.

67. The Black Experience in Latin
America.
The history o f black people in French, Portu­
guese, and Spanish America: slavery, emanci­
pation, the contemporary scene; comparisons
with U .S. experiences. This course may count
toward a concentration in Black Studies.
Optional Language A ttachm ent: Spanish or
Portuguese.
Not offered 1996-97.

68. Food and Famine: Past and Present.
This course considers how different societies
have fed their populations, how the current
world food problem differs from historical sub­
sistence crises, and how food affects economic
development and international relations.
Prerequisite: Prior work in history, or permis­
sion o f the instructor. T his course may be
counted toward a concentration in Public
Policy.
Not open to first-year students. Li.

72. Japanese Civilization and Culture.
(Cross-listed as A rt History 3 1 ). This course
explores Japan’s visual, literary, and political

cultures from the pre-historical period through
the early nineteenth century.
N o prerequisite. (Fulfills the distribution
requirement for either Humanities or Social
Sciences as designated at time o f registration).
Satisfies requirement in the Asian Studies
Program.

Fall semester. Graybill and Li.

*7 4 . Modern China: From Emperors to
Entrepreneurs.
T h e history o f China from the early nine­
teenth century until the present. Topics
include the Opium War, foreign imperialism,
rebellions, reform, revolution,'" and the postMao era.
Satisfies requirement in the A sian Studies
Program.

N ot offered 1996-97. Li.

*75 . Modern Japan.
T h e transformation o f Japan from a feudal soci­
ety to a modem nation-state. Topics include
the M eiji restoration, the Japanese empire,
militarism and war, postwar society.
Satisfies requirement in the Asian Studies
Program.
Not offered 1996-97. Li.

7 7 . Orientalism East and West
From Marco Polo to Madame Butterfly, from
Pearl Buck to Fu Manchu, Westerners have
created images o f the “O rient” that have
ranged from fantastic to dem onic. Using
images mainly from C hina and Japan, and
occasionally from India and the Middle East,
this course will consider their contexts, their
authors, and the political, ideological and
other purposes that they served. Materials will
include literature, memoirs, wartime and cold
war propaganda, and mass media. This course
will also consider Asian views o f the West
since the nineteenth century.
Prerequisite: A n introductory history course or
permission o f the instructor.

Spring semester. Li.

88. The Social History of Consumption.
This course examines the role o f consumption
and commodities in the making o f the modem
world, focusing largely but not exclusively on
the history of European and N orth American
societies.

167

History

♦

«
Not offered 1996-97. Burke.

122. Revolutionary Europe 1750 to 18 71.

89. Gender, Sexuality and Colonialism.

Selected topics in the social, economic, and
political history o f France, England, and
Germany from the ancien régime to the Paris
Commune. Special emphasis on the origins
and nature o f the French Revolution, the
Industrial Revolution, class structure and con­
flict, and the emergence o f nationalism and
liberalism. This course may be counted toward
concentrations in German Studies and Franco­
phone Studies.

Drawing upon the comparative history of
Asian, African, Caribbean, Latin American
and Native Am erican societies since 1500, this
course will examine the ways that colonial
rulers and colonial societies envisioned and
experienced gender.

Fall semester. Burke.

92. Thesis.
A single credit thesis, available to all majors in
their senior year, on a topic approved by the
Department. Available to honors. Students
may not register for History 92 Credit/No
Credit.

93. Directed Reading.
Individual or group study in fields o f special
interest to the student no t dealt with in the
regular course offerings. T h e consent o f the
chairman and o f the instructor is required.
History 93 may be taken for one-half credit as
History 93A .
Members of the Department.

SEMINARS
T h e following seminars are offered by the
Department to juniors and seniors. Seniors in
the External Exam ination Program usually
take seminars in preparation for their examina­
tions. Som e preliminary reading or other
preparation may be required for seminars on
subjects in which no work has previously been
done.

116 . The Italian Renaissance.
Topics in the development o f state, society, and
culture in Italian communes between the four­
teenth and sixteenth centuries.
Not offered 1996-97■ DuPlessis.

1 1 7 . State and Society in Early Modern
Europe.

1

M

Spring semester. Weinberg.

124. Europeans and Others Since 1750.
T h e rise o f European nationalism, imperialism
and racism examined comparatively in France,
Germany, G reat B ritain, the Habsburg
Monarchy and their colonial empires in the
period 1750-1914.
Not offered 1996-97■ Judson.

125. Fascist Europe.
This seminar studies European fascism in the
context of a world tom by world war, econom­
ic depression and class conflict. T his course
may be counted toward concentrations in
German Studies and International Relations.

W

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M

Not offered 1996-97. Judson.

128. Russian Empire in the I9th and
20th Centuries.
Focus on the social, economic, political, and
intellectual forces leading to the collapse o f the
autocracy and the rise o f Stalin. Particular
attention is devoted to the dilemmas o f change
and reform, and the problematic relationship
between state and society. This course may be
counted toward a concentration in Inter­
national Relations.

Fall semester. Weinberg.

130. Early American History.
Political, economic, social, and cultural aspects
o f the period from the explorations to the early
National era.
Not offered 1996-97.

Comparative analysis o f state formation, eco­
nom ic development, and social change in con­
tinental Europe and England during the six­
teenth and seventeenth centuries.

132. American Political History.

N ot offered 1996-97■ DuPlessis.

Fall semester. Bannister.

Parties, public policy, social, and constitution­
al issues from 1787 through the 1960s in their
econom ic and cultural context.

*»

I |

134. American Diplomatic History.
T he emergence o f the U nited States as a world
power, w ith emphasis on expansionism,
national interest, and global mission.
Not offered 1996-97. Murphy.

135. American Social History.
Everyday life in America from the colonial era
to the present. Topics include conflicts
between N ative A m erican and European
American cultures; slavery and its aftermath;
constructions o f race; industrialization and
changing patterns o f work; religious revivalism
and reform; working-class culture; gender, fam­
ily and sexuality; immigration; urbanization
and suburbanization, and popular culture.

Spring semester. Li.

148. Latin America.
Selected topics in Latin Am erican history,
including the encounter o f Europeans, Indians
and Africans; the rise of the great estate; ideo­
logical conflict in the post-independence era;
and autonomy versus dependence in economic
development.

N ot offered 1996-97.

Spring semester. Murphy.

136. American Intellectual History: The
nineteenth Century.
Political, social, and literary culture in the
United States from the 1780s to the 1910s.

Not offered 1996-97. Bannister.

137. American Intellectual History: The
Twentieth Century.
Political, social, religious literary culture in the
United States from “modernism” to “post mod­
ernism”.

Not offered 1996-97. Bannister.

140. The Colonial Encounter in Africa.
Focus on the social, economic, and cultural
dimensions o f the colonial era in modem
Africa. Topics discussed include nationalism
and other forms o f A frican resistance to colo­
nial rule; migrancy and the development of
new urban cultures; missionaries, conversion
and struggles over religious practices; industri­
alization and workers’ movements; gender and
sexuality during the colonial era; impact of
colonial patterns o f development on contem ­
porary 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 revolution;
political and social transform ation in the
People’s Republic o f China.
Satisfies requirement in the Asian Studies
Program.

169

Interpretation Theory

Coordinator:
Comm ittee:

KENNETH GERGEN (Psychology)
Timothy Burke (History)
Michael Cothren (A rt)
Richard Eldridge (Philosophy)
BrUCe Grant (Sociology/Anthropology)2
Cynthia Halpern (Political Science)
Christopher Pavsek (M odem Languages and Literatures)
Robin Wagner-Pacifici (Sociology/Anthropology)
Mark Wallace (Religion)2
Philip Weinstein (English Literature)
Patricia White (English Literature)

2 A bsent on leave, spring semester, 1997.

Propositions about persons, texts, works o f art,
or nature inevitably require acts o f interpreta­
tion. A ll fields o f knowledge, then, are wedded
to interpretive processes. A program in Inter­
pretation Theory provides students with the
opportunity to explore processes o f interpreta­
tion, inquiring into their nature across the dis­
ciplines, forces impinging upon interpretive
acts, and the results o f varying forms of inter­
pretation both within knowledge generating
communities and the culture more generally.
Focal attention is directed to the function of
language, and to the ways in which various tex­
tual and rhetorical devices, values, and social
processes guide interpretation. Questions of
objectivity, cultural utility, and moral account­
ability 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 requirem ents stated below.
Students should submit their proposed program
to the coordinator o f the concentration. A ll
program proposals must be approved by the
Interpretation Theory Committee.

theories and practices, concentrations will nor­
mally include at least one course from each of
the two groups of courses that serve to intro­
duce the concentration. O n e such group (iden­
tified by single asterisk) is comprised o f courses
th at attend significantly to the historical
development o f interpretive practices. T he
other group (identified by double asterisks) is
comprised of courses that attend signficantly to
the range of interpretive strategies currently
operative within several disciplines. C oncen­
trators will choose these two recommended
courses from different departments, and they
will normally complete them by the end o f the
junior year. Three of the remaining four cours­
es in the concentration are elective, but they
must draw on at least one further department.
As part o f the six course requirement, all con­
centrators will take a capstone seminar, IT 91,
team taught by members o f different depart­
ments, in their senior year.
Currently offered courses relevant to the con­
centration include:

Int Theory 91. Capstone Seminar.
T h e relationships among spirituality, literary
practice, and critical theory will be explored in
an interdisciplinary format.

CONCENTRATION REQUIREMENTS

Spring semester. W allace and Weinstein.

Each concentration must include a minimum
o f six credits from the courses and seminars
listed below. In order to provide necessary his­
torical perspective, and in order to guarantee
exposure to a sufficient variety o f interpretive

Art Hist 9. Form and Signification.
Art Hist 61. Everyday Things.
Art Hist 195 .* Theory and Methodology.
Biology 43. History and Critique of
Biology.

A

1

1

e

I

4

Classics 36. Classical Mythology.
English 15. Fictions of Identity.
English 2 9 .** Inscriptions of the
Feminine.
English 39. Romanticism and the
Performance of Gender.
English 49. “ Whiteness” and Racial
Differences.
English 8 2 .** Representations of
Women’s Identity.
English 85. American Narrative Cinema.
English 86. Women and Popular Culture.
English 89. Feminist Film and Media
Studies.
English 91 . * * Film Thenry and Culture.
English 9 2 .** Theory of the Novel.
English 9 3 .** Lesbian Representation.
English 94. Critical and Cultural Theory.
English 1 2 0 .** Critical Theories.
History 1 . The Challenge of the Past.
History 29. Sexuality and Society in
Modern Europe.
History 60.* Cultural Constructions
of Africa.
Int Theory 90. Directed Reading.
Int Theory 92. Thesis.
Mod Lang 54G. Post-War German Cinema.
Mod Lang 61. Writing and Reading Across
Gender Lines.
Mod Lang 62F. Le Rnmantisme.
Mod Lang 7 1 F. Constructions of Male
Homosexuality.
Mod Lang 76. Femmes écrivains.
Mod Lang 108. Le Roman du 20e siècle:
Fictions, Myths, Ideologies from the
Twenties to the Present.
Phil 1 7 .* Aesthetics.
Phil 26. Language and Meaning.
Phil 45 .* Philosophical Approaches to
the Question of Woman.
Phil 7 8 .* * Post Modernism/Post
Structuralism.

Phil 89. Philosophy of Social Sciences.
Phil 106.* Aesthetics.
Phil 116 . Language and Meaning.
Phil 139 .* Phenomenology,
Existentialism, and PostStructuralism.
Phil 145. Feminist Theory Seminar.
Poli Sci 12. Mndern Political Theory.
Poli Sci 1 3 .* Feminist Political Theory.
Psych 3 7 .* * Concepts of the Person.
Psych 44. Psychology and Women.
Psych 48. Technology, Self and Snciety.
Psych 5 2 .** Representations of Women’s
Identity.
Psych 6 8 .** Reading Culture.
Psych 87. Psychology, Riology and
Economic Rationality.
Psych 106 .* Personality Theory and
Interpretation.
Religion 5. Problems of Religious
Thought.
Religion 1 4 .* Philosophy of Religion.
Religion 1 1 2 .* * Postmodern Religious
Thought.
Soc-Anthro 2. Nations and Nationalism.
Soc-Anthro 2 4 .** Discourse Analysis.
Soc-Anthro 55.* Power, Authority, and
Conflict.
Soc-Anthro 5 8 .** Cultural
Representations.
Soc-Anthro 7 7 . Colloquium: Art and
Society.
Soc-Anthro 10 1. Critical Modern Social
Theory.
Soc-Anthro 102. History and Myth.
Soc-Anthro 105. Modern Social Theory.
Soc-Anthro 114 . Political Sociology.
Soc-Anthro 115 . Freud and Modern
Social Theory
O ther courses may be considered upon petition
to the Interpretation Studies C om m ittee.
These may include relevant courses offered at
Bryn Mawr, Haverford, and the University of
Pennsylvania.

171

Latin American Studies

Coordinator:
Committee:

JOHN J . HASSETT (M odem Languages & Literatures)
Aurora Camacho de Schmidt (M odem Languages and Literatures)
Miguel Díaz-Barriga (Sociology/Anthropology)
J o a n Freidm an (Modem Languages & Literatures)
Hugh Lacey (Philosophy)
Braulio Muñoz (Sociology/Anthropology)
Steven Piker (Sociology/Anthropology)
Kenneth Sharpe (Political Science)

People in the United States are more aware
than ever o f their own Latino/a population and
the geographical situation of their country in a
hemisphere shared with more than 450 million
Latin Americans. Inter-Am erican relations are
full o f challenges, potential for conflict, and
possibilities for growth and social transforma­
tion. T h e Latin American Studies C oncen­
tration (L A S C ) prepares students in the cul­
tures, languages, literatures, historical and
sociopolitical contexts of the countries o f Latin
Am erica and o f Latinos/as in the U nited
States. T h e concentration is open to all majors
in all departments. In addition, L A S C serves as
a fomm for Latin American faculty working on
Latino/a and Latin American issues, allowing
them to interact with colleagues at the tri-college, national, and international levels through
various means, including faculty exchanges
with Latin American universities. L A S C takes
as one o f its key roles the facilitation o f visits
by faculty from Latin America to the college
campus for both short term as well as long term
periods. A t this point visits by scholars from
the Universidad de Centroamérica (U C A ) in
El Salvador, the Universidad de la Frontera
(C hile) and the Universidad de Lima (Perú)
have occurred or are ongoing.

CONCENTRATION REQUIREMENTS
Students interested in the concentration must
submit a proposal as part o f their Sophomore
Paper in the spring semester of their second
year. T his proposal should be developed in
close consultation with the L A S C Coordinator
and members o f the Latin American Studies
C o n cen tratio n C om m ittee. T h e proposal
should establish how the concentration relates
to the overall program of undergraduate study

in general, and to the departmental major in
particular. T h e requirements for the concen­
tration include:
1) Language. L A S C requires the successful
completion o f Spanish 4B or its equivalent.
This requirement is waived for students who
demonstrate com petence in Spanish or
Portuguese. In their junior year students will be
expected to read texts in Spanish or Portu­
guese, and attend classes taught in either lan­
guage. It is desirable, therefore, that students
study language as early as possible, in their
undergraduate career.
2) Study abroad. A ll students are required to
spend a minimum of one semester abroad in a
program approved both by L A S C and the
Office of Foreign Study. Only in exceptional
cases with the support o f a faculty member and
the approval o f L A S C Com m ittee will a
semester internship or community service in
Latin America fulfill the concentration re­
quirement. Study abroad must be pursued in
either Spanish or Portuguese.
3) M ini'Course. During their senior year con­
centrators are required to participate in a mini­
course with our visiting Latin American schol­
ar. T h e topic o f each mini-course will depend
upon the field o f expertise and research of the
visiting scholar. T h e mini-course will involve
four sessions (lecture followed by discussion)
and the language of instruction will be Spanish
(or Portuguese with Spanish translation).
4 ) Courses. A ll students must take a minimum
o f five credits which may be selected from the
courses and/or seminars listed below, or from
those taken abroad in an approved program.
T h e concentration also requires that at least
one credit be taken, either at Swarthmore or
abroad, in each of the areas listed below.
Furthermore, at least one credit must be taken
at Swarthmore in each of two different areas:

A. Latin American Politics and History

C.

Hist. 4: Latin America.
Hist. 39: Reconquista y Conquista:
Iberian Expansion, Old World and New.
Hist. 66: Topics in Latin American
History.
Hist. 148: Latin America.
Poli.Sci. 57: Latin American Politics.
Puli-Sci. 63: La Frontera: The U.S. and
Mexico in Politics and Literature.
Poli.Sci. 109: Comparative Politics:
Latin America.
S & A 66: Ecology, Peace and
Development in El Salvador.

S & A 12: Introduction to Latinos in
the U.S.
S & A 31: Latin American Society and
Cultures.
S & A 32: Latin American Urbanization.
S & A 33: Indigenous Resistance and
Revolt in Latin America.
S & A 37: Spanish American Society
Through Its Novel.

Latin American Societies and Culture

(also cross listed as L IT 60SA )

Rel. 107: Liberation Theology.
Phil. 58: Violence and Non-Violence
in Latin America.

B. Latin Am erican Literature

Span. 13: Introducción a la literatura
hispanoamericana.
LIT 65SA: Indigenous Peoples in Latin
American Literature.
Span. 76: La poesía hispanoamericana
del siglo XX.
Span. 7 7 : La novela hispanoamericana
del siglo X X .
Span. 79: El cuento hispanoamericano.
Span. 80: Narrativa chilena desde el
golpe militar.
Span. 81: Invención y redescubrimiento
de América.
Span. 82: La mujer mirando al hombre.
Span. 83: El tirano latinoamericano en
la literatura.
Span. 85: Narrativa hispánica
contemporánea de Estados Unidos.
Span. 101: La novela hispanoamericana
dei siglo X X .
Span. 104: La narrativa de Mario Vargas
Llosa.
Span. 105: La literatura contemporánea
de Cuba y Puerto Rico.
Span. 106: Visiones narrativas de
Carlos Fuentes.

HONORS MINOR
To complete an honors minor in Latin Ameri­
can Studies students must have completed all
requirements for the concentration. From
within the concentration’s offerings they may
select for outside exam ination a seminar
included in the L atin A m erican Studies
Concentration listing so long as this offering is
not an offering within their major department.
T h e one-half credit senior honors requirement
consists of a set o f additional readings assigned
by the seminar professor on which students will
also be examined.

173

Linguistics
fi
JOHN BAUGH, Eugene M. Lang Visiting Professor for Issues o f Social Change
DONNA JO NAPOLI, Professor and Program Director
THEODORE FERNALD, Assistant Professor
THOMAS KLEIN, Lecturer and Laboratory Assistant
Committee:
Michael Brown (Physics)
Richard Eldridge (Philosophy)
Sibelan Forrester (M odem Languages and Literatures)
Charles Kelemen (Computer Science)
Steven Piker (Sociology and Anthropology)

I

I
4

T h e discipline: Linguistics is the study o f lan­
guage. O n the most general level it deals with
the internal structure o f language, the history
o f the development o f language, the informa­
tion language can give us about the human
mind, and the roles language plays in influenc­
ing the entire spectrum of human activity.
T h e relevance of linguistics to the disciplines
o f psychology, philosophy, sociology, anthro­
pology, and language study has been recognized
for a long time. But recently a knowledge of
linguistics has become important to a much
wider range o f activities in today’s world. It is a
basic tool in artificial intelligence. It is increas­
ingly a valuable tool in literary analysis. It is
fundamental to an understanding o f communi­
cation skills. And, since the very nature of
modem linguistic inquiry is to build arguments
for particular analyses, the study of linguistics
gives the student finely honed argumentation
skills, which stand in good stead in careers in
law, business, and any other profession where
such skills are crucial.
Linguistics is at once a discipline in itself and
the proper forum for interdisciplinary work of
any number o f types. T his is because language
is both the principal medium that human
beings use to communicate with each other
and the bond that links people together and
binds them to their culture. T h e study o f lan­
guage 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 departments
m entioned below. T hese are the Special
Majors: Linguistics (LIN G ); Linguistics and
Languages (LL).
T h ere is one honors m ajor administered
through the Linguistics Program: Linguistics.

174

A ll LIN G and LL majors (honors or course)
must take one course or seminar from each of
the following three lists:

1

>

(a) sounds: Ling. 45, 52, 105, 106
(b) forms: Ling. 50
(c) meanings: Ling. 26, 40, 109, 116
A ll LIN G and LL majors (honors or course)
will be expected to take Ling 60. If the student
speaks a non-Indo-European language, this
requirement is waived.

I
9
1*

Students are encouraged to study abroad, and
all departmentally approved courses taken in
linguistics abroad can be used to fulfill requirements for the major or minor.

I
1
11

SPECIAL MAJOR: LINGUISTICS

*

T his special major consists o f 8 credits in
Linguistics, where the student may choose to
count Linguistics 1 as part o f the major or not.

I

Special majors must also pass eith er the
Language Requirem ent or the Cognate
Requirement. If the student is a double major,
this requirem ent is waived.

I i

Language Requirement: Advanced competence

9

in at least one foreign language.
This can be demonstrated by successfully-com­
pleting Latin 13, G reek 12, or above, or a sem­
inar in the Dept, o f Classics, or a course numbered 11 or above in the Dept, o f M odem 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 Linguistics Program. Any
natural language, ancient or modem, may be

j
I

j

used to fulfill this requirement.

Cognate Requirement: A t least three credits in a
cognate area to linguistics. (Note: A ll courses
in the chosen cognate that appear on the list
below will count as part o f the credits in the
major in the determination of whether or not a
student has adhered to the “20-course-rule.”)
The cognate areas are defined below. T h e cred­
its must be gained by taking classes from a sin­
gle 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). T h e numbers of
the approved courses from the named depart­
ment are listed after the department name.
Courses no t listed here will not be accepted for
the cognate requirement unless they are crosslisted with Linguistics.
(1) Computer Science: 46, 63, 75
(2) Education: 18, 2 1 ,4 2 , 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 o f course)
(5) Mathematics/Statistics: 9, 23 or 53 (but
not both), 41, 46, 61, 65 or 72 (but not
both)
(6) Philosophy: 12, 26, 40, 86, 116
(7) Psychology: 3 2 ,3 3 ,3 4 ,3 9 ,4 2 ,4 3 ,4 9 ,8 6 ,
9 2 ,1 3 4
(8) Sociology/Anthropology: 10, 18, 19, 24,
104
(9) Formal systems: A student may choose to
do a cognate in Formal Systems, taking
courses from the approved lists for
Computer S cien ce, Engineering, and
Mathematics/Statistics.
Special majors in linguistics must pass a com­
prehensive 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 presenta­
tion. A ll senior papers must be written in the
research seminar (Ling 100) in the fall o f the
senior year.

SPECIAL MAJOR:
LINGUISTICS AND LANGUAGES
T h e student may combine the study of linguis­
tics with the serious study of two foreign lan­
guages. T h e languages can be m odem or
ancient. For this major, precisely 6 credits in
linguistics and 3 credits in each o f the two lan­
guages, for a total o f 12 credits, are required.
Linguistics 50 is required.
A ll students will be expected to take Ling 60.
If the student speaks a non-Indo-European lan­
guage, this requirement is waived.
For a modem language taught by the Dept, of
M odem Languages and Literatures, there must
be one Composition and D iction course (num­
bered 5 or above) and two other courses (num­
bered 11 or above) or a seminar.
For a classical language taught by the Dept, of
Classics, there must be one intermediate-level
course (numbered 11-14) and one seminar.
Som e work in each foreign language included
in the major must be done in the student’s
junior or senior year.
If one or both of the foreign languages is mod­
em , the student must study abroad for at least
one semester in an area appropriate for one of
the foreign languages.
Course majors will be encouraged to write a
senior paper. T hose who do no t 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. A ll senior papers
must be written in the research seminar (Ling
100) in fall of the senior year.

HONORS MAJOR: LINGUISTICS
Students must pass the requirement in sounds,
forms, and meanings, and in structure o f a non-

175

Linguistics

Indo-European language; must write a senior
thesis. Students are required to take the
Research Seminar for two credits in the fall
term o f their senior year. (T h e Research
Sem inar fulfills the college-wide Senior
Honors Study requirement for Honors.)
T h e thesis and two research papers will consti­
tute the portfolio for honors.
T h e thesis may be on any topic in linguistics. It
need not be related to course work. It will be
written in the Research Seminar. Work may be
collaborative with at most one other student at
the discretion o f the faculty. T h e “examina­
tion” will consist of a thirty-minute discussion
with the external reader.
T h e research papers will be on topics selected
from a list prepared by the external readers and
will be on core areas o f linguistics and directly
related to course work the student has taken.
T h e areas will be selected from any combina­
tion or blend o f the following: phonetics,
phonology, morphology, syntax, semantics, his­
torical, and comparative.
T h e student will prepare for these research
papers by taking at least four credits o f course
work (two credits in each of the research paper
areas). T h e students will work independently
on these papers, without collaboration and
without faculty guidance. T h e “exam ination”
will consist o f a one-hour discussion with the
reader for each paper.
T h e Linguistics Program puts no restrictions
on the minors that can be combined with this
major.

HONORS MINOR
Students must pass the requirement in sounds,
forms, or meanings and must take a minimum
o f 3 credits in Linguistics.
A single research paper will constitute the
portfolio for honors. This research paper willhave the same topics and guidelines for prepa­
ration and exam ination as the research papers
described immediately above for the majors.
A ll minors must take the Research Seminar in
the fall of their senior year for one or two cred­
its.
T h e Linguistics Program puts no restrictions
on the majors that can be combined with this
minor.

COURSES
1 . Introduction to Language and
Linguistics.
Introduction to the study and analysis of
human language, including sound systems, lex­
ical systems, the formation o f phrases and sen­
tences, and meaning, both in modem and
ancient languages and with respect to how lan­
guages change over time. O ther topics that
may be covered include first language acquisi­
tion, sign languages, poetic metrics, the rela­
tion between language and the brain, and soci­
ological effects on language.
Primary distribution course.

Fall. Femald.

2. Exploring Acoustics
DOUBLE MAJORS

(See Engineering 2.)
Everbach.

Double majors do three preparations in one
m ajor and one preparation in the other.

5. American Sign Language.

If a double major does three preparations in
Linguistics, the student’s portfolio will be as
described above under the Honors Major.

This is an intensive language course in the
manual/visual language o f the Deaf communi­
ty in the U nited States.

If a double major does only one preparation in
Linguistics, the portfolio for honors will consist
solely o f the thesis. A ll other statements about
the Honors M ajor above, except those pertain­
ing to the research papers, hold o f this double
major.

No prerequisites.
C heck with the department office as to when it
will be offered.

6. Structure of American Sign Language.
In this course we look at the linguistic struc­
tures o f American Sign Langauge.
Prerequisites: at least two out of Ling 1, 40, 43,
45, and 50.

176

Spring. (N ext offered in 1998). Napoli.

16. History of the Russian Language.
(See Russian 16.)
Forrester.

18. Linguistic Strife in Schools.
We explore the evolution o f Am erican lin­
guistic diversity and its educational conse­
quences. W e examine research from socio­
linguistics, historical linguistics, and other
complementary articles. A substantial
dimension o f the course will be an in-class
presentation and term paper examining the
relationship between language and (poten­
tial) sources of linguistic conflict among cul­
turally diverse U .S. citizens.
(Cross-listed as Education 18 and Sociology/
Anthropology 18.)

Fall. Baugh.

19. The Evolution of African
American English.
In this course, students will be introduced to
the structure o f African A m erican English.
The language will be examined from linguis­
tic, educational, ethnographic, and cultural
perspectives. Basic linguistic concepts will be
introduced. Term papers should demonstrate
a link between an educational problem and
its linguistic relevance and will be developed
in the class.
(Cross-listed as English 19 and Sociology/
Anthropology 19.)
(Counts for Black Studies 19.)

language and education. Particular attention
will be given to English-based creoles, in­
cluding Gullah and Jamaican Creole.
(Cross-listed as Sociology/Anthropology 79.)
Prerequisite: A t least one linguistics course.

Spring. Klein.

26. Language and Meaning.
(See Philosophy 26.)
Eldridge.

28. Introduction to Cognitive Science.
(See Psychology 28.)
Dufour.

30. Languages of the World.
T his course will provide a careful look at var­
ious cross-linguistic generalizations in each of
the major subfields o f linguistic research. We
will focus on the phonemic and morphologi­
cal organization of five or six specific lan­
guages, along with particular phonological
and syntactic processes found in them .
Students will individually investigate a lan­
guage o f their choosing, working from
descriptive grammars. T hey will write a
research paper discussing the way their lan­
guage performs certain basic functions and
deals with issues raised in class. This course
will benefit budding linguists by providing
in-depth practice with research from gram­
mars, setting the stage for possible field work,
and by subjecting various cross-linguistic
generalizations to empirical scrutiny.

Spring. Baugh.

Prerequisite: Linguistics 1 or the permission
o f the instructor.

20. History of the French Language.

Primary distribution course.

Occasionally.

Occasionally. Femald.

23. Old English/History of the
English Language.

33. Introduction to Classical Chinese.

(See English 23.)

Berkowitz.

Williamson.

34. Psychology of Language.

(See Chinese 33.)

24. Discourse Analysis.

(See Psychology 34.)

(See Sociology/Anthropology 24.)

Dufour.

Wagner-Pacifici.

37. Languages of Africa.

25. Language, Culture, and Society.

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,
causatives, serial verbs, issues o f language

An investigation o f the influence o f cultural
context and social variables on verbal com ­
munication. Topics covered include dialectal
varieties, creoles, language and gender, and

Linguistics

policy in Africa.

fields.

(Cross-listed as Sociology/Anthropology 37.
Counts for Black Studies.)

Primary distribution course. T his course also
falls in the third category o f courses approved
as counting toward a computer science con­
centration.

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.
W e address truth-functional semantics, lexi­
cal semantics, speech act theory, pragmatics,
and discourse structure. W hat this adds up to
is an exam ination o f the meaning o f words,
phrases, and sentences in isolation and in
context. (Cross-listed as Philosophy 40.)
Primary distribution course.

Spring. Femald.

43. Morphology and the Lexicon.
This course looks at word formation and the
meaningful ways in which different words in
the lexicon are related to one another in the
world’s languages.
Prerequisite: O ne o f Ling. 1, 40, 45, or 50.

Spring. Napoli.

45. Phonetics and Phonology.
Phonology is the study o f the sounds o f lan­
guage and the rules that govern the interac­
tion o f sounds when they are put together in
words and phrases.
Primary distribution course.

Fall. Napoli.

46. Language Learning and
Bilingualism.
(See Psychology 43.)
Dufour.

49. Brain, Language and Cognition.
(See Psychology 49.)

Fall. Napoli.

51. Romance Syntax.
A comparative study of the syntax o f modem
Rom ance languages, including Spanish,
French, Italian, Portuguese, and Romanian.
Prerequisites: Linguistics 50 and a working
knowledge o f a Romance language or of
Latin.

Occasionally. Napoli.

52. Historical and Comparative
Linguistics.
W e study the reconstruction o f prehistoric
linguistic stages, the establishment o f lan­
guage families and their interrelationships,
and the examination of processes o f linguistic
change. For spring 1994, the second half of
the semester will be devoted to reconstruct­
ing proto-Bantu. T his course in this semester
counts toward the concentration in Black
Studies.
Prerequisite: Ling. 1 or Ling. 45 or permission
o f the instructor.

Spring. Staff.

54. Oral and Written Language.
This course examines children’s dialogue and
its rendering in children’s literature. Each
student will pick an age group to study. There
will be regular fiction writing assignments as
well as research assignments. T his course is
for linguists and writers o f children’s fiction
and anyone else who is strongly interested in
child development or reading skills. (Crpsslisted as Education 54.) (Studio course.)

Dufour.

Prerequisite: O ne of Ling. 1, 40, 45, or 50.

50. Syntax.

Spring. Napoli.

W e study the principles that govern how
words go together to make phrases and sen­
tences in natural language. M uch time is
spent on learning argumentation skills. T he
linguistic skills gained in this course are
applicable to the study o f any natural lan­
guage, modem or ancient. T h e argumenta­
tion skills gained in this course are applicable
to law and business, as well as academic

60. Structure of a Non-Indo-European
Language.

178

A n exam ination o f the major phonological,
morphological, syntactic, and semantic struc­
tures in a given non-Indo-European lan­
guage. W e will also consider the history of
the language and its cultural context. T he
language for 1997 is Chinese.
Prerequisite: A t least two out o f Ling 1, 40,

4 3 ,4 5 , and 50.
Spring. Huang.

70F. Caribbean and French Civilizations
and Cultures.
(See French 70F.)
Rice-Maximin.

80. Intermediate Syntax and Semantics.
This course is designed to provide theoretical
and cross-linguistic breadth in topics involving
the interaction of syntax and semantics. You
will refine your skills o f analysis and argumen­
tation. Topics and languages considered will
vary. This course is open to all students who
have taken syntax or semantics.

Fall. Femald.

92. Research Practicum in
Psycholinguistics.

your experiences and to write a term paper (the
essence o f which would be determined by you
and the linguistics faculty member who men­
tors you in this.)

Fall or spring. Napoli.

100. Research Seminar.
A ll majors in Linguistes (course or honors)
must write their thesis in this seminar. Minors
in Linguistics are also required to take this
seminar. N o one else may take the seminar.
Only seniors are admitted. This seminar must
be for two credits for honors majors. It may be
for one or two credits for minors and course
majors.

Fall. Femald.

SEMINARS

(See Psychology 92.)
Dufour.

104. Culture and Creativity.

94. Research Project.

(See Sociology/Anthropology 104.)

W ith the permission o f the Program students
may elect to pursue a research program.

Piker.

Fall or spring. Staff.

95. Community Service Credit:
Language and the Deaf.
This course offers credit for community service
work. You may work with children at the Oral
Program for the Hearing Impaired at the Kids’
Place in Swarthmore. Prerequisites are Lin­
guistics 45, the permission of the chairs o f both
Linguistics and Education, and the agreement
of a faculty member in Linguistics to mentor
you through the project. You would be required
to keep a daily or weekly journal o f 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).
Fall or spring. Napoli.

96. Community Service Credit: Literary.
This course offers credit for community service
work. You may work with children in Chester
public schools on literacy. T h e prerequisites are
Linguistics/Education 54, the permission of
both Linguistics and Education, and the agree­
ment o f a faculty member in Linguistics to
mentor you through the project. You will be
required to keep a daily or weekly journal of

105/106. Seminar in Phonology/
Morphology.
T his seminar will consider recent develop­
ments in the theory o f phonology and/or mor­
phology. W hen it is in metrical phonology, a
poetry workshop will be incorporated into the
seminar. One or two credits.
Prerequisite: Ling. 45.

Occasionally.

108/109. Seminar in Semantics/Syntax.
This will be an advanced course in model-the­
oretic, event semantics. W e will work through
a recent version o f Montague’s system o f pro­
viding an explicit mapping from syntactic rep­
resentations o f sentences to logical representa­
tions and their interpretations. T his course
falls in the third category o f courses approved
as counting for a computer science concentra­
tion. O ne or two credits.
Prerequisite: Ling. 40.

Occassionally.

116 . Language and Meaning.
(See Philosophy 116.)
Eldridge.

Linguistics

*

-------------------------------------------------------------------------------------------------- «
134. Psycholinguistics Seminar.
(See Psychology 134.)
Dufour.

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180

I

Literature

The Literature major is administered by a
Literature Comm ittee made up o f the Coor­
dinator and faculty representing the Depart­
ments of Classics, English Literature, and
Modem Languages and Literatures. T h e basic
requirement 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 inte­
grated study which sets forth the courses and/or
seminars to be taken and the principle of
coherence on which the program o f study is
based. T h e student will also submit a 6-10 page
writing sample from a previously completed
course. T h e Comm ittee will review the propos­
al and the essay and advise the student.

«

In lieu of a regular course, the Literature
Committee will consider proposals for one or
more research papers written as Course attach­
ments or for the substitution of an extended
research paper for course credit.

Requirements for a M ajor in Course:
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(1) A minimum of ten one-credit courses, or
where appropriate, a combination o f one-cred­
it courses and two-credit seminars to make a
minimum o f ten credits, in two or more litera­
tures, including a substantial concentration of
work— normally not fewer than five courses—
in one o f the literatures. Only courses num­
bered 11 or above in Classics and Modem
Languages and Literatures are counted as con­
stituents o f the Literature major. O f English
courses numbered 2 through 15, only one may
be counted for the major. Courses in literature
in translation may be counted toward the
major, but literary works which comprise the
student’s senior papers or Honors thesis are to
be read in the original languages. (2 ) Three
senior papers planned in the spring o f the
junior year, each o f no less than fifteen pages.
The student will submit to the Committee an
outline for each of the papers and propose fac­
ulty advisors from appropriate departments for
each paper before the end o f the junior year.
The senior papers count for one credit and
should represent serious, polished expressions
of the student’s program of study. In some cases
the Comm ittee may ask that the papers be
written in whole or in part in the language of a

literature studied other than English. T h e
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
M arch 31; third paper, no later than April 30.
Under special circumstances a single senior
paper o f considerable scope and depth may be
permitted by the Comm ittee in lieu o f three
papers. (3) A n oral comprehensive examina­
tion, one to one and a half hours in length, at
the end o f the senior year, based on the cours­
es and seminars comprising the major and on
the senior papers.

Requirements for a M ajor or Minor in the Honors
Program:
M ajor: Four two-credit preparations in at least
two literatures in the original language, one of
which is a thesis. O ne o f the preparations may
also count as an independent minor if depart­
mental requirements have been met.
Minor: A two-credit thesis integrating prepara­
tions that have been done in at least two liter­
atures in the original language.

Senior Honors Study:
A t the beginning of their final semester seniors
will meet with the director o f the thesis. In
consultation with the director the student will
prepare, during the first four weeks o f the
semester, a bibliography of additional readings
related to the content o f the thesis. It will be
the responsibility o f the student to complete
these additional readings prior to the external
examination. Copies o f the bibliography of
additional readings will be made available to
the external examiner.
Prerequisite for admission into the Honors
Program is the successful completion o f an
advanced course in literature in each o f the lit­
eratures of the student’s program of study. A
minimum grade o f a B is required.
Sin ce each individual student’s program of
study is structured differently, both the nature
of the SH S and the outline o f the portfolio
contents are to be determined as they appear.
T h e mode o f examination is a three hour long
written examination per preparation prepared
by the external examiner as well as a thirty

Literature

■

4
minute oral based on the contents of the writ­
ten exam.

Procedures for all M ajors: A ll majors will meet
with members o f the Literature Committee
before the end o f the junior year to review and
assess the student’s program. A s 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.
T h e courses and seminars that compose the
Literature major’s formal field of study will nat­
urally differ with each major. A tten tion is
called, however, to the following offerings
presently listed in the Catalogue.

Classics 33. Homer and Greek Tragedy.
Classics 34. Women in Classical
Literature.
Classics 36. Classical Mythology.
Classics 60. Dante and the Classical
Tradition.
Classics 82. The Ancient Theater.
English 72 . Proust, Joyce, Faulkner.
English 73./French 75. Proust/Joyce.
English 76. The Black African Writer.
English 79. Studies in Comparative
Fiction.
English 115 . Modern Comparative
Literature.
LIT 13R. The Russian Novel.
LIT 14 . Modern European Literature.
LIT 15R. Russian and East European
Prose.
LIT 16CH. Substance, Shadow, and Spirit
in Chinese Literature and Culture.
LIT 17CH. The Legacy of Chinese
Narrative Literature: The Story in
Dynastic China.
LIT 22F. French/ltalian/Spanish Cinema.
LIT 23CH. Modern Chinese Literature:
A New Novelistic Discourse
(1918-1948).

182

IJT 25CH. Contemporary Chinese Fiction:
Mirror of Social Change.
U T 50R. Russian Literature and
Revolutionary Thought.
U T 58SA. Contemporary SpanishAmerican Literature.
U T 51G. Gender and Race in German
Cinema.
U T 54G. Post-War German Cinema.
U T 55CH. Contemporary Chinese Cinema.
LIT 6GSA. Spanish American Society
Through Its Novel.
LIT 61SA. Women’s Testimonial Literature
of Latin America.
LIT 64SA. Journeys and Encounters in
Latin America.
U T 65G. Marxism.
LIT 65SA. Indigenous Peoples in Latin
American Literature.
LIT 7GF. Caribbean and French
Civilizations and Cultures.
LIT 7 1 F. “ Epistemology of the Closet” :
Literary and Theoretical Constructions
of Male Homosexuality.
LIT 73F. Franco-European Theatre.
LIT 74F. Theorizing Gtherwise: French
Women Philosophers and
Their Literary Texts.
LIT 75F. Haiti, the French Antilles and
Guyane in Translation.
LIT 78R. Russian Models of Reality; Film,
Poetry, Prose, Theory.
LIT 79R. Russian Women Writers.
LIT 88R. Literature of Dissent.
LIT 81CH. Transcending the Mundane:
Taoism in Chinese Literature
and Culture.
U T 91 CH. Special Topics in Chinese
Literature and Culture in
Translation.
LIT 96. Thesis.
LIT 97. Thesis.
U T 188. Thesis.

I Mathematics and Statistics
^

,
CHARLES M . GRINSTEAD, Professor2
GUDMUND R . IVERSEN, Professor o f Statistics
CHARLES F. KELEM EN, Professor o f Computer Science and Mathematics
EUGENE A . KLOTZ, Professor
STEPHEN B. MAURER, Professor
HELENE SHAPIRO, Professor3
DON H. SHIMAMOTO, Associate Professor3
JANET C. TALVACCHIA, Associate Professor
TODD A . DRUMM, Assistant Professor
PHILIP J . EVERSON, Assistant Professor o f Statistics
THOMAS HUNTER, Assistant Professor
AIMEE S .A . JOHNSON, Assistant Professor
MICHAEL L . CATALANO-JOHNSON, Visiting Assistant Professor
CHRISTOPHER M . HERALD, Visiting Assistant Professor
CHRISTOPHER TOWSE, Visiting Assistant Professor

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2 Absent on leave, spring semester, 1997.

3 Absent on leave, 1996-97.

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. T h e Department of Mathematics and Statistics aims to meet varying
needs— to offer a program that will enable stu­
dents both to develop a firm foundation in
pure mathematics and to see mathematical and
statistical methods used to solve in a precise
way problems arising in physical science, com­
puter science, social science, and operations
research. M athem atics and statistics have
grown enormously in recent years, developing
an increasing number of specialties and appli­
cations. A ll mathematical endeavor, however,
is based upon logical argument, abstraction,
and an analytical approach to problem solving.
Ideally, the study o f mathematical sciences
develops the ability to reason logically from
hypothesis to conclusion, to analyze and solve
quantitative problems, and to express one’s
thoughts clearly and precisely. In addition, the
Department hopes that studying mathematics
will foster an appreciation for the beauty and
power o f its methods, abstract approach, and
rigorous structure.

(Calculus I), M ath 5s (Calculus I Seminar),
and M ath 9 (Discrete M athematics). In the
second semester, Stat 1, M ath 3 (Basic M ath­
ematics), M ath 4 (Calculus Concepts), and
M ath 9 may be available, again requiring nor­
mal high school preparation. S tat 1, M ath 4,
M ath 5s, and M ath 9 are primary distribution
courses. Students who would like to begin cal­
culus (M ath 4, 5, or 5s) but are not sure they
are prepared should take the departmental cal­
culus readiness placement exam when they
arrive on campus. Entering students may place
into certain higher level courses (the half­
semester courses 6A , 6B , 6C or the semester
courses 6s, 16, 16H, 18) by scoring sufficiently
well on the departmental calculus placement
exam, or by taking certain standardized exams
(see below).

First Year Courses: Mathematics and statistics
courses appropriate for incoming first-year stu­
dents in Fall 1996 with normal high school
preparation include Stat 1 (Statistical Think­
ing), Stat 2 (Statistical Methods), Math 5

Advanced Placement and Credit Policy: In evalu­
ating work that first-year students have com ­
pleted in mathematics before entering Swarth­
more, the Department draws a distinction
between advanced “placement” and “credit.”
Placement allows students to skip material
they have learned well already by starting at
Swarthmore in more advanced courses. Credit
confers placement as well but also is recorded
on the student’s Swarthmore transcript and
counts towards the 32 credits needed for grad­
uation.

183

Mathematics and Statistics

T h e Department administers two placement
exams prior to the beginning o f classes in the
fall, one for students 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. These departmental exams are used for
placement purposes only, not credit.
O n the other hand, advanced credit for prior
work in mathematics is awarded as follows.
O ne credit (for M ath 5) will be given for a
score o f 4 on the A B or B C College Board
Advanced Placement Test or for a score o f 5 on
the Higher Level Mathematics Test o f the IB
(International Baccalaureate). O ne and a half
credits (for M ath 5 and 6A ) will be given for a
score o f 5 on the A B or B C A dvanced
Placement Test or for a score o f 6 or 7 on the
Higher Level IB. Or, any entering student who
places out o f M ath 5, 6A , or 6B may receive
credit for the courses placed out o f by passing
the final exams in these courses with a grade of
straight C or better. These exams must normal­
ly 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
m ent credit for a course but who take the
course anyway will not receive the advanced
placement credit.
First-year students seeking advanced place­
ment and/or credit for calculus taken at anoth­
er college must normally validate their work by
taking the appropriate Swarthmore examina­
tion, as described above. For work beyond cal­
culus completed before entering Swarthmore,
students should consult the Department Chair
to determine the Swarthmore course into
which they should be placed. T h e Department
will not award advanced placement credit
normally for work above the M ath 5, 6 level,
however.

Introductory Statistics.' Students who do not
know calculus can take S tat 1 or 2. Stat 1 is
intended to show how statistics is used to help
obtain an understanding of the world around
us. S ta t 2 is a more practical course for students
who expect to use statistics in their own work.

Students who know a semester o f calculus
should take S tat 23 instead o f Stat 2. B oth Stat
2 and 23 lead to S tat 27 on multivariate statistical analysis. Students with a strong background in mathematics can begin with the
more theoretical Sta t 53 and continue with the
one-credit seminar Sta t 111.

I
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Requirements fo r a m ajor in M athem atics:

I

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Students apply for a major in the middle o f the
second semester o f the sophomore year. A
prospective applicant should expect typically
that, by the end o f .the sophomore year, he or
she will have received credit for, or placement
out of, at least four o f the following five cours­
es: Calculus I (M ath 5 or 5s), Calculus II
(M ath 6A -6B or 6s), Discrete Mathematics
(M ath 9 ), Linear Algebra (M ath 16 or 16H)
and Several Variable Calculus (M ath 18 or
18H). In any event, all majors must complete
M ath 16 and 18 by the end o f the first semes­
ter of the junior year.
In addition, a candidate should have a grade
point average in mathematics and statistics
courses to date o f at least C + . T his 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.

l

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By graduation, a mathematics major must have f t
at least ten credits in mathematics and statis- J ‘
tics courses. A t most five of the credits count­
ed in the ten may be for courses numbered
under 25. (Certain courses in this category are
not to count toward the major. These are so
indicated under the course listings in this cata­
logue.) Furthermore, every major is required to j
obtain credit for, or place out of, each o f the
following courses: M ath 5 or 5s; M ath 6A -6B
or 6s; M ath 16 or 16H; M ath 18 or 18H; Math
47; and M ath 49. T h e two upper-level core
courses, M ath 47 (Introduction to Real
Analysis) and M ath 4 9 (Introduction to
M odem Algebra), will be offered every fell
semester. A t least one o f these two should be i
taken no later than the fall semester o f the
junior year. Finally, majors not in the Honors
program must satisfy the departmental compre­
hensive requirement by passing M ath 97, the
Senior Conference. Progress o f majors will be
reviewed at the end o f each semester. Students
no t making satisfactory progress may be
dropped from the major.
Mathematics majors are urged to study in some

depth a discipline that makes use of mathe­
matics and to acquire some facility with the
computer. Students bound for graduate work
should obtain a reading knowledge o f French,
German, or Russian.

Special em phases: T h e above requirements
allow room to choose an optional special
emphasis within the Mathematics major. For
instance:
A student may major in Mathematics with an
emphasis on statistics by taking the following
courses at the advanced level: a) the core
analysis course (M ath 4 7 ); b) Probability
(M ath 4 1 ); c ) M athematical Statistics I (Stat
53) and possibly Mathematical Statistics II
(Stat 111) for one or two credits; d) Multi­
variate Statistics (Stat 27) or, perhaps, Econo­
metrics (Econ 135); e) another mathematics
course numbered 25 or above. Students are
encouraged but not required to select the core
algebra course (M ath 49) if they choose this
emphasis.
Students interested in mathematics and compute
er science should consider a Mathematics major
with a Concentration in Computer Science or
a Special Major in Mathematics and Computer
Science. Details on these options are in the
catalogue under Computer Science.
Sample program for majors thinking o f gradu­
ate work in social or management science, or an
M BA . Basic courses: M ath 5 (or 5s), 6A -6B (or
6s), 9, 16, and 18; Computer Science 20.
Advanced courses: a) Modeling (M ath 61 ); b)
at least one o f Probability (M ath 4 1 ),
Mathematical Statistics I (Stat 5 3 ), and possi­
bly M athematical Statistics II (Stat 111); c) at
least one o f Combinatorics (M ath 6 5 ) or
Operations Research (Econ 3 2 ); d) the two
required core courses (M ath 47 and M ath 49);
e) Differential Equations (M ath 30). Since this
is a heavy program (one who hopes to use
mathematics in another field must have a good
grasp both of the mathematics and of the appli­
cations), one o f the core course requirements
may be waived w ith permission o f the
Department.
Sample program for students thinking of grad­
uate work in operations research. Basic courses:
same as previous paragraph. Advanced courses:
a) the two required core courses (M ath 47 and
M ath 4 9 ); b) Com binatorial Optimization
(M ath 72) and Combinatorics (M ath 65); c)

Probability (M ath 4 1 ); d) at least one of
Number Theory (M ath 3 7 ), Mathematical
Statistics (Stat 53), or Modeling (M ath 61).

Secondary Teaching Certification: W hether 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 (M ath 5 or
5s, 6A -6B or 6s, 18 or 18H ); b) one semester of
linear algebra (M ath 16 or 16H); c ) at least
one semester o f discrete mathematics (M ath 9,
65, or 72) or computer science (C S 10 or 20);
d) geometry (M ath 4 5 ); e) one semester of
modem pure or applied algebra (M ath 37, 48,
or 4 9 ); f) one semester of statistics or probabil­
ity (Stat 1, 2, 23, 53, or M ath 41 ). In addition,
students are advised strongly to take further
mathematics courses emphasizing modeling
and applications, and/or to take at least one
course in the Natural or Social Sciences in
which mathematics is used in a significant way.
To be recommended for certification, a student
must have an average grade o f C or better in all
Math/Stat courses. For further information
about certification requirements, please con­
sult the catalogue course listings under
Education.

The Honors Program: Requirements for accep­
tance as a mathematics major in the Honors
Program are more stringent than those for the
course major and include a grade point average
in mathematics and statistics courses of B+ or
better. Potential Honors majors may want to
consider including in the sophomore year a
course that emphasizes theory and provides an
opportunity for writing proofs. Department
faculty can give advice on appropriate courses.
Beginning with the Class of 1997, the program
for an Honors major in Mathematics shall con­
sist o f preparations for external examination in
three fields of two credits each, for a total o f six
distinct credits. Each preparation consists o f a
required core course together with a second
credit in that field selected from a list of cours­
es and seminars designated by the Department.
For the Honors major, two o f the preparations
shall be in Algebra and Analysis, and every
program must include at least one o f M ath 101
(Real Analysis Seminar) or Math 102 (Algebra
Sem inar). These two seminars will be offered
every spring semester. Each student may select
the third preparation from a list of fields that
includes Discrete M athem atics, Geometry,

Mathematics and Statistics

Statistics, and Topology. In addition, each
Honors major must complete one credit of
Senior Honors Study for the purpose of
enhancing and/or integrating the material
from one or more o f the preparations in the
student’s program. T his will be accomplished
normally by taking an advanced seminar in
the senior year having a substantial prerequi­
site within a preparation. A list o f the courses
and seminars th at comprise the various
preparations and the corresponding Senior
Honors Study is available in a handout from
the Department office. A ny alternatives to
these must be approved by the Department.
Students wishing to complete an Honors
minor in Mathematics must have credit for,
or place out of, M ath 5 or 5s, M ath 6A -6B or
6s, M ath 16 or 16H, and M ath 18 or 18H.
For the Honors portion o f their program,
minors must complete one two-credit prepa­
ration chosen from among any of the fields
described above. Minors shall satisfy the
Senior Honors Study requirement normally
by enrolling in M ath 97 (Senior Conference)
for one-half credit for the purpose o f writing
a paper that extends the preparation within
the minor. Again, any alternatives must have
departmental approval.

COURSES

averages and measures o f variation. Relation­
ships between two variables are studied using
methods such as chi-square, rank correla­
tions, analysis o f variance, and regression
analysis. T h e course is intended for students
who want a practical introduction to statisti­
cal methods and who intend to do statistical
analysis themselves, mainly in the biological
and social sciences. It is no t a prerequisite for
any other department course except Stat 27,
nor can it be counted toward a major in the
Department. Recom mended for students
who have no t studied calculus (those who
know a semester o f calculus are advised to
take S ta t 23 instead). Cross-listed as
Soc/Anth 27.
F all semester. Everson.

Math 3. Basic Mathematics.
For students with fewer than four years of
high school mathematics or whose previous
experience with mathematics has not been
entirely prosperous. T h e course focuses on
(1) review and remedial work and (2) prepa­
ration for calculus or discrete mathematics.
A ll enrollees must take the departmental cal­
culus readiness test given during Orientation
W eek. (T h e results will be used to determine
if M ath 3 will be offered and to help deter­
mine classroom topics and individualized
work.) This course cannot be counted toward
a major in Mathematics.

Spring semester if offered.

Stat 1 . Statistical Thinking.
Statistics provides methods for how to collect
and analyze data and generalize from the
results of the analysis. Statistics is used in a
wide variety of fields, and the course provides
an understanding o f the role of 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 pro­
vides an intuitive understanding of statistical
concepts and makes use o f modem statistical
software for the M acintosh computer. This
course cannot be counted toward a major in
mathematics.
Primary distribution course.

Each semester. Iversen.

Stat 2. Statistical Methods.
Data on one variable are examined through
graphical methods and the computations of

186

Math 4. Calculus Concepts.
Introduction to the concepts, methods, and
applications of calculus. Intended primarily
for students whose preparation is limited or
weak, M ath 4 proceeds more gently and less
far than M ath 5. Students who have had cal­
culus in high school may not take M ath 4
without permission o f the instructor. Stu­
dents who complete M ath 4 are encouraged
to continue on to M ath 5 or M ath 6A (or
6s); with permission o f the Department, they
may receive credit for M ath 5 by taking it
after M ath 4 (this rule went into effect begin'n in g with M ath 5 taken in Fall 1993).
Otherwise, credit is not granted for both
M ath 4 and M ath 5.
Prerequisite: four years of high school mathe­
matics not including calculus, or permission
o f the instructor based on the calculus readi­
ness exam given during Orientation W eek in

the fall.

Prerequisite: M ath 5 or 5s.

Primary distribution course.

Each semester (first half).

Spring semester if offered.

Fall semester. Drumm.

Math 5. Calculus I.

Math 6B. Calculus IIB.

This first semester calculus course will intro­
duce topics in the differentiation and inte­
gration o f functions o f one variable. These
topics include: limits and the definition of
the derivative, interpretations and applica­
tions o f the derivative, techniques o f differ­
entiation, graphing and extreme value prob­
lems, the logarithm and exponential func­
tions, the integral, and the Fundamental
Theorem of Calculus.

T his course is an introduction to infinite
series and approximation. Topics include
Taylor polynomials and Taylor series, conver­
gence tests, and the use o f power series.
O ther topics, such as applications to differen­
tial equations and Fourier series, may be
introduced, time permitting. M ath 6B should
be taken by anyone planning to take mathe­
matics courses beyond the freshman-sopho­
more level. It is required o f all students
m ajoring in M athem atics, Chemistry,
Physics, or Engineering. M ath 6B is a onehalf credit course.

Fall semester. Grinstead, Hunter, Towse.

Math 5s. Calculus I Seminar.
Math 5s covers the same matérial as the lec­
ture-based M ath 5 but uses a seminar format
(10-14 students) with additional meetings
and lots of hands-on activities, e.g., writing,
oral presentations, group work, computer
work. Intended for students who feel that
they could benefit from the collaborative
seminar format and who wish to be chal­
lenged to excel in calculus so that they gain
more confidence to continue with mathe­
matics and science.
Primary distribution course.

Fall semester. Maurer.

Note on Math 6.
The material following M ath 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 M ath 5 will take 6A and either
6B or 6C . Students enroll at the beginning of
each semester for all versions of M ath 6 they
plan to take at any time during the semester.
Math 6s is a full-semester seminar version of
Math 6A and 6B.

Prerequisite: M ath 6A .

Fall semester (each half) and spring semester
(second half).
Fall sem ester. Catalano-]ohnson, Drumm,
Grinstead, Herald.

Math 6C. Calculus IIC.
T his course emphasizes the differential as­
pects of several variable calculus covered in
the first half of Math 18. In addition, multivariable integration may be touched on, as
well as such topics as differential equations
and probability. M ath 6C is intended primar­
ily for students interested in applications
(especially in economics) who look upon
M ath 6 as one o f their last mathematics
courses and who do not plan to take Math
18. Students may (but normally will not)
take both M ath 6C and M ath 18. This course
can not be counted toward a m ajor in
Mathematics. M ath 6C is a one-half credit
course.
Prerequisite: M ath 6A.

Each semester (second half).
Fall semester. Herald.

Math 6A. Calculus IIA.

Math 6D. Postcalculus.

This course is a continuation of the material
begun in M ath 5 and is the prerequisite for
Math 16 (Linear Algebra) and M ath 18
(Several Variable Calculus) as well as for 6B
and 6C . Topics will include applications of
the integral, inverse trigonometric functions,
methods o f integration, and improper inte­
grals. M ath 6 A is a one-half credit course.

A special course, in the second half of the fall
semester, primarily for first-year students who
place into M ath 6B in August. M ath 6D is for
students who like mathematics and are curi­
ous to know what it might be like to major in
it. Each year the contents o f 6D will be
selected from the wealth of modem mathe­
matics that cannot be introduced in standard

187

Mathematics and Statistics

freshman-sophomore courses. In 1996, the
main topic may be the interplay o f geometry
and linearity, e.g., convex sets. Guest lectures
may introduce briefly many additional topics.
M ath 6D is a one-half credit course.

equally as valuable in applied situations, but
applications will be less dwelt upon). It is
intended for students with exceptionally strong
m athem atical skills, especially if they are
thinking o f a mathematics major.

Prerequisites; M ath 6 B (in exceptional cases,
M ath 6A ) and either departmental recommen­
dation or permission o f the instructor.

Prerequisite: A grade o f B or better in Math 6A
or M ath 9, or placement by departmental
exam.

Fall semester (second h alf). Maurer.

Fall semester. Towse.

Math 6s. Calculus II Seminar.

Math 18. Several Variable Calculus.

A continuation of M ath 5s, in the same style.
Covers the material o f M ath 6A and 6B.

This course considers differentiation and inte­
gration of functions* o f several variables with
special emphasis on two and three dimensions.
Topics include partial differentiation, extreme
value problems, Lagrange multipliers, multiple
integrals, line and surface integrals, G reen’s,
Stokes’, and Gauss’ Theorems. O ften there is
one section for students who have had linear
algebra (M ath 16 or 16H) and another for stu­
dents who have not.

Prerequisite: M ath 5s, or M ath 5 and permis­
sion o f the instructor.
Primary distribution course.

Fall semester. Catalano-Johnson.

Math 9. Discrete Mathematics.
A n introduction to noncontinuous mathemat­
ics. T h e key theme is how induction, iteration,
and recursion can help one discover, compute,
and prove solutions to various problems—
often problems o f interest in computer science,
social science, or management. Topics include
algorithms, graph theory, counting, difference
equations, and fin ite probability. Special
emphasis on how to write mathematics.
Prerequisite: 4 years o f high school mathemat­
ics. T h e level of sophistication is similar to that
in M ath 16 or 18, but no calculus is used or
assumed. Familiarity with some computer lan­
guage is helpful but not necessary.
Primary distribution course.

Each semester.
Fall semester. Hunter.

Math 16. Linear Algebra.
T his course covers vector spaces, matrices, and
linear transformations with applications to
solutions o f systems o f linear equations, deter­
minants, and eigenvalues.
Prerequisite: A grade o f C or better in M ath
6 A or M ath 9, or placement by departmental
exam.

Each semester,
pall semester. Klotz.

Prerequisite: M ath 6A or equivalent.
Recommended: M ath 16.

Each semester.
Fall semester. Herald, Talvacchia.

Math 18H. Several Variable Calculus
Hcnors Course.
T his honors version o f M ath 18 will be more
theoretical, abstract, and rigorous than its stan­
dard counterpart (the subject matter will be
equally as valuable in applied situations, but
applications will be less dwelt upon). It is
intended for students with exceptionally strong
mathematical skills and primarily for those
who have completed M ath 16H successfully.
Prerequisite: A grade o f C or better in Math
16H, or permission o f the instructor.

Spring semester.

Stat 23. Statistics.
T his 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. T h e course is intended for
anyone who wants an introduction to the
application of statistical methods. Cross-listed
as Soc/Anth 28.

Math 16H. Linear Algebra Honors Course.

Prerequisite: M ath 4 or 5.

T his honors version o f M ath 16 will be more
theoretical, abstract, and rigorous than its stan­
dard counterpart (the subject matter will be

Spring semester.

188

Stat 2 7. Multivariate Statistical Methods.
Given as a continuation of Stat 2 or Stat 23,
the course deals mainly with the study o f rela­
tionships between three or more variables.
Prerequisite: A ny one o f Sta t 2 ,2 3 ,5 3 , or Econ
31.

Alternate years. Spring semester.
Not offered 1996-97.

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, Laplace trans­
forms, approximation methods, some partial
differential equations.
Prerequisites: M ath 6 B and either 18 or 6C , or
permission o f the instructor. M ath 16 recom­
mended strongly.

Spring semester.

Math 37. Number Theory.
The theory of primes, divisibility concepts, and
the theory o f multiplicative number theory will
be developed. Students are also expected to
learn how to construct a mathematical proof.
Prerequisites: M ath 16 and 18, or permission of
the instructor.
Primary distribution course.
Alternate years.

Fall semester. Catalano-Johnson.

Math 4 1. Probability.
This course considers both discrete and con­
tinuous probability theory. T h e classical distri­
butions— Binomial, Poisson, and Normal— are
studied, as are topics including the Central
Limit Theorem , the laws o f large numbers, and
generating functions.
Prerequisites: M ath 6 B and at least one o f 9 or
18, or permission o f the instructor.

Alternate years. Fall semester.
Not offered 1996-97.

Math 45. Topics in Geometry.
Course content varies from year to year, but
recently the focus has been on the careful
development o f plane geometry, including
basic axioms and the geometries that result:
Euclidean, projective, and hyperbolic.
Prerequisites: N one, but the course will be
taught at a level suitable for students who have

completed Math 16 and 18. See the instructor
if in doubt.
Primary distribution course.

Alternate years. Fall semester.
N ot offered 1996-97.

Math 46. Theory of Computation.
(Cross-listed as Computer Science 46. Please
see Computer Science for description.)

Math 4 7. introduction to Real Analysis.
T his course concentrates on the careful study
of the principles underlying the calculus o f real
valued functions o f real variables. Topics will
include continuity, compactness, connected­
ness, uniform convergence, differentiation,
and integration.
Prerequisites: M ath 6B , 16, and 18, or permis­
sion o f the instructor.
Primary distribution course.

Fall semester. Johnson.

Math 48. Topics in Algebra.
Course co n ten t varies from year to year
depending on student and faculty interest.
R ecen t offerings have included Coding
Theory, Groups and Representations, Finite
Reflection Groups.
Prerequisite: M ath 16 and possibly M ath 49.

Alternate years. Spring semester.
N ot offered 1996-97.

Math 49. Introduction to Modern Algebra.
T his course is an introduction to abstract alge­
bra and will survey basic algebraic systems—
groups, rings, fields. W hile these concepts will
be illustrated by co n crete examples, the
emphasis will be on abstract theorems, proofs,
and rigorous mathematical reasoning.
Prerequisite: Math 16 or permission o f the
instructor.
Primary distribution course.

Fall semester. Grinstead.

Stat 53. Mathematical Statistics I.
Based on probability theory, this course exam­
ines the statistical theory for the estimation of
parameters and tests o f hypotheses. Both small
and large sample properties o f the estimators
are studied. T h e course concludes with the
study o f models dealing with relationships
between variables including chi-square and
regression analysis.

189

Mathematics and Statistics

Prerequisites: M ath 16 and 18, or permission of
the instructor.

Recommended: C S 20.

Alternate years.
Fall semester. Everson.

Not offered 1996-97.

Math 61. Modeling.

T h e first part of the course consists o f an intro­
duction to linear partial differential equations
o f elliptic, parabolic, and hyperbolic type via
the Laplace equation, the heat equation, and
the wave equation. T h e second part of the
course is an introduction to the calculus of
variations. Additional topics depend on the
interests of the students and instructor.

A n introduction to the methods and attitudes
o f mathematical modeling. Since modeling in
physical science and engineering is already
taught in courses in those disciplines, applica­
tions in this course will be primarily to social
and biological sciences. Various standard
methods used in modeling will be introduced:
differential equations, Markov chains, game
theory, graph theory, computer simulation.
T h e emphasis, however, will be on how to
apply these subjects to specific modeling prob­
lems, no t on their systematic theory. T h e for­
mat o f the course will include projects as well
as lectures and problem sets.
Prerequisites: M ath 16 and 18, or permission of
the instructor. .

Alternate years.
Fall semester. Maurer.

Math 65. Combinatorics.
T his course continues the study of noncontinuous mathematics begun in M ath 9. T h e topics
covered include three broad areas: Counting
Theory, Graph Theory, and Design Theory.
T h e first area includes a study of generating
functions and Polya counting. T h e second area
is concerned with relations between certain
graphical invariants. Topics such as Extremal
Graph Theory and Ramsey Theory may be
introduced. T h e third area introduces combi­
natorial structures such as matroids, codes, and
Latin squares.
Prerequisites: M ath 9 and at least one other
course in mathematics.

Alternate years.
Spring semester.

Math 72 . Topics in Combinatorial
Optimization.
Topics vary from year to year and will be cho­
sen from such things as linear programming,
game theory, graph theory algorithms, algo­
rithms for prime factorization, and complexity
theory.
Prerequisites: M ath 9 and at least one higher
numbered mathematics course.

Alternate years. Fall semester.

Math 81. Partial Differential Equations.

Prerequisites: M ath 18, and either M ath 30 or
Physics 50 or permission of the instructor.

Alternate years. Spring semester.
N ot offered 1996-97.

Math 85. Topics in Analysis.
Course co n ten t varies from year to year.
R ecently it has been an introduction to
dynamical systems, continuous and discrete.
Such systems underlie models for population
fluctuation, celestial mechanics, and chemical
kinetics and provide a framework for a mathe­
matical understanding o f stability, chaos, and
fractals.
Prerequisites: M ath 16 and M ath 18.

Alternate years.
Spring semester.

Math 93/Stat 93. Directed Reading.
Math 96/Stat 96. Thesis.
Math 97. Senior Conference.
Required o f all senior mathematics majors in
the course program, this half-credit course pro­
vides them an opportunity to delve more
deeply and on their own into a particular topic
agreed upon by the student and the instructor.
T his is accomplished through a written paper
and an oral presentation. In addition, Honors
minors will satisfy the Senior Honors Study
component o f the minor typically by enrolling
in Senior Conference for the purpose o f writ­
ing a paper that extends the work within the
minor. T h e work is spread throughout the year
with the talks and/or papers normally present­
ed in the Spring. Students register for this
course for the spring semester but must also
sign in with the instructor for the fall semester.
O ne-half credit.

AU year. Johnson.

Two credits.

SEMINARS

Alternate years. Spring semester.
N ot offered 1996-97.

Prerequisites: M ath 47 and 49.

Math 10 1. Real Analysis II.
This seminar is a continuation o f Introduction
to R eal Analysis (M ath 4 7 ). Topics may
include the inverse and implicit function theo­
rems, differential forms, calculus on manifolds,
and Lebesgue integration.
O ne credit.
Prerequisite: M ath 47.

Spring semester.

Math 106. Advanced Topics in Geometry.
Course content varies from year to year to be
chosen from among differential geometry, dif­
ferential topology, and algebraic geometry.
Recently, the topic has been D ifferential
Geometry: curves, surfaces, and their general­
ization to Riemannian manifolds.
One credit.
Prerequisites depend upon the topic chosen.

Alternate years.

Math 102. Modem Algebra II.

Fall semester. Talvacchia.

This seminar is a continuation o f Introduction
to M odem Algebra (M ath 4 9 ). Topics covered
usually include field theory, Galois theory
(including the insolvability of the quintic), the
structure theorem for modules over principal
ideal domains, and a theoretical development
of linear algebra. O ther topics may be studied
depending on the interests o f students and
instructor.

Stat 1 1 1 . Mathematical Statistics II.

O ne credit.
Prerequisite: M ath 49.
Spring semester.

Math 103. Complex Analysis.
A brief study o f the geometry o f complex num­
bers is followed by a detailed treatment o f the
Cauchy theory o f analytic functions of a com­
plex variable: integration and Cauchy’s
Theorem, power series, residue calculus, con­
formal mapping, and harm onic functions.
Various applications are given and other top­
ics, such as elliptic functions, analytic continu­
ation and the theory of Weierstrass, may be dis­
cussed.
O ne credit.
Prerequisite: M ath 47.
Alternate years.

Spring semester. Hunter.

Math 104. Topology.
A n introduction to point-set, combinatorial,
and algebraic topology: topological spaces,
classification o f surfaces, the fundamental
group, covering spaces, simplicial complexes
and homology (including related algebra).

This one-credit seminar is offered as a contin­
uation o f Stat 53. It deals mainly with statisti­
cal models for the relationships between vari­
ables. T h e 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.
O ne credit.
Prerequisite: Stat 53.

Alternate years.
Spring semester.

Medieval Studies

Coordinator:
Committee:

STEPHEN P. BENSCH (History)2
Michael W. Cothren (A rt History)
Nathaniel Deutsch (Religion)
Michael Marissen (Music)3
Rosaria V. Munson (Classics)
Ellen ROSS (Religion)3
William N. Turpin (Classics)
Craig Williamson (English)

2 A bsent on leave, spring semester, 1997.

T his interdisciplinary program offers an oppor­
tunity for a comprehensive study o f European
and Mediterranean civilization from the fourth
century to the fifteenth. T h e period, which has
a critical importance for the understanding of
W estern culture, ca n be approached best
through a combination o f several disciplines.
H ence eight Departments (A rt, Classics,
English
Literature,
History,
M odern
Languages, Music, Religion, and Philosophy)
cooperate to provide a course of study which
may be offered as a major in the Course
Program or as a major or minor in the Honors
Program.
A ll students who major in the Course Program
or major or minor in the Honors Program must
satisfy the following distribution requirements.
1 course in A rt History (A rt History 14 or A rt
History 145)
1 course in History (History 6 , 10A , 14-17, 111
or 112)
1 course in Literature (English 16, 21, 23, 102,
or Classics 14 or 60).
1 course in Religion (Religion 17 or Religion
25) or Philosophy (medieval)
(Please note possible prerequisites for the
above courses.)
For a m ajor in the Course Program the requiremerits are as follow s:
1. Distribution requirements as listed above.
2. Sen ior Com prehensive
Exam inations.
Each major in course is required to complete
the senior comprehensive written and oral
examinations (normally taken at the end of
the second semester o f senior year). These
examinations are planned as a culminating

3 Absent on leave, 1996-97.

exercise to facilitate the review and integra­
tion of the various subjects and methods
involved in the interdisciplinary field of
Medieval Studies.
3.

Students must complete eight credits (at
least) in Medieval Studies in order to gradu­
ate with a Medieval Studies Major. (In addi­
tion to courses these credits may include
directed readings in medieval subjects
and/or a thesis w ritten during the first
semester of the senior year.)

For a m ajor in the Honors Program the require­
ments are as follow s:
1. Distribution requirements as listed above.
2. T h e four preparations for the Honors
Program should reflect the interdisciplinary
nature of this major and must include work
in three of the following five areas: A rt
History, History, Literature, Music, or
Religion/Philosophy. T h e preparations may
be constituted by some combination of the
following: seminars, pre-approved twocourse combinations, courses with attach­
ments, or a thesis. Students may design an
integrated minor in another field by count­
ing one o f the Medieval Studies preparations
in its hom e department. Students who
minor in another department will have to
fulfill the minor prerequisites and require­
m ents (including Senior Honors Study
M in o r requirem ents) stipulated by that
department.
3. T h e Senior Honors Study component of the
Honors Program may be satisfied by (a) a
5 ,0 00-7,500 word interdisciplinary paper
integrating work from two areas or (b) by an
interdisciplinary reading list relevant to

I

Medieval Studies. T h e paper or the reading
list will become part o f the Honors Program
Portfolio and may be part o f the material
examined.
For a minor in the Honors Program the require­
ments are as follow s:
1. Distribution requirements as listed above.
2. T he one preparation for the Honors Pro­
gram should reflect the interdisciplinary
nature o f this minor and may be satisfied by
one o f the following: one seminar; a pre­
approved two-course combination; or one
course w ith an attachm ent. T h e minor
preparation must be in a department distinct
from the student’s major.
|

3. T he Senior Honors Study component o f the
minor will be an interdisciplinary reading
list, individually designed to facilitate the
student’s integrative learning experience.

For a m ajor in the current Honors Program the
requirements are as follow s:
1. T he student must satisfy the distribution
requirements o f the program, as listed above,
by appropriate courses or seminars. Some
work in one or more o f the fields included in
the program must be done before admission
to the Program.
2. Seminars may be chosen from the following
fields: A rt History, History, Literature
(Classics, English, M odern 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 Honors
Program beyond these five seminars.
Courses currently offered in Medieval Studies:
(See catalogue sections for individual depart­
ments to determine specific offerings in 199697.)

Art History 14 . Medieval Survey.
Art History 4 7. Late Antique, Early
Christian, and Byzantine Art.
Art History 46/Religion 29.
Monasticism and the Arts in the
Christian Middle Ages.
[ Classics 60. Dante and the Classical
ftadition.
English 16. Survey of English
Literature, I.

English 2 1. Chaucer.
English 23. Old English/History of the
Language.
History 2a. Medieval Europe.
History 6. The Formation of the Islamic
Hear East.
History 10A. The Barbarian Horth.
History 12. Chivalric Society.
History 14 . Friars, Heretics, and
Female Mystics: Religious Thrmoil
in the Middle Ages.
History 15. Medieval Towns.
History 1 7 . The Mediterranean World
in the Middle Ages.
Latin 14. Medieval Latin.
Music 20. Medieval and Renaissance
Music.
Music 45. Performance (early music
ensemble).
Religion 1 7 . Western Religious Thought
from 325 to 1500.
Religion 43. Prophets and Visionaries:
Christian Mysticism Through the Ages.
Religion 25. Medieval Judaism.
Spanish 30. Literature Medieval.
Spanish 4 1. Obras maestras de la Edad
Media y del Renacimiento.
Medieval Studies 96. Thesis.
Seminars currently offered in Medieval
Studies:

Art History 145: Gothic Art and
Architecture.
English 102: Chaucer and Medieval
Literature.
Religion 116 . The Body in Late Antiquity.

I

193

Modera Languages and Literatures

THOMPSON BRADLEY (Russian), Professor1
MARION J . FABER (Germ an), Professor and Chair, 1995-1998123
JOHN J . HASSETT (Spanish), Professor
GEORGE MOSKOS (French), Professor and A cting Chair, 1996-97
ROBERT ROZA (French), Professor10,9
ALAN BERKOWITZ (Chinese) , Associate Professor3
BRIGITTE LANE (French) , Associate Professor3
HANSJAKOB WERLEN (Germ an), Associate Professor
SIBELAN FORRESTER (Russian) , Assistant Professor
MARIA LUISA GUARDIOLA (Spanish) , Assistant Professor
HAILI KONG (Chinese) , Assistant Professor
LI-CHING CHANG MAIR (Chinese), Assistant Professor (part-time)3
ANNE MENKE (French) , Assistant Professor1
KARIN MYHRE (Chinese), Visiting Assistant Professor
CHRISTOPHER PAYSEK (Germ an), Visiting Assistant Professor
MICHELINE RICE-MAXIMIN (French) , Assistant Professor8,11
AURORA CAMACHO de SCHMIDT (Spanish) , Assistant Professor
SUNKA SIMON (Germ an) , Assistant Professor
BEATRIZ URRACA (Spanish), Visiting Assistant Professor (part-time)
ANNICK APPLEWHITE (French), Instructor (part-time)
HAN CHEN (Chinese), Instructor (part-time)
CHRISTINE DEGRADO (Spanish) , Instructor (part-time)
JOAN FRIEDMAN (Spanish), Instructor (part-time)
FRANCIS L . HIGGINSON (French), Instructor (part-time)
EVGENIYA L . KATSENELINBOIGEN (Russian), Instructor (part-time)
MARY K. KENNEY (Spanish), Instructor (part-time)
CAROLE NETTER (French), Instructor (part-time)
JEANETTE OWEN (Russian), Visiting Lecturer45
ELKE PLAXTON (German) , Instructor (part-time)
SUJANE WU (Chinese), Instructor (part-time)
MIREILLE TRONEL PEYROZ (French), Visiting Language Instructor

1 Absent on leave, fall semester, 1996.
2 A bsent on leave, spring semester, 1997.
3 A bsent on leave, 1996-97.
4 Fall semester, 1996.
5 Spring semester, 1997.
8 Campus Coordinator, Swarthmore Program in Grenoble, fall semester, 1996.
9 Campus Coordinator, Swarthmore Program in Grenoble, spring semester, 1997.
10 Program Director, Swarthmore Program in Grenoble, fall semester, 1996.
11 Program Director, Swarthmore Program in Grenoble, spring semester, 1997.

T h e purpose o f the major is to acquaint stu­
dents with important periods and principal fig­
ures o f the literatures taught in the Depart­
ment, to develop an appreciation o f literary
and cultural values, to provide training in crit­

194

ical analysis, and to foster an understanding of
the relationship between literary phenomena
and the historical and cultural forces underly­
ing the various literary traditions. In addition
to demonstrated competence in the language, a

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foreign literature major will normally complete
a minimum o f eight credits in advanced lan­
guage, literature and civilization courses or
seminars (including Special Topics), and com ­
plete a culminating exercise, such as a compre­
hensive examination. O n e o f the required
courses for the foreign literature major may be
taken in English from among those courses list­
ed under Literatures in Translation provided
that it is a course pertinent to the student’s spe­
cific major. Students whose interests lie pri­
marily in language are advised to consider the
possibility o f a major in Linguistics and Foreign
Languages. Students interested in studying lit­
erature in more than one language are encour­
aged to consider a Literature major.

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®

Courses numbered IB through 4 B are primari­
ly designed to help students acquire the lin­
guistic competence necessary to pursue literary
and cultural studies in a foreign language
through work with the language and selected
texts o f literary or cultural interest.
For a detailed description o f the orientation in
these courses see the Explanatory N ote on
these language courses below. Courses num­
bered 11 or above emphasize the study o f literature and culture as a humanistic discipline as
well as competence in the spoken and written
language.

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Students who enter with no previous knowledge o f a language and who are interested in
majoring in a foreign literature should register
for the intensive language courses (1B -2B ) in
the freshman year. Language courses numbered
3B and above count toward the eight credits
required for the major.
Students who wish to continue a language
begun elsewhere will be placed at the course
level where they will profit best according to
their score on the College Entrance Exam­
ination or placement tests administered by the
Department in the fall.
Prerequisites for majors are noted under the
listing o f each o f the literatures taught.
Exceptions to course requirements are made for
those who show competence in the language of
specialization. Students who speak Chinese,
French, German, Russian or Spanish fluently
should consult with the Department before
electing courses.
Majors are urged to select supporting courses in
other literatures, in history, philosophy, lin­
guistics, or art history. T h e Department also

recommends participation for a minimum o f a
summer and a semester in an academic pro­
gram abroad. Linguistically qualified students
may apply to the Swarthmore Program in
Grenoble at the University o f Grenoble, for
one or two semesters in the sophomore or
junior year. T his program is particularly suited
for majors in the humanities and the social sci­
ences. Students competent in Spanish should
consider the Hamilton College Program in
Madrid, Spain, which is cooperatively spon­
sored by Swarthmore. O ther recommended
programs include R ice University-Chile; the
U niversity o f Kansas-Costa R ica; the
University o f Pennsylvania-Mexico; Scripps
College-Ecuador; and C E U C A in Columbia.
(T h e Spanish section requires that its majors
spend a minimum o f one semester o f study
abroad in a program approved by the Section).
Students o f German have the opportunity to
jo in the W esleyan University Program in
Regensburg during the spring semester o f each
year. Participants o f the program can simulta­
neously enroll at the University o f Regensburg.
O ther programs students should consider are
the Wayne State Junior Year in Germany (at
the University of M unich 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 among others in
Russia. Study abroad is particularly encouraged
for students o f Chinese; academic credit (full
or partial) is generally approved for participa­
tion in the several programs o f varying dura­
tion in the People’s Republic o f C hina and in
Taiwan, recommended by the Chinese section,
including the Associated China Program in
T ianjin o f which Swarthmore is a consortial
member. Students on scholarship may apply
scholarship monies to designated programs of
study abroad.
Students wishing to receive a Teaching
Certificate in French, German, Russian or
Spanish should plan on taking the regular pro­
gram o f language and literature courses
required for the major or show proof of the
equivalent. In addition, they should take
Linguistics 1. Appropriate supporting courses
which broaden knowledge and understanding
o f the foreign culture being studied are also
recommended. Prospective teachers of a for­
eign language must include a minimum o f a
semester abroad in their academic program.

195

Modem Languages and Literatures

Students planning to do graduate work are
reminded that, in addition to the language of
specialization, a reading knowledge o f other
languages is often required for admission to
advanced studies.

Literatures in Translation
Students acquainted with a particular foreign
language are urged to elect an appropriate literature course taught in the original language.
L IT courses provide students with the opportu­
nity to study a literature which they cannot
read in the original. These courses may be used
to satisfy the distribution requirements, but
cannot be substituted for the 11 or 12 level
courses to satisfy the departmental prerequi­
sites for a major or minor in the original lan­
guages. A student, however, may take one of
these courses to satisfy the eight-credit require­
m ent o f a foreign literature major provided
that the course is pertinent to the specific lit­
erature o f the major.
Normally, at least one L IT course is offered
each semester; these courses are announced
before fall and spring registration. Other, crosslisted courses in foreign literature in transla­
tion are listed after L IT 50.

13R. The Russian Novel.
T h e rise o f the Russian novel in the 19th cen­
tury during the struggle against serfdom and
the transition to an urban industrial society
and revolution in the 20th century.
(See Russian 13)
No prerequisite.
Primary distribution course.

N ot offered 19 96-97. Bradley.

13. Medieval Comparative Literature.
14. Modem European Literature.
Studying key m odernist works o f fiction
between 1900 and 1930 in seminar format.
Authors include Conrad, Joyce, Kafka, Vir­
ginia Woolf. Intended especially for freshmen
contem plating a Literature major. Limited
enrollment.

20th-century writers o f this multifaceted and
turbulent region. Analysis of individual works
and writers with the purpose o f approaching
the religious, linguistic and historical diversity
o f Eastern Europe in an era o f war, revolution,
political dissent and outstanding cultural and
intellectual achievement. Readings, lectures
and discussion in English; qualified students
may do some readings in the original language(s).
(See Russian 15.)
Primary distribution course.

Fall semester 1996. Forrester.

16CH. Substance, Shadow, and Spirit 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.
No prerequisites; (Cross-listed as Chinese 16)
Primary distribution course.

N ot offered 1996-97. Berkowitz.

17CH. The Legacy of Chinese Narrative
Literature: The Story in Dynastic China.
Tales o f the strange, biographies and hagiogra­
phies, moral tales, detective stories, literary jo t­
tings, drama, novellas and novels, masterworks
o f the Chinese literary tradition throughout
the centuries o f imperial China.
No prerequisites and no knowledge o f Chinese
or o f C hina required.
(Cross-listed as Chinese 17)

N ot offered 1996-97. Berkowitz.

18CH. The Classical Tradition in Chinese
Literature.
(See Chinese 18).

N ot offered 1996-97. Berkowitz.

20G. The Contemporary German Novel.

Primary distribution course.

Representative works o f prose fiction from
Germany, Austria, and Switzerland since the
end o f World W ar II against the background of
literary, intellectual and politico-sociological
currents in German-speaking Europe. Authors
include Bachm ann, B oll, Frisch, Handke,
Grass, and Wolf.

N ot offered 1996-97. Faber.

N ot offered 1996-97.

15R. Russian and East European Prose.

22F. French/ltalian/Spanish Cinema.

Novels and stories by the most prominent

From Naturalism to Experimentation, from

196

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Representation to Virtuality: travels from
outer to inner space in the three Latin cinemas.

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Not offered 1996-97. Roza.

32R. From Revolution to Capitalism:
Critical Issues in Contemporary Russia.

23CH. Modern Chinese Literature: A
New Novelistic Discourse (1918-1948).

T his course focuses on those developments in
the Soviet U nion after the death o f Stalin in
1953 which paved the way for perestroika
and glasnost in the 1980s and have taken
root during the current period o f social, polit­
ical, economic, and cultural transformation.

We will read modem Chinese literary texts
created between 1918 and 1948, and exam­
ine a series o f political, social, cultural, and
_
ideological dilemmas underlying twentieth
century Chinese history. T h e class will dis­
cuss fundamental issues o f modernity, and
new literary developments under the impact
of the May Fourth Movement. A ll readings
are in English translation, and no previous
preparation in Chinese is required. Open to
the entire Tri-college student body, and
! taught on the Bryn Mawr campus.
(Cross-listed as Chinese 23)

Spring semester 1997. Kong.

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25CH. Contemporary Chinese Fiction:
Mirror of Social Change.
The purpose o f this course is to introduce to
students some fundamental questions under­
lying contemporary Chinese history through
examining literary narratives of post-Mao
China. T h e selected stories and novellas, the
most representative and provocative, articu­
late the historical specificity o f ideological
dilemmas and cultural dynamics, in the
imaginary process o f dealing with love, poli­
tics, sex, morality, economic reform, and
feminist issues. A ll readings are in English
translation, and no previous preparation in
Chinese is required. O pen to the entire TriCollege student body.
(Cross-listed as Chinese 25)

Not offered 1996-97. Kong.

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tics.

N ot offered 1996-97. Bradley and Weinberg.

31R. Popular Politics in Russia, 1861
to the Present: Life and Struggle at
the Bottom.
The role o f the lower classes in social and
political movements since the m id-nine­
teenth century. T h e course will focus on: the
origins and nature o f peasant and workingclass radicalism in late Imperial Russia; the
relationship between the lower classes and
the intelligentsia; peasants, workers, and the
building o f Soviet power; women and poli­
tics; society and contemporary Soviet poli-

N ot offered 1996-97. Bradley and Weinberg.

33R. The Struggle for Liberation and
Social Change in Literature and History.
T h e search for community, the idea of justice
and democracy, and the universal struggle for
social and political change at the bottom o f
society in literature and history.

N ot offered 1996-97. Bradley, Ford, Cronin.

37G. History and Memory: The
Holocaust and German Culture.
A n examination o f the Holocaust through
the lens o f G erm an culture and East
European history.
(Cross-listed as History 37.)

Fall semester 1997. Faber, Weinberg.

50R. Russian Literature and
Revolutionary Thought.
A study o f continuity and change in the rela­
tionship between the major political and
social movements and the writers before and
after 1917.

Spring semester 1997■ Bradley.

50SA. Contemporary Spanish-American
Literature.
T h e fiction o f Spanish America has estab­
lished itself as one o f the most innovative
and provocative o f contemporary world liter­
ature. This- course will begin by examining
the roots of such innovation followed by a
study o f representative texts of the Latin
American “boom” and “post-boom” periods.
Special attention will be paid not only to the
formal aspects o f these novels but also to the
socio-political contexts in which they were
w ritten. Selected authors: M aria Luisa
Bom bal (C h ile); Juan Rulfo (M exico );
Carlos Fuentes (M exico); Gabriel Garcia
Márquez (Columbia); Mario Vargas Llosa
(Peru); Manuel Puig (Argentina); Claribel

197

Modern Languages and Literatures

A legría (E l Salvador); Isabel A llende
(C h ile ); Luisa Valenzuela (A rgentina);
Rosario Ferré (Puerto R ico).
N ot offered as primary distribution course.

Spring semester 1998. Staff.

51G. Gender and Race in German
Cinema.
T h is course will exam ine the historical,
structural, them atic, and imaginary links
between race and gender in the visual land­
scape o f a postwar Germany struggling to
come to terms with the Third R eich, the
Holocaust, and the Second World War. T h e
course also addresses the question how con­
temporary German films visualize, analyze,
resist, and (re)produce the tensions o f the
newly unified country’s change towards a
multicultural society. In conjunction with
pertinent film criticism and theory, we will
screen films by Margarethe von Trotta, Doris
D o m e, W im W enders, W erner Herzog,
Alexander Kluge, Percy Adlon, Elfi Mikesch,
Helke Sander, Monika Treut, Valie Export,
Marianne Rosenbaum and others.

Fall semester 1996. Simon.

54G. Post-War German Cinema.
A study o f (primarily west) Germ an Cinema
from the “rubble films” o f the immediate
post-war period, through the advent o f the
New Germ an Cinem a in the sixties, to the
present state o f Germ an film in the “postwall” era.
(Cross-listed as Germ an 54.)

N ot offered 1996-97. Pavsek.

55CH. Contemporary Chinese Cinema.
Cinem a has become a special form o f cultur­
al mirror representing social dynamics and
drastic changes in contemporary China. T he
course will develop a better understanding of
changing Chinese culture through analyzing
cinem atic texts. A ll the films have English
subtitles and all readings are in English. No
previous preparation in Chinese is required
or expected. O pen to the entire tri-college
student body, and taught on the Swarthmore
campus.
(Cross-listed as Chinese 55)

Fall semester 1996. Kong.

55G. Film and Literature in Weimar
Germany.
N ot offered 1996-97. Faber.

55SA. The Fiction of Contemporary
Spanish-American Women Writers.
N ot offered 1996-97.

60SA. Spanish American Society
Through Its Novel.
T his course will explore the relationship
between society and the novel in Spanish
America. Selected works by Carlos Fuentes,
Mario Vargas Llosa, Isabel Allende, Gabriel
G arcía Marquez, Luisa Valenzuela, Elena
Poncatowska, and others will be discussed in
conjunction with sociological patterns in
contemporary Spanish America. T his course
is not a primary distribution course. (See
Sociology/Anthropology 37.)

Spring semester 1997. Hassett and Munoz.

61SA. Women’s Testimonial Literature
of Latin America.
T his course explores women’s autobiographi­
cal testimony and inquires into authorship
and mediation, genre, intended reader and
politics.
Foil semester 1997. Cam acho de Schmidt.

62SA. The United States in the Latin
American Imagination.
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 produc­
tions, the goal is to understand the political
achievements o f the U .S ., its racial conflicts,
cultural myths, and imperialistic interven­
tions through the perspective o f the. Latin
American imagination.

N ot offered 1996-97.

63CH. Comparative Perspectives: China
in the Ancient World.
Topics to be explored include obligation to
self and society; individualism and the role of
withdrawal; the heroic ethos; the individual
'and the cosmos; the individual and gender
roles.
N o prerequisites; no knowledge o f Chinese
required.
(Cross-listed as Chinese 63.)

j

Not offered 1996-97. Berkowitz.

N ot offered 1996-97. Werlen.

63SA. La Frontera: The U.S. and Mexico
in Politics and literature.

70F. Caribbean and French Civilizations
and Cultures.

A n interdisciplinary exploration of the rela­
tionship betw een the U nited States and
Mexico as experienced by communities on
both sides o f the U .S.-M exico border.

A study of the political, social and literary his­
tory o f the French speaking Caribbean with a
focus on Guadeloupe, Haiti and Martinique.
Collateral reading in historical and fictional
texts.

(Cross-listed as Political Science 63.)

Not offered 19 96-97. Mendel-Reyes, Camacho

(Crosslisted with Black Studies.)

de Schmidt.

(Crosslisted as French 70F.)

64SA. Journeys and Encounters in Latin
America.

N ot offered 1996-97. Rice-Maximin.

Not offered 1996-97.

65G. Marxism.
An extensive introduction to the work o f Karl
1 Marx.

Not offered 1996-97. Pavsek.

65SA. Indigenous Peoples in Latin
American Literature.

j

Defined as idolatrous and cannibalistic, infantilized or bestialized, and mistakenly named for
the dwellers of India, the original inhabitants
of the Americas appear as the quintessential
Other in chronicles o f the Conquest and early
colonization. T heir bodies and labor will build
new nations, but millions wil survive as indige­
nous peoples, marginal, impoverished, and
thirsty for self-expression. This course looks
critically at the representation o f native peo­
ples in Latin Am erican literature, from the def­
inition of “the Indian problem” to the idealiza­
tion o f ancient utopian kingdoms to which we
must return. Through essays, poems, novels,
stories, and film we will glimpse at the wealth
of imagination that springs from indigenous
cultures and the tragedy o f conquest and the
subjugation th at ensued. Authors include
Cortés, Las Casas, Netzahualcóyotl, Cabeza de
Vaca, Asturias, Arguedas, Vasconcelos,
Mariátegui, Castellanos, Cardenal, Neruda,
Fuentes, Menchú, and Chúngara.

7 1 F. “ Epistemology of the Closet” :
Literary and Theoretical Constructions of
Male Homosexuality.
Readings in European and Am erican fiction
and contemporary gay theory will focus on the
problematics o f dichotomous (homo/hetero)
sexual representations. T h e course aims to pro­
vide frameworks for a specifically anti-homophobic analysis o f literature.
(Crosslisted as French 7 IF.)

N ot offered 1996-97. Moskos.

73F. Franco-European Theatre.
N ot offered 1996-97. Roza.

74F. Theorizing Otherwise: French Women
Philosophers and Their Literary Texts.
Situated between the philosophical and the
poetic, the writings o f H élène Cixôus,
Marguerite Duras, Luce Irigaray and Monique
W ittig bring into question traditional (mascu­
line) paradigms o f W estern thought. T his
course will challenge the boundaries between
philosophy and literature in the context of
French feminisms. Cixous and W ittig will each
be on campus for three days to meet with stu­
dents. A foreign language attachm ent (onehalf credit) will be available for those wishing
to read in the original and to attend a supple­
mental discussion section in French.
(Cross-listed as Philosophy 75)

Faß semester 1996. Cam acho de Schmidt.

Spring semester 1997. Moskos and Lorraine.

66CH. Chinese Poetry.

75F. Haiti, the French Antilles and
Guyane in Translation.

This course explores C hinese poetry and
Chinese poetic culture, from early times to the
present. (Cross-listed as Chinese 66)

Study of literary texts and their rewri[gh]ting of
the local colonial history.

Not offered 1996-97. Berkowitz.

(Cross-listed with Black Studies)

66G. Goethe’s Faust

Spring semester 1998. Rice-M axim in.

199

Modem Languages and Literatures

77G . Literature of Decadence.
Symbolist, fin-de-siècle, and modernist under­
standings o f the evolution o f civilization; the
themes o f intellectual and spiritual crisis, the
“decline o f the W est,” “art for art’s sake” in
European poetry, drama and fiction during the
decades 1880-1920.

91 CH. Special Topics in Chinese
Literature and Culture.
Topic for Spring ’97 is “Ghosts and Demons in
Chinese Literature.” Explores aspects o f the
supernatural through readings in traditional
Chinese fiction and drama in translation.

Not offered 19 96-97. Werlen.

A ll readings are in English translation, and no
previous preparation in Chinese is required.
Open to the entire Tri-college student body.

78R. Russian Models of Reality: Film,
Poetry, Prose, Theory.

Spring semester 1997. Myhre.

T h e course will analyze both famous and
neglected works, ranging from medieval chron­
icle and hagiography, through the great litera­
ture and criticism o f the 19th and 20th cen­
turies, to a contemporary drag queen’s depic­
tion o f Marilyn Monroe.

EXPLANATORY NOTE OF FIRST- AND
SECOND-YEAR LANGUAGE COURSES:

(Cross-listed as Germ an 77.)

Not offered 1996-97. Forrester.

79R. Russian Women Writers.
T his course balances the picture o f Russian lit­
erature by concentrating on the female authors
whose activities and texts were for a long time
left out o f the canon.
Although the course is in translation, students
with Russian may do part or all o f the readings
in the original.

N ot offered 1996-97. Forrester.

80R. Literature of Dissent
This course will address the central place of
dissent in Russian literature, its flowering in
reaction to Tsarist and Soviet censorship. T he
theme leads to some o f the most important
works o f nineteenth and twentieth century
Russian poetry and prose. Although all texts
and discussion will be in translation, students
who know Russian may read some or all works
in the original.
Not offered 1996-97. Forrester.

81CH. Transcending the Mundane: Taoism
in Chinese Literature and 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. A ll readings will be in English.
(Cross-listed as Chinese 81.)

N ot offered 1996-97. Berkowitz.

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(Cross-listed as Chinese 91)

Courses numbered 1B-2B, 3B , 4 B carry one
and one-half credits per semester. Three semes­
ters in this sequence are equivalent to two
years o f work at the college level. Designed to
impart an active command o f the language and
combine the study or review o f grammar essentials and readings of varied texts with intensive
practice to develop the ability to speak the lan­
guage. Recommended for students with no pre­
vious knowledge of the language and who are
interested in preparing for intermediate or ad­
vanced courses in literature and culture taught
in the original language. These courses (a)
meet as one section for grammar presentation
and in small groups for oral practice, and (b)
require work in the language resource center.
Students who start in the 1B-2B sequence must
complete 2B in order to receive credit for IB.
However, students placing directly in 2B can
receive one and one-half semester credits for
that course. Courses numbered 3B and 4B may
be taken singly for one and one-half semester
credits.

Chinese
Although no specific major exists currently in
Chinese in either the Course Program or the
Honors Program, qualified students are urged
to consider the possibility of 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 m ajor), or
a Special Major in combination with other
departments. It is possible to prepare for a

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minor in Chinese in the Honors Program in
Chinese Language or Chinese Literature in
Translation. Interested students 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 C hina, which is strongly
encouraged, can be incorporated into their cur­
riculum. Swarthmore participates in the
Associated C h in a Program at Nankai
University in Tianjin for the Fall semester; stu­
dents also may attend a number o f other pro­
grams in C hina and Taiwan for a summer, a
semester or a full year. First through fourth-year
Chinese language courses are offered each year.
A n introduction to Classical Chinese is offered
every year. Literature courses in translation are
offered regularly each year and are open to the
entire student community. Students of Chinese
are particularly urged to take these classes as a
means o f gaining perspective on Chinese liter­
ature and culture.
Honors M ajors and Minors in Chinese:

I

Honors M ajor in Chinese: A t this time it is
possible for students of Chinese to major in the
Honors Program only through a Special Major
in Chinese, or a major in Asian Studies. In
either case one o f the Honors exams will nec­
essarily be in Chinese language. For a Special
Major in Chinese the other two exams will be
based on adanced work in literature and anoth­
er subject matter, to be determined by the indi­
vidual’s formulation o f the Special Major; work
done abroad may be incorporated where appro­
priate. Interested students should'consult with
the Section Head in Chinese. Senior Honors
Study is mandatory, and is to be arranged on an
individual basis; candidates will receive up to
one credit for completion o f this work. Honors
exams normally will consist of a 3-hour written
exam and a 3 0 m inute-oral. Asian Studies
majors should refer to the Bulletin entry for
Asian Studies for further information.
Honors Minor in Chinese: It is possible to pre­
pare for a minor in Chinese in the Honors pro­
gram, in eith er C h in ese language, or in
Chinese literature in translation; work done
abroad may be incorporated where appropriate.
Interested students should consult with the
Se ctio n Head in C hinese. Senior Honors
Study is mandatory for a minor in Chinese, and

is to be arranged on an individual basis; candi­
dates will have the option o f receiving one-half
credit for completion o f this work. T h e Honors
exam for a minor in Chinese will consist o f a 3hour written exam and a 30 minute oral.

COURSES
1B-2B. Introduction to Mandarin Chinese.
A n intensive introduction to spoken and writ­
ten Mandarin Chinese, with emphasis on oral
practice. Designed to impart an active com­
mand o f basic grammar. Introduces 3 5 0 to 400
characters and develops the ability to read and
write in simple modem Chinese.
Wu and Staff.

3B, 4B. Second-year Mandarin Chinese.
Designed for students who have mastered basic
grammar and 3 5 0 to 400 characters. Combines
intensive oral practice with writing and read­
ing in the modem language. Emphasis is on
rapid expansion o f vocabulary, idiom atic
expressions, and thorough understanding of
grammatical patterns. Prepares students for
advanced study at the College and in China.
Myhre and Staff.

1 1 . Third-year Chinese.
Concentrates on strengthening and further
developing skills in reading, speaking, and
writing modem Chinese, through a diversity of
materials and media. Classes conducted in
Chinese, with precise oral translation also a
component. To be taken in conjunction with
Chinese I I A .
Prerequisite: Chinese 4B or equivalent lan­
guage skills.
Primary distribution course.

Fall semester 1996. Myhre.

11 A . Third-year Chinese Conversation.
A half-credit course concentrating on the fur­
ther developm ent o f oral/aural skills in
Chinese. Conducted entirely in Chinese. To be
taken in conjunction with Chinese 11.

N ot offered 1996-97. Staff.

12. Advanced Chinese.
Sequel to Chinese 11. Concentrates on greatly
expanding skills in reading, writing, and speak­
ing modem Chinese, through a diversity of

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Modern Languages and Literatures

materials and media. Class conducted in
Chinese, with precise oral translation also a
component. To be taken in conjunction with
Chinese 12A .
Prerequisite: Chinese 11 or equivalent lan­
guage skills.

tion, through directed readings and discussions
o f English translations o f original sources from
early through medieval times.
N o prerequisites, and no knowledge of Chinese
or o f China required.
(Cross-listed as L IT 18CH .)

Primary distribution course.

Primary distribution course.

Spring semester 1997. Myhre.

N ot offered 1996-97. Berkowitz.

12A. Advanced Chinese Conversation.

20. Readings in Modern Chinese.

A half-credit course concentrating on the fur­
ther developm ent o f oral/aural skills in
Chinese. Conducted entirely in Chinese.

T h is course aims to perfect the student’s
Mandarin Chinese skills, and at the same time
to introduce a few 'm ajor topics concerning
Chinese literature and other types o f writing
since the May Fourth Movement.

Spring semester 1997. Wu.

16. Substance, Shadow, and Spirit 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, Confucianism,
and the contouring of Chinese culture; immor­
tality, wine, and allaying the mundane; the
religious dimension, disengagement, and the
appreciation of the natural world, etc. T he
course also will address cultural and literary
formulations o f conduct and persona, and the
expression of individualism in an authoritarian
society.
No prerequisites; (Cross-listed as L IT 16CH .)
Primary distribution course.
Not offered 19 96-97. Berkowitz.

1 7 . The Legacy of Chinese Narrative
Literature: The Story in Dynastic China.
T h is course explores the developm ent of
diverse genres o f Chinese narrative literature,
through readings o f original writings in transla­
tion. Readings include tales o f the strange,
biographies and hagiographies, moral tales,
detective stories, literary jottings, drama,
novellas and novels, masterworks o f the
Chinese literary tradition throughout the cen­
turies o f imperial China.
(Cross-listed as L IT 17CH .)

N ot offered 1996-97. 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 civiliza­

202

Prerequisite: Three years o f Chinese or its
equivalent.
Fall semester 1996. Kong.

21. Topics in Modern Chinese.
Reading and exam ination o f individual
authors, selected themes, genres, time periods,
for students with strong Chinese language pro­
ficiency. A ll readings, writing, and discussion
in Chinese.

Spring semester 1997. Kong.

23. Modern Chinese Literature: A New
Novelistic Discourse (1918-1948).
W e will read modem Chinese literary texts
created between 1918 and 1948, and examine
a series of political, social, cultural, and ideo­
logical dilemmas underlying twentieth century
Chinese history. T h e class will discuss funda­
mental issues o f modernity, and new literary
developments under the impact o f the May
Fourth Movement. A ll readings are in English
translation, and no previous preparation in
Chinese is required. Open to the entire Tri-col­
lege student body, and taught on the Bryn
Mawr campus.
(Cross-listed as L IT 23CH )
Spring semester 1997. Kong.

25. Contemporary Chinese Fiction: Mirror
of Social Change.
T h e purpose of this course is to introduce to
stfldents some fundamental questions underly­
ing contemporary Chinese history through
exam ining literary narratives o f post-M ao
China. T h e selected stories and novellas, the
most representative and provocative, articulate
the historical specificity o f ideological dilem­

mas and cultural dynamics, in the imaginary
process of dealing with love, politics, sex,
morality, economic reform, and feminist issues.
A ll readings are in English translation, and no
previous preparation in Chinese is required.
Open to the entire Tri-College student body.
(Cross-listed as L IT 25CH )

Chinese poetic culture, from early times to the
present. W hile readings and discussion will be
in English, and no knowledge of Chinese will
be expected, an integral component o f the
class will be learning how to read a Chinese
poem and learning a number o f poems in the
original.

Not offered 1996-97. Kong.

(Cross-listed as L IT 66C H .)

33. Introduction to Classical Chinese.

N ot offered 1996-97. Berkowitz.

Classical Chinese includes both the language
of China’s classical literature, as well as the lit­
erary language used for writing in C hina for
well over two millennia until earlier this cen­
tury. This course imparts the principal struc­
tures o f the classical language through an ana­
lytical presentation o f the rudiments o f the
language and close reading of original texts.
The course is conducted in English; it is no t a
lecture course, and requires active, regular par­
ticipation on the part o f the student, with pre­
cise translation into English an integral com­
ponent.

81. Transcending the Mundane: Taoism in
Chinese Literature and Culture.

(Cross-listed as Linguistics 33.)

Spring semester 1997 . Myhre.

55. Contemporary Chinese Cinema.

Chinese civilization has been imbued with
Taoism and Taoist topoi for some two and onehalf millennia, from popular belief and custom
to intellectual and literary culture. In addition
to consideration o f the texts and contexts of
both philosophical and religious Taoism, the
class will examine the articulation and role of
Taoism in Chinese literature and culture, and
the enduring implications o f the Taoist ethos.
A ll readings will be in English.
(Cross-listed as L IT 81C H .)

N ot offered 1996-97. Berkowitz.

91. Special Topics in Chinese Literature
and Culture.

Cinema has become a special form o f cultural
mirror representing social dynamics and drastic
changes in contemporary China. T h e course
will develop a better understanding of chang­
ing Chinese culture through analyzing cine­
matic texts. A ll the films have English subtitles
and all readings are in English. No previous
preparation in Chinese is required or expected.
Open to the entire Tri-college student body,
and taught on the Swarthmore campus.

Topic for Spring ’97 is “Ghosts and Demons in
Chinese Literature.” Explores aspects o f the
supernatural through readings in traditional
Chinese fiction and drama in translation.

(Cross-listed as L IT 55C H )

93. Directed Reading.

A ll readings are in English translation, and no
previous preparation in Chinese is required.
Open to the entire Tri-college student body.
(Cross-listed as L IT 91C H )

Spring semester 1997. Myhre.

Fall semester 1996. Kong.

63. Comparative Perspectives: China in
the Ancient World.

French

N ot offered 1996-97. Berkowitz.

T h e purpose o f the major is to acquaint stu­
dents: (1) with important periods and principal
figures o f literatures written in French, (2) with
the diversity o f French-speaking cultures. It is
intended to develop an appreciation o f literary
and cultural values, to provide training in crit­
ical analysis, and to foster an understanding of
the socio-historical forces underlying these
various literatures and cultures.

66. Chinese Poetry.

Current Course and Honors Program:

T his course explores C hinese poetry and

French may be offered as a major in the Course

Topics to be explored include obligation to self
and society; individualism and the role o f with­
drawal; the heroic ethos; the individual and
the cosmos; the individual and gender roles.
No prerequisites; no knowledge of Chinese
required.
(Cross-listed as L IT 63C H .)

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Modem Languages and Literatures

Program or as a major or minor in the Honors
Program: a minor in French consists o f 2 exter­
nal examinations. (See below for new Honors
Program.) Prerequisites for both Course and
Honors students are as follows: 4, any course in
the 12 sequence, the equivalent, or evidence of
special competence.
Recommended supporting subjects: see the
introductory departmental statement.
A ll 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 spoken
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 exami­
nations, including comprehensive and Honors
examinations.
Course majors are required to (a) take eight
advanced courses numbered 3B or above; (b)
study abroad; (c) take at least one advanced
course in literature before 1800; (d) take one
advanced Francophone course au lieu with a
fancophone com ponent; (e) take one ad­
vanced course in civilization or culture; ( 0
take Special Topics in the Fall o f 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 o f a genre or theme, as
well as narrowly in terms o f one author or
text.) T his paper will form the basis o f an oral
exam ination given in the Spring. T h e Senior
Paper deadlines are as follows. Initial proposal
and bibliography are due immediately after the
Thanksgiving break. 1st draft: end o f Spring
break; Completed paper: mid-April.
Courses and seminars in literature before 1800
are marked with a * , those with a Francophone
component are marked with a #, and those in
culture/civilization are marked with a +.
T h e 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. T h e French section is also
offering a new Concentration in Francophone

204

Studies in cooperation with other departments
and programs abroad. See “Francophone
Studies” for description o f program and
requirements.
New Honors Program in French:
Requirements: M ajors and M inors in the
Honors Program are expected to be sufficiently
proficient in spoken and written French to
complete all their work in French; i.e., discus­
sions and papers, and all oral and written
assignments. A ll Majors in Honors must com­
plete at least one semester o f study abroad in a
French-speaking country. Minors must com­
plete at least a six-week program of study in a
French-speaking country. It is strongly recom­
mended that they spend at least one semester
abroad.
Candidates are expected to have a B average in
course work both in the Department and at the
College, and to have demonstrated interest in
and aptitude for the study o f literature or cul­
ture in the original language.
Prerequisites: In order to demonstrate the lin­
guistic and analytical abilities necessary for
seminar work, students must take the following
before taking a seminar:
1) M A JO R : at least one advanced course in lit­
erature or culture (above French 20).
2) M IN O R: at least two advanced courses in
literature or culture (above French 20).
Preparations: Majors in the Honors program
must do three preparations (consisting of 6
units of credit). Two o f the preparations must
be done through seminars. T h e third prepara­
tion may be a seminar, a two-credit thesis, or
two paired courses chosen from a list available
from the Department. Minors must do a single,
two-credit seminar.
Senior Honors Study (French 190)
1) SEM IN A R PREPARATION : A t the end of
the fall term, students will be given a list of
questions related to the seminar. They will
chose one question for each seminar and pre­
pare a 2500 word paper in French in response
to that question. T h e preparation o f this essay
will not be supervised by members o f the facul­
ty .' Conversation among students preparing
these essays is encouraged, but each student
must produce an independent, original essay of
his or her own. T h e essays must be submitted
to the department the first day o f the written
exam period, to be forwarded to the examiner.

The paper will form part of the student’s port­
folio.
2) PAIRED C O U R SE PREPARATION . A
one-page prospectus on a topic that addresses
and integrates the two courses in a meaningful
way must be approved by the instructor o f each
of the courses by the end o f the fall semester.
Once the prospectus has been approved, the
essay will not be supervised by members o f the
faculty. Conversation among students prepar­
ing these essays is encouraged, but each student
must produce an independent, original essay of
his or her own. T h e essays must be submitted
to the department the first day o f the written
exam period, to be forwarded to the examiner.
The paper will form part o f the student’s port­
folio.
Mode o f examination:
A three hour written examination, and a onehalf hour oral examination, both in French,
will be required for each preparation.
Portfolio:

h the syllabus o f the seminar or paired courses
2. the Senior Honors Study paper

COURSES
N OTE: N ot all advanced courses are offered
every year. Students wishing to major or minor
in French should plan their program in consul­
tation with the Department.
* = pre-1800

* = Francophone
+ = culture/civilization

1B-2B, 3B Intensive French.
For students who begin French in college.
Designed to impart an active command o f the
language. Combines the study o f grammar with
intensive oral practice, writing, and readings in
literary and expository prose.

the press. Particular attention will be paid to
perfecting analytical skills in written and spo­
ken French.

Each semester. Netter.

4A. French Conversation.
A half-credit conversation course concentrat­
ing on the development o f the students’ ability
to speak French. May be repeated once for
credit.
Prerequisite: For students presently or previ­
ously in French 3 B or the equivalent
Placement Test score.

Each semester. Tronel Peyroz.

12C. France, Year “ 2000” : Introduction
Socio-Culturelle a la France Actuelle. +
A close look at some fundamental issues
reflecting the rapidly changing dimensions of
French culture and society today: the question­
ing o f the concept o f national identity; the new
forms o f social division and types o f ‘family’
relations; the crucial problems faced by the
young and the elderly; the complex position of
an increasingly multiculltural Hexagon within
U nited Europe and a world o f globalization;
the nature o f emergent forms o f cultural pro­
duction and the issue o f modernité.
Discussion o f press articles, works o f fiction,
essays from the social sciences as well as films.
Prerequisite: French 4, a score o f 675 on the
College Entrance Examination, or 5 on the A P
Exam, or the equivalent with special permis­
sion.
Primary distribution course.

Fall semester 1997. Lane.

12L. Introduction à l’analyse littéraire.
Close reading o f various texts (prose fiction,
plays, poetry) from and beyond the Hexagon as
an introduction to the central concepts and
modes o f literature and literary analysis in
French.

IB Fall semester: Tronel Peyroz and Staff.
2B Spring semester: Roza, Tronel Peyroz, Netter.
3B Fall semester: N etter and Staff.

Prerequisite: French 4, a score o f 675 on the
College Entrance Examination, or 5 on the A P
Exam, or equivalent, with permission o f the
instructor.

4. Advanced French: Nouvelles Voix
Françaises (New French Voices).

Note: 12L or 12C is required to take any other
French literature or culture courses.

Transformations in French culture, literature
and society will be explored through literary
texts as well as films, television programs and

Fall semester. Rice-Maximim.
Spring semester. Menke.

Primary Distribution course.

205

Modem Languages and Literatures

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 returning
from study abroad.

35. Topics in 19th and 20th Century
Literature: Le “ Roman-Miroir” .

Not offered 1996-97.

Departing from Stendhal’s definition of the
novel as a ‘mirror’, a study o f 20th century
major novels in terms of genre, écriture, and
representation o f personal and socio-cultural
reality.

22. Le Cinéma français.

N ot offered 1996-97. Lane.

A n examination o f the evolution o f style and
theme in French Cinema from 1930’s Realism
to the Nouvelle Vague.

36. Poésie d’écritures françaises. #

N ot offered 1996-97. Roza.

23. Topics in French Civilization:
‘Barbarian’ France. #, +
A study o f today’s multicultural French society
and its new cultural forms o f production (with
special emphasis on literature and film).

N ot offered 1996-97. Lane.

24. Mémoire Culturelle et Histoire. +
This course focuses on major historical events
which have left an indelible mark on the mem­
ory of the French as a people: the Revolution
o f 1789, the Commune, the German Occupa­
tion during World War II, the Franco-Algerian
war, etc.

N ot offered 1996-97. Lane.

25. Centers and Peripheries in the
Fancophone World. #, +
A n interdisciplinary introduction to the
French-speaking world and the complex his­
torical relations between the countries that
form it, with a comparative study of their spe­
cific cultural achievements. [A core course for
the new Francophone Studies concentration.].

N ot offered 1996-97. Lane.

30. Topics in 17th and 18th Century
Literature. *
33. Le Monde francophone: résistances
et expressions littéraires. #, *
Through the exam ination o f a variety of
Francophone texts from Africa, the Caribbean
and Quebec, we will trace the cultural and his­
torical experiences o f formerly colonized peo­
ples as reflected in their respective literature.
(Cross-listed with Black Studies)

N ot offered 1996-97. Rice-Maximin.

A them atic study of poetry from various coun­
tries with an emphasis on both pre-18th
Century H exagonal and contemporary
Caribbean texts. W e will carefully study and
compare the different styles and motifs as they
reflect the various concerns o f their respective
periods.

N ot offered 1996-97. Rice-M axim in. •

40. Literary Theory and Early Modern
French Fiction. *
A n introduction to literary theory on the
novel through a pairing o f major works o f fic­
tion of the 16th, 17 th, and 18th centuries and
theoretical texts based on them.

N ot offered 1996-97. Menke.

60. Le Roman du 19e Siècle.
A study o f the main themes and technical
innovations in narrative fiction as it reflects an
age o f great socio-political change. Based pri­
marily on novels o f Stendhal, Balzac, Flaubert
and Zola.
Foil semester 1997. Moskos.

61. Odd Couplings: Writing and Reading
Across Gender Lines.
A comparative study o f texts by men and
women interrogates the role played by genderidentity construction in writing and reading.
Not offered 1996-97. Moskos.

62. Le Romantisme.
T h e trauma o f the Revolution of 1789 gave
birth to the individual even as it put the very
concept o f individual agency into question. We
will interrogate the theater, poetry and prose of
this period as imaginary, sometimes almost
magical, solutions to cultural, political and per­
sonal dislocations.

Fall semester 1996. Moskos.

65. Baudelaire and Symbolism.
The main poets o f the most influential move­
ment o f poetic expression from 1850 to 1918.
Selected texts from the works o f Baudelaire,
Rimbaud, Mallarmé, and Apollinaire.

Spring semester 199 7 . Roza.

70. Théâtre Moderne: Psycho-Strip-Tease
and Meta-Theater in French and
European Drama.
Spring semester 1998. Roza.

70F. Caribbean and French Civilizations
and Cultures. #, *
(See L IT 70F.)
(Cross-listed with Black Studies)

Study of literary texts and their rewri[gh]ting of
the local colonial history.
(Cross-listed with Black Studies)

Spring semester 1998. Rice-Maximin.

76. Femmes écrivains. #
A study o f the works written in French by
women from France, the Caribbean, Africa,
and Quebec. Material will be drawn from
diverse historical periods and genres.
(Cross-listed with Black Studies)

Spring semester 1998. Rice-M axim in.

7 7 . Prose Francophone: Littérature et
Société.
(Cross-listed with Black Studies)

Not offered 1996-97. Rice-Maximin.

N ot offered 1996-97. Rice-M axim in.

71F. “ Epistemology of the Closet” :
Literary and Theoretical Constructions of
Male Homosexuality.

78. Théâtre d’écritures françaises:
conscience et société. #

(See L IT 71F.)

Not offered 1996-97. 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.

Not offered 1996-97. Roza.

73F. Franco-European Theatre.
(See L IT 73F.)

Not offered 1996-97. Roza.

74F. Theorizing Otherwise: French Women
Philosophers and Their Literary Texts.

A n exam ination o f plays and dramas in
French, from and beyond the Hexagon. Topics
discussed will include representation of collec­
tive consciousness, myths, politics, therapy.
(Cross-listed with Black Studies.)

N ot offered 1996-97. Rice-M axim in.

91. Special Topics.
N ot offered 1996-97.
Topic for Fall semester 1997: T h e Idea o f Na­
ture in France before 1800.
Readings in works by Rabelais, Montaigne,
Pascal, Molière, Rousseau and Voltaire.
Roza.

92. Colloquium.
93. Directed Reading.

Situated between the philosophical and the
poetic, the writing o f Hélène Cixous, Mar­
guerite Duras, Luce Irigaray and Monique
Wittig bring into question traditional (mascu­
line) paradigms o f W estern thought. T his
course will challenge the boundaries between
philosophy and literature in the context of
French feminisms. Cixous and W ittig will each
be on campus for three days to meet with stu­
dents. A foreign language attachm ent (onehalf credit) will be available for those wishing
to read in the original and to attend a supple­
mental discussion section in French.

T h e plays o f Corneille, Molière, and Racine
will provide the basis for an analysis o f the
complex economic, epistemological, political,
familial, and sexual changes that constituted
“the crisis o f the seventeenth century.”

(Cross-listed as Philosophy 75)

Spring semester 1997. Menke.

Spring semester 1997. Moskos and Lorraine.

75F. Haiti, the French Antilles and
Guyane in translation.

SEMIHARS
102. Le Théâtre Classique. *

104. Stendhal et Flaubert.
N ot offered 1996-97. Moskos.

207

Modem Languages and Literatures

105. Proust.
Style, vision, and interpretation in A La R e­
cherche du Temps perdu.

Spring semester 1998. Roza.

106. Poésie Symboliste.
T h e theory and practice o f Symbolism in its
major poets including Baudelaire, Mallarmé,
Rimbaud, and Apollinaire.
N ot offered 1996-97. Roza.

10 7. Le Roman du 18e siècle: thèmes et
techniques. *
N ot offered 1996-97.

108. Le Roman du 20e siècle: Fictions,
Myths, Ideologies from the twenties to
the Present.
N ot offered 1996-97. Roza.

109. Le Romantisme.
N ot offered 1996-97. Moskos.

110 . Ecritures françaises hors de France:
Fiction et réel. #
W e will explore the relationships between fic­
tion, history, and the real in a selection of texts
from the Caribbean.

Fall semester 1996. Rice-M axim in.

1 1 1 . Aspects of French Culture and
Civilization: La Ville réelle et imaginaire.
A n historical and socio-cultural study o f the
developm ent o f the m odem French and
Francophone city and o f its representations in
literature and the visual arts. W ith a special
focus on Paris, Marseilles and urban centers of
the Third World.

Fall semester 1997. Lane.

180. Thesis.

ficiently proficient in German to do written
and oral work in German. To this end we
strongly advise students to spend an academic
semester in a German-speaking country before
their senior year.

Requirements for the M ajor in Course:
1. completion o f a minimum o f eight credits
in courses numbered 3B and above.
2. one o f the eight credits may be taken in
English from among the courses on German
literature listed in the College Bulletin
under Literature i n Translation (e.g., L IT
3 7 G ).
3. Seniors in Course are required to (a) do
Germ an 91: Special Topics; (b) write a
Comprehensive Examination based on the
student’s course work; (c ) submit an
extended, integrative paper (approximately
15 double-spaced pages in length) on a gen­
eral literary topic agreed to by the Section.
T his paper, due before the date for the
Comprehensive Examination, is comple­
mented by a discussion o f the paper with
members o f the Section, in German;
4. Majors in Course are encouraged to enroll
for at least one seminar in the Junior or
Senior year. (See the note on enrolling in
seminars.)

Honors Program in Germ an:
Requirements: M ajors and M inors in the
Honors Program are expected to be sufficiently
proficient in spoken and written German to
complete all their work in German. AH Majors
and Minors in Honors are strongly advised to
spend at least one semester o f study in a
Germ an-speaking country. Candidates are
expected to have a B average in course work
both in the Department and at the College.

* = pre-1800

Prerequisites:

# = Francophone

Majors: German 11 or 12.

+ = culture/civilization

Minors: German 11 or 12 and one course num­
bered 50 or above.

German

Preparations:

See the introductory departmental statement
for recommended supporting subjects and see
also Germ an Studies program description.

Majors will prepare for exams by taking three
setpinars. W ith the approval o f the depart­
ment, it is possible to combine advanced onecredit courses or attachments, taken either at
Swarthmore or elsewhere, to form a prepara­
tion.

Courses and seminars in literature are conduct­
ed in German. Students are expected to be suf­

Minors will prepare for exams by taking one
seminar.

Germ an may be offered as a M ajor in Course or
as a M ajor or M inor in the Honors Program.

208

*»

Senior Honors Study and M ode o f Examination:
For Senior Honors Study, students are required
to present a 250-word outline (together with a
■ bibliography by February 15, indicating how
they intend to deepen (and when possible to
integrate) their preparation for each seminar.
The approved preparation in the form of a
M 1500-2000-word paper for each seminar, or, in
| the case of majors, an integrated paper of 3750I 5000 words based on two or more seminars,
I will be added to the honors portfolio which
I will also include the seminar syllabi and stu3» dent bibliographies.

I
I
I

The Honors Examination will take the form of
a three hour written exam based on the seminar(s) and the one credit (one h alf credit for
minors) SH S preparation, and a one hour oral
panel exam based on the three written exams
for majors; a one half-hour oral examination
for minors.

I

I COURSES
I
I
I
I
I
I

NOTE: N ot all advanced courses or seminars
are offered every year. Students wishing to
major or minor in German should plan their
program in consultation with the Department.
All courses numbered 50 and above are open
to students after either German 11 or 12. (See
% note on enrolling in Seminars.)

I 1B-2B, 3B. Intensive German.
I
„
I
I
I
I

For students who begin Germ an in college.
Designed to impart an active command o f the
language. Combines the study o f grammar with
intensive oral practice, writing, and readings in
expository and literary prose. See the explanatory note on language courses above. Normally
followed by 4, 11, 12, or 14.

I

IB. Fail semester. W erlen and Plaxton;

I

I

2B. Spring semester. Pavsek and Plaxton;

I

3B. Fail semester. Sim on and Plaxton.

I 4. Writing and Speaking German.
I
I
I
I
>
I
I
I

Emphasis is on the development o f communicative skills in speaking and writing and the
consolidation o f gram matical principles.
Selected readings o f general interest, newspaper and magazine articles, radio and T V programs, films as well as some literary texts.
Recommended for students who plan to study
in a German speaking country.

May be counted towards the Major in German
and the Concentration in German Studies.

Spring semester. Simon.

5A. German Conversation.
A half-credit conversation course concentrat­
ing on the development o f the students’ speak­
ing skills.
Prerequisite: German 4 in current or a previous
semester or the equivalent Placement Test
score.

Spring semester. Plaxton.

1 1 . Introduction to German Literature
(The Age of Goethe).
A n introduction to German literature through
close reading o f selections from the second half
o f the 18th and up to the middle of the 19th
century. Literary texts will be discussed against
the background o f the artistic and political
movements of the era (Enlightenment, Sturm
und Drang, etc.) Authors include Lessing,
G oeth e, Schiller, the Rom antics, and G .
Buchner.
Primary distribution course.

Fall semester. Werlen.

12. Introduction to German Literature
(Early 20th Century).
A n introductory course which emphasizes crit­
ical and analytical reading o f literature.
Representative poetry, drama, and prose fiction
from the late 19th century through the twen­
ties, including works by Schnitzler, Rilke, T h.
Mann, Kafka, and Brecht.
Prerequisite: Germ an 3B , 4, or equivalent
work.
Primary distribution course.

Spring semester. Pavsek.

13. Translation: Theory and Practice.
T his course aims at exploring the act o f trans­
lation, 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 1996-97. Faber.

14. Introduction to German Studies.
This course is designed to discuss and integrate
selected areas o f cultural production (e.g.
music, the arts, film, politics, history, litera­
ture) in the German-speaking world over the

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Modern Languages and Literatures

past two centuries. Its approach is interdiscipli­
nary and its goals are to develop analytical
skills in reading Germ an texts and to familiar­
ize students with a plurality o f academic m eth­
ods o f inquiry. For this purpose, a small number
o f key “texts” will be discussed from different
angles. A ll primary texts will be read in
German; some secondary material in English.
In German. Partially team-taught; Primary dis­
tribution course.

Fall semester. Pavsek.

50. Die deutsche Lyrik.
Readings in the major German poets.

N ot offered 1996-97.

52. The Body Machine: Deconstructing
the Body Politic in Postwar German
Drama.
Contemporary Germ an plays and stage produc­
tions have returned to the body as a contested
site for the manifold constructions o f the dra­
matic. T his course will ask how the decon­
struction o f the body and o f language in con­
temporary German drama relates to the public
sphere today and to the traditional role of
Germ an theater as a political organ o f enlight­
enment. Authors to be read include Heiner
Müller, B otho Strauss, R o lf H ochhuth,
Gerlind Reinshagen, Friederike Roth, Elfriede
Jelinek, Gisela von Wysocki, and Franz Xaver
Kroetz.

Fall semester. Simon.

54. Post-War German Cinema.
A study o f (primarily west) German Cinema
from the “rubble films” o f the immediate post­
war period, through the advent o f the New
Germ an Cinem a in the sixties, to the present
state o f Germ an fdm in the “post-wall” era.
(Cross-listed as L IT 54G .)

N ot offered 1996-97. Pavsek.

68. The 68 Generation in Germany.
T h e course traces the historical, political, cul­
tural, and literary itinerary o f the first genera­
tion bom in Germany after W W II and coming
to maturity in the late 60s and 70s.

N ot offered 1996-97.

7 7 . Literature of Decadence.
(See L IT 77G .)

N ot offered 1996-97. W erlen.

88. Frauen und Film.
T his course emphasizes both the representa­
tion o f women in German literature and film,
and more particularly the work o f female film
directors and writers, examining the question
o f women’s subjectivity against the background
o f changing political and historical realities in
Germany from 1919 to the present.
N ot offered 1996-97. Faber.

91. Special Tnpics. Grenzgange(r):
Multiculturalism in German Speaking
Countries.
This course will investigate the concept of
multiculturalism as a recent and ongoing socio­
cultural process in the German speaking coun­
tries. W e will mainly focus on literary repre­
sentations o f this process and address the fol­
lowing topics: (1 ) the critically transformative
stage of “writing outside the nation”; (2) the
translation o f one cultural idiom into another;
(3) the fate o f cultural memory “in transit.”
Readings and discussion in German. Classes
are alternatively taught at Bryn Mawr College
and Swarthmore College.
Spring semester. Seyhan and Werlen.

SEMINABS
Four German seminars are normally scheduled
on a regular two-year cycle. Preparation o f top­
ics for Honors may be done by particular cours­
es plus attachments only when seminars are
no t available.
N O TE: Students enrolling in a seminar are
expected to have done the equivalent o f at
least one course beyond the Germ an 11-12
level.

104. Goethe und seine Zeit.
A study o f G oethe’s major works in the context
o f his life and times.

Spring semester 1998. Werlen.

105. Die Deutsche Romantik.
Romanticism as the dominant movement in
German literature, thought, and the arts from
the 1790’s through the first third of the 19th
century. Focus on Rom antic aesthetics and
poetics, including the influence o f German
Idealism.
Spring semester. Werlen.

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108. Wien und Berlin.
This course will examine the multiple tensions
that characterized “fin-de-siecle” Vienna and
Berlin, such as the connection between the
pursuit of pleasure and the attempt to scientifically explore human sexuality, and the conflict between avant-garde experimentation and
the disintegration o f political liberalism.

Fall semester 199 7 . Simon.

I 109. Rise of the Modern German Novel.
I This seminar will discuss the development of
K the m odem G erm an novel from Gustav
I Freytag through late Thomas Mann. Novelists
I to be read include Freytag, Fontane, T. Mann,
I H. Mann, Marlitt, Döblin, Keun, Kafka, Musil,
I and Jünger. Topics addressed are: realism and
* modernism, the Brecht/Lukacs debate, the
I “Krise des Romans”, advent o f the proletarian
I novel, left/right-wing modernism, and influI ence o f mass-culture and film.
,

Fall semester. Pavsek.

I Russian
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Russian may be offered as a major in the
Course Program or as a major or minor in the
Honors Program. Prerequisites for both Course
students and Honors candidates are: Russian
4B, 11, and 13, or equivalent work.

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Recommended supporting subjects: see the
introductory department statement.

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Russian is the language o f instruction in all
courses and seminars numbered 3 B and above
(except Russian 13). Course majors are
required to take Special Topics (Russian 91)
and are expected to take at least two seminars.
One inter-disciplinary or cross-departmental
course might he offered toward the Course
major requirements. T h e Comprehensive
Examination is based on work completed in
courses and seminars numbered 11 and above.

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Honors Program in Russian Language and
literature:

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Majors:

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Prerequisites:

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1. A t least one (1 ) semester o f study in Russia

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2. Russian 4B

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3. Russian 11 (or a comparable course in
Russian)

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4. Russian 13 and Russian 78 or Russian 79, or

Russian 80 or another advanced literature
course in another language (e.g. Chinese 18,
Chinese 66, French 40, French 60, German
77, Spanish 60, Spanish 77)
5.

Minimum grade for acceptance into the
Honors program: B- level work in courses
taken at Swarthmore in language and in the
introductory literature course Russian 11 or
its equivalent.

Minors:
Prerequisites:
1. A t least one (1) semester of study in Russia.
2. Russian 4B
3. Russian 11 (or a comparable course in
Russian
4. Russian 13 or Russian 78 or Russian 79 or
Russian 80 or another advanced literature
course in another language (e.g. Chinese 18,
Chinese 66, French 40, French 60, German
77, Spanish 60, Spanish 77)
5. Minimum grade for acceptance into the
Honors program: B- level work in courses
taken at Swarthmore in language and in the
introductory literature course Russian 11 or
its equivalent.

Senior Honors Study:
A t the beginning o f their final semester seniors
will meet with the Russian section head. (1) In
consultation with the section head majors will
prepare during the first four weeks of the last
semester a bibliography o f additional readings
related to the content of their three (2 credit)
honors preparations. Majors will be expected
to write three (3) 2,500-3,000 word papers, one
for each Honors preparation, as expanded upon
and extended by the spring senior Honors
study work, or a 7,500-8,000 word paper which
integrates the three honors preparations as
they have been expanded upon and extended
by the spring senior Honors work. These 3
papers (or 1 long paper) will become part o f the
portfolio w hich will be presented to the
External Examiners along with the syllabi of
the three (2 credit) Honors preparations and
any other relevant material. (2) In consulta­
tion with the section head minors will prepare
during the first four weeks o f the last semester
a bibliography o f additional readings related to
the content o f their one (2 credit) honors
preparation. Minors will be expected to write
one ( 1 ) 2,500-3,000 word paper which expands

211

Modern Languages and Literatures

upon and extends the single honors prepara­
tion and integrates it with the major honors
program, wherever possible. T his paper will
become part o f the portfolio which will be pre­
sented to the examiner along with the syllabus
o f the one (2 credit) honors preparation and
any other relevant material. (3 ) Mode of
Examination: Majors will be expected to take
three (3 ) three hour written examinations pre­
pared by the External Examiners as well as an
A hour oral for each based on the contents of
each written exam ination and the materials
submitted in the portfolio. Minors will be
expected to take a three hour written exami­
nation prepared by the External Examiner as
well as an 'A hour oral exam ination based on
the contents o f the written exam ination and
the materials submitted in the portfolio.

COURSES
N O T E : N ot all advanced courses or seminars
are offered every year. Students wishing to
major or minor in Russian should plan their
program in consultation with the Department.
Course majors are required to do Special
Topics.

1-2. Russian Reading and Translation.
For students who wish to acquire the funda­
mentals o f Russian grammar and a reading
knowledge o f the language. T his course is
designed especially for those students in the
Social and Natural Sciences who seek to read
and translate scholarly, scientific materials in
the original.

1R-2R, 30. Intensive Russian.
For students who begin Russian in college.
Designed to impart an active command o f the
language. Combines the study of grammar with
intensive oral practice, writing, and readings
in literary or expository prose. See the explana­
tory note on language courses above. Normally
followed by 4B , and 11.
IB . Owen and Katsenelinboigen;
2B. Forrester and Katsenelinboigen;
3B. Forrester and Katsenelinboigen.

40. Advanced Intensive Russian.
For majors and those primarily interested in
perfecting their command o f language.

212

Advanced conversation, composition, transla­
tion, and stylistics. Considerable attention
paid to writing skills and speaking. Readings
include short stories and newspapers.
Conducted in Russian.

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Spring semester. Bradley and Katsenelinboigen.

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6A. Russian Conversation.

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A 'A credit conversation course which meets
once a week for IK hours. Students will read
journals and newspapers and see films as part of
their preparation for conversation.
Prerequisite: 4B in current or a previous semes­
ter or permission o f instructor.

Spring semester 1997. Katsenelinboigen.

1 1 . Introduction to Russian Culture.
A n interdisciplinary introduction tp Russian
culture and the field o f Slavic Studies, with vis­
iting lectures from Tri-College faculty in rele­
vant disciplines: Anthropology, Architecture,
Econom ics, Folklore, History, Literature,
Music, Sociology. Readings, lectures and dis­
cussions in English. A n optional fourth hour
attachm ent (for additional one-half credit)
supplements the course for Russian majors or
minors, w ith readings and discussion in
Russian.

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Primary distribution course.

Fall semester. Forrester and Katsenelinboigen.

13. The Russian Novel.
T h e rise of the Russian novel in the 19th cen­
tury during the struggle against serfdom and
the transition to an urban industrial society
and revolution in the 20th century. T h e quest
for freedom and social justice in a moral soci­
ety with particular emphasis on the works of
G ogol, Turgenev, Dostoevsky, Tolstoy,
Bulgakov, and Solzhenitsyn. Lectures and read­
ings in English. (Russian m ajors will be
required to read a part o f the material in
Russian.)
(see L IT 13R.)
No prerequisite.
Primary distribution course.

N ot offered 1996-97. Bradley.

15. Russian and East European Prose.
Novels and stories by the most prominent
20th-century writers o f this multifaceted and
turbulent region. Analysis o f individual works
and writers with the purpose o f approaching

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the religious, linguistic and historical diversity
of Eastern Europe in an era of war, revolution,
political dissent and outstanding cultural and
intellectual achievement. Readings, lectures
and discussion in English; qualified students
may do some readings in the original language(s).

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(See L IT 15R .)

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Primary distribution course.

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Fall semester 1996. Forrester.

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16. History of the Russian Language.

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An introductory course. A study o f the origin
of the Russian language and its place among
the other modem Indo-European and Slavic
languages. T h e uses o f philology and linguistics
for the ideological and stylistic analysis o f literary texts.

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Satisfies the linguistics requirement for teacher
certification.

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(Cross-listed as Linguistics 16)
Not offered 19 96-97. Forrester.

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91. Special Topics.
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(For senior m ajors.) Study o f individual
authors, selected themes, or critical problems.

m Spring semester 1997 . Bradley.

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93. Directed Reading.

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SEMINARS

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101. Tolstoy.
102. Russian Short Story.
103. Pushkin and Lermontov.
104. Dostoevsky.
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Fall semester 1996. Owen.

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105. Literature of the Soviet Period.
106. Russian Drama.
107. Russian Lyrical Poetry.
108. Russian Modernism

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Spring semester 1997. Forrester.

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109. Chekhov
110. Dulgakov.
111. The Hysterical Poets: Tsvetaeva and
Mayakovsky.

112 . The Acmeists.

Spanish
Requirements for the major are the following;
(1) the completion of at least one semester of
study in a Spanish-speaking country in a pro­
gram approved by the Spanish Section; (2) the
completion o f a minimum o f 8 credits of
advanced work in courses numbered 3B and
above; (3) one o f these courses must he 11 or
13; (4) one o f the eight credits o f advanced
work may be taken in English from among
those courses listed in the College Bulletin
under Literatures in Translation, provided that
it is a course pertinent to the student’s major;
(5) all majors are strongly encouraged to take
at least one seminar offered by the Section.

The Honors Program in Spanish:
T h e Section does not offer a major in the
Honors Program; however, it does offer a
minor. Candidates for the minor must meet the
following requirements prior to being accepted
for seminar work: (1) a B average in Spanish
course work at the College; (2) the completion
at Swarthmore o f either Spanish 11 or 13 and
one course numbered above 13; (3) the com ­
pletion o f one semester o f study in a Spanish
speaking country in a program approved by the
Section. T h e Spanish Section will offer one 2
credit seminar per year. In consultation with
the instructor o f their seminar, minors will pre­
pare during the first four weeks o f their last
semester a bibliography of additional readings
related to the content of their one (2 credit)
honors preparation. A ll minors will be expect­
ed to write one twenty-five hundred word
paper in Spanish which expands upon and
extends their single honors preparation. T his
paper will become part o f the material submit­
ted for evaluation to the external examiner.
Minors will also take a three hour written
examination prepared by the external examin­
er, as well as an oral based on the contents of
the written exam, the paper submitted and the
minor’s overall preparation in the chosen field
of study.

Fields for Honors Study:
1. La literatura de Cuba y Puerto R ico (1994J
95).
2. Cervantes (1995-96).

213

Modern Languages and Literatures

3.

La narrativa de Carlos Fuentes (1996-97).

4- La narrativa de Mario Vargas Llosa (future
years).
5. La novela hispanoamericana del siglo X X
(future years).
6. El escritor español y la Guerra Civil (future
years).

COURSES
N O T E : N ot all advanced courses are offered
every year. Students wishing to major in
Spanish should plan their program in consulta­
tion with the Department.

1B-2B, 3B. Intensive Spanish.
For students who begin Spanish in college.
Designed to impart an active command o f the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary or expository prose. See the explanato­
ry note on language courses above. Normally
followed by 4 B , 11, or 13.

4B. Intensive Spanish.
For majors and others who wish an advanced
language course. M uch attention paid to pro­
nunciation, writing skills, speaking, and the
most difficult concepts o f Spanish grammar.
A n ideal course prior to study abroad.

Each semester. Hassett, Friedman.

6A. Spanish Conveisation.
A A credit conversation course which meets
once a week for 1A hours. T h e class will be
divided into small groups to facilitate discus­
sion.
Students are required to read newspapers and
other contemporary journals, see movies, read
plays which might be performed for and by the
class, and prepare assignments which will gen­
erate conversation among the group.
Prerequisite: 4 B or its equivalent, or permission
o f instructor.

Each semester. Friedman.

1 1 . Introduction to Spanish Literature.
A study o f representative fiction, poetry, and
drama o f the 19th and 2 0 th centuries.
Discussions, papers.
Prerequisite: Spanish 4B , the equivalent, or
permission o f instructor.

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Primary distribution course.

Fall semester 1996. Guardiola.

13. Introduction to Spanish American
Literature.
T his course presents a selection o f texts from
th e m id-nineteenth century until today.
Students develop skills in literary analysis,
increase their power to speak and write
Spanish, and acquire a foundation for the
future exploration of Latin America’s literary
production. Readings include narrative, essays
and poetry representing the romantic, natural­
ist, realist, modernist, vanguardist, and other .
contemporary trends, studied in their historical
context.
Prerequisite: Spanish 4B or its equivalent, or
permission o f instructor.
Primary distribution course.
Spring semester. Cam acho de Schmidt.
N O TE: Spanish 11 or 13, the equivalent, or
consent o f instructor is prerequisite for the
courses in literature that follow:

66. La escritora española en los siglos
XIX y XX.
A study o f representative novels and short sto­
ries w ritten by Spanish women authors 1
through the analysis o f major themes, ideas and
literary forms that shaped the development of
Spanish culture. Emphasis will be given to con­
temporary authors, but some works by XIX
century writers such as Gertrudis Gómez de
Avellaneda, C ecilia Bohl de Faber and Emilia
Pardo Bazán will be studied to facilitate an
understanding of the evolution o f feminine
narrative form from the past century up to the j
1990’s. T h e X X th century will introduce us to
works by Carmen Laforet, M ece Rodoreda,
A n a Marfa M oix, C arm en M artin G aite,
Esther Tusquets, Carm e R iera and. Rosa
Montero.

Fall semester 1996. Guardiola.

67. La guerra civil española.
T h e Spanish C ivil W ar and its impact on the
Spanish writer, both within Spain and in exile.
.Works to be studied include the poetry of
Miguel Hernández and Rafael Alberti, prose
fiction by Cela, Goytisolo and Delibes and the
theater o f Buero Vallejo and Sastre. Several
videos will be integrated in the course. -

Spring semester 1997. Guardiola.

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79. El Cuento Hispanoamericano.
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The short story from m id-19th century to the
present with particular emphasis on technical
innovations o f the past thirty years. Authors
include Echeverría, Lillo, Quiroga, Borges,
Cortázar, G arcía Márquez, Rulfo, Allende,
Valenzuela, Ferré, Giardinelli.

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Fall semester 1997. Hassett.

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83. El tirano latinoamericano en la
literatura.

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Self-infatuated and grotesque, almighty and
naive, manly and insecu re...th e Latin
American dictator may have borrowed from
fiction before fiction looked at history for
inspiration. T his 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 brilliance are the marks of novels by Martin Luis
Guzman, Miguel A ngel Asturias, A lejo
Carpentier, Demetrio Aguilera Malta, Augusto
Roa Bastos, M arta Traba, G abriel G arcía
Márquez and Elizabeth Subercaseaux.

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Spring semester 1998. Cam acho de Schmidt.

9

V 85. Narrativa Hispánica Contemporánea
I de los Estados Unidos.
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A study o f the fiction o f leading Hispanic
American writers with particular emphasis
upon the
contributions o f M exicanAmericans, Cuban-A m ericans and Puerto
Rican-Americans to this literature. Writers
include Anaya, Villaseñor, Rivera, Cisneros,
Castillo, Hijuelos, G arcía and others.
Fall semester 1996. Hassett.
Courses to be offered in subsequent years:

7. Fonética española y composición.
30. La Literatura Medieval.
40. El Teatro del Renacimiento y del
Siglo de Oro.
41. Obras maestras de la Edad Media y
del Renacimiento.
42. La Poesía del Renacimiento y del
Siglo de Oro.
45. La tradición picaresca.
60. La novela española del siglo XIX.
68. Federico García Lorca.

70. La Generatión del 98.
7 1 . Literatura Español a Contemporánea.
72. La Novela Española de Posguerra.
73. Unamuno: El hambre de Dios.
74. Literatura Española de Posquerra.
75. Teatro hispanoamericano
contemporáneo.
76. La Poesía hispanoamericana del
siglo XX.
7 7 . La novela hispanoamericana del
siglo XX .
78. La Novela Mexicana Social del
Siglo X X .
79. El Cuento Hispanoamericano.
80. La Narrativa Chilena Desde el Golpe
Militar.
81. Invención y redescubrimiento de
América.
82. La mujer mirando al hombre:
Escritoras hispanoamericanas del
siglo XX.
84. La literatura contemporánea de Cuba
y Puerto Rico.
86. El cuento fantástico ríoplatense.

SEMINARS
Students wishing to take seminars must have
completed at least one course in Spanish num­
bered 3 0 or above or obtained permission from
the instructor.

10 1. La Novela Hispanoamericana del
siglo XX.
102. Cervantes.
103. La Guerra Civil Española.
104. La Narrativa de Mario Vargas Llosa.
105. La literatura contemporánea de
Cuba y Puerto Rico.
106. Visiones narrativas de Carlos
Fuentes.
T h e seminar explores the vast and textured
work o f a M exican craftsman of language, a
master story-teller who writes for the world,

215

Modern Languages and Literatures

and a sharp observer o f history.
Spring semester 1997. Cam acho de Schmidt.

10 7. Seminar on Spanish Literature to be
announced.
Spring semester 1998.

216

Music and Dance

JAMES FREEM AN, Professor o f Music
GERALD LEVINSON, Professor o f Music and Chair
ODETTA, Visiting Professor o f Music
SHARON E . FRIEDLER, Associate Professor of Dance, Director of the
MICHAEL MARISSEN, Associate Professor o f Music3
ANN K. McNAMEE, Associate Professor o f Music
JOHN ALSTON, Assistant Professor o f Music
THOMAS WHITMAN, Assistant Professor of Music (part-time)
KIM 0. ARROW, Assistant Professor o f Dance (part-tim e)1',

Dance Program*3

A cting Director of Dance (spring semester)
Assistant Professor o f Dance (part-time)
A cting Director o f Dance (fall semester)
ANANYA CHATTERJEA, Associate in Performance (Dance)
LA DEVA DAVIS, Associate in Performance (Dance)
DOROTHY K. FREEM AN, Associate in Performance (Music)
DOLORES LUIS GMITTER, Associate in Performance (Dance)
MICHAEL JOHNS, Associate in Performance (Music)
MELANIE KLOETZEL, Associate in Performance (Dance)3
BRIAN KLOPPENBERG, Associate in Performance (Dance)3
C. KEMAL NANCE, Associate in Performance (Dance)
ARNE RUNNING, Associate in Performance (Music)
PAULA SEPINUCK, A djunct Associate in Performance (Dance)
JON SHERMAN, Associate in Performance (Dance)
LEAH STEIN, Associate in Performance (Dance)

SALLY HESS,

1 Absent on leave, fall semester, 1996.
3 A bsent on leave, 1996-97.

MUSIC
T h e study o f music as a liberal art requires an
integrated approach to theory, history, and per­
formance, experience in all three fields being
essential to the understanding o f music as an
artistic and intellectual achievement. Theory
courses train the student to work with musical
material, to understand modes o f organization
in composition, and to evolve methods of
musical analysis. History courses introduce stu­
dents to methods o f studying the development
o f musical styles and genres, and the relation­
ship o f music to other arts and areas of thought.
T h e Department encourages students to devel­
op performing skills through private study and
through participation in the Chorus, Early
Music Ensemble, Jazz Ensemble, Orchestra,
W ind Ensemble, and chamber music coaching
program which it staffs and administers. Each

4 Fall semester.

year the Swarthmore Music and Dance Festival
brings together guest artists, faculty members,
and students in a series o f performances and
symposia focused on specific themes. T h e
Department also assists instrumentalists or
singers to finance the cost o f private instruc­
tion. Up to 16 half-credits may be granted
toward graduation.

M ajor in the Course Program: Two semester
courses in theory and one semester course in
history are prerequisite for acceptance as a
major. Majors will normally take five semester
courses in theory (including Music 15, 16, or
17), four semester courses in history (including
Music 20 and either 21 or 22), meet the basic
piano requirement, pass five repertory exams,
and pass the comprehensive exam. Majors par­
ticipate in at least one o f the Department’s per­
forming organizations.

2 17

ing to major in the Honors Program will fulfill
the same prerequisites as listed above, will pass
five repertory exams beginning with the class
o f 1998, will meet the basic piano requirement,
and will normally submit three preparations
(including at least one preparation in theory
and one in history), subject to departmental
approval. Senior Honors Study in Music may
take the form o f a thesis, a composition portfo­
lio, a senior recital, or a combination o f the
above. A ny Theory/Composition course num­
bered 15 or higher, or any history course, can
be used as the basis o f a paper when augment­
ed by a concurrent or subsequent attached unit
o f additional research, or by directed reading,
or by a tutorial.
Minor in the Honors Program: A student intend­
ing to minor in the Honors Program will fulfill
the same prerequisites as those for a major in
course, will met the basic piano requirement,
and will normally submit one preparation in
music. For further details consult the guidelines
for Honors Study available in the Department
office.

Language Requirements for Graduate Schools:
Students are advised that graduate work in
music requires a reading knowledge o f French
and German. A reading knowledge o f Latin is
also desirable for students planning to do grad­
uate work in musicology.

Proficiency on an instrument: A ll majors in
music will be expected to play a keyboard
instrument well enough by their senior year to
perform a two-part invention o f J.S . Bach and
a first movement o f an easy late 18 th or early
19th century sonata. In addition, they must
demonstrate skill in score reading and in real­
izing figured basses. T h e Department recom­
mends that majors take two semesters o f Music
42 to develop these skills.
T he basic piano program : T h is program is
designed to develop keyboard proficiency to a
point where a student can effectively use the
piano as a tool for study and also to help stu­
dents meet the keyboard requirements outlined
above. It is open to any student enrolled in a
course numbered 11 or higher. N o academic
credit is given for basic piano.
Special scholarships and awards in music
include:

The Garrigues Music Awards: See p. 72.

218

The Fetter String Quartet Scholarships: See p. 27.
The Renee G addie Award: See p. 72.
Music 48 Special Awards: See p. 74.
Friends o f Music and Dance Summer Awards:
S eep . 72.
The Boyd Barnard Prize: See p. 71.
The Peter Gram Swing Prize: See p. 75.
The Melvin B. Troy Prize: See p. 75.

CREDIT FOR PERFORMANCE
g

M ajor in the Honors Program: A student intend-

w

Music and Dance

N O TE: A ll performance courses are for half­
course credit per semester. A total o f not more
than eight full credits (16 half-credit courses)
in Music and Dance may be counted toward
the degrees of Bachelor of Arts and Bachelor of
Science. No retroactive credit is given for per­
formance courses.

Individual Instruction (M usic 48)
Music M ajors and members o f the .Wind
Ensemble, Chorus, Early Music Ensemble,
Gospel Choir, Jazz Ensemble, and Orchestra
may, if they wish, take lessons for credit.
Instrumentalists for whom opportunities do
not exist in the above ensembles may qualify
for Music 48 by taking part in the
Department’s Program for Accompanists. For
further details consult the Music 48 guidelines
available from the Department office.
Students who wish to take Music 48 (Individ­
ual Instruction) must register for the course
and submit an application to the department at
the beginning 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 per­
forming group.
A student applying for Individual Instruction
should be at least at an intermediate level o f
performance. T h e student will arrange to work
with a teacher o f her/his choice, subject to the
approval o f the Department, which will then
supervise the course o f study and grade it on a
credit/no credit basis. Teacher and student will
submit written evaluations, and the student
will perform for a jury at the end of the semes­
ter and submit to the faculty a short paper on
the piece to be performed at the jury. T h e
Department will then decide whether the

student should receive credit, and whether the
student may re-enroll for the next semester.
For students enrolled in Music 48 approxi­
mately one-third o f the cost o f ten lessons will
be paid by the Department to the teacher.
Section leaders in the Chorus and Orchestra
and Majors receive subsidies o f two-thirds the
cost of ten lessons. Gaddie, Fetter, Garrigues
and other scholarships may subsidize up to the
entire cost o f private lessons for the more musi­
cally advanced students at the College.
All students enrolled in Music 48 are strongly
encouraged to perform in student chamber
music concerts and to audition for concertos
with the Orchestra and solos with the Chorus.

Orchestra, Chorus, Wind Ensemble, Early
Music Ensemble, Cham ber M usic, Jazz
Ensemble, and Keyboard Workshop

high quality. It is not necessary for every person
in the group to be taking Music 47 for credit,
but the Department assumes that those taking
the course for credit will assume responsibility
for the group, making sure that the full group is
present for regular rehearsals and coaching ses­
sions.
Students taking the Keyboard Workshop
(Music 50) will develop and refine skills in
accompanying and sight-reading through work
with the chamber, song, and four-hand reper­
toire.

COURSES AND SEMINARS
1 . Introduction to Music.

This course is designed to teach intelligent lis­
Students may take Performance Chorus (Music
tening to music by a conceptual rather than
4 4 ) , Perform ance O rchestra (M usic 4 3 ), historical approach. Although it draws on
Performance Jazz Ensem ble (M usic 4 1 ),
examples from folk music and various nonPerformance W ind Ensem ble (M usic 4 6 ),
W estem repertories, the course focusses pri­
Performance Early Music Ensemble (Music
marily on the art musics o f Europe and the
45 ) , Chamber Music (Music 4 7 ), or Keyboard United States. Prior musical training is not
Workshop (Music 50) for credit with the per­
required.
mission o f the Department member who has
Open to all students without prerequisite.
the responsibility for that performance group.
N ot offered 1996-97.
The amount o f credit received will be a half­
course in any one semester. Students applying
2. How to Read Music.
for credit will fulfill requirements established
Clefs, pitch and rhythmic notation, scales,
for each activity, i.e., regular attendance at
keys, and chords. May be taken for one-half
rehearsals and performances and participation
credit or without credit. Strongly recommend­
in any supplementary rehearsals held in con­
ed as preparation for (or concurrent with) all
nection with the activity. Students will be
upper-level music courses.
graded on a credit/no credit basis.
Spring semester. W hitm an.
Students taking Music 47 (Cham ber Music)
3. Jazz History.
for credit should submit to the Department at
the beginning o f the semester a repertory of
T his course traces the development of jazz from
works to be rehearsed, coached, and performed
its roots in W est Africa to the free styles of the
during the semester. It should include the
1960s. Included are the delineation of the var­
names of all students who have agreed to work
ious styles and detailed analysis o f seminal fig­
on the repertoire, the names o f all coaches who
ures. Emphasis is on developing the student’s
have agreed to work with them, and the pro­
ability to identify both style and significant
posed dates for performance in a student cham­
musicians.
ber music concert.
Open to all students without prerequisite.
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. A ll members o f the
group should be capable o f working well both
independently and under the guidance o f a
coach, also capable o f giving a performance of

Primary distribution course.

N ot offered 1996-97.

4 . Opera.
A survey o f the history of opera, with special
emphasis on and study o f scenes from selected
works. For those with vocal abilities, the course

Music and Dance

will include preparation o f specific scenes,
but it is Open to students with no particular
performance skills and no prior musical expe­
rience.
Primary distribution course.

N ot offered 1996-97.

5. Music as Social History.
T his course will explore folk music, including
A frican-American music from the slavery
period and after, as the expression o f the life
experience, collective history, and aspira­
tions o f the people from whom it springs.
Through listening and discussion the course
will also address the ways in which this music
makes connections among diverse peoples
and differing societies today. Odetta, the
renowned folk singer, has been for forty years
a seminal figure in the rediscovery o f folk
music and its involvem ent w ith social
activism.

N ot offered 1996-97.

9. Music and Dance of Africa.
A n introduction to selected musical and
dance traditions o f Africa. This course will
involve all students in the practice o f danc­
ing and drumming as well as in the study of
those forms through lectures, reading, listen­
ing, and viewing. N o prior musical or dance
training required.

N ot offered 1996-97.

10. Women in Music: Composers.
This course traces'some o f the contributions
made by women composers to the art of
music from the Middle Ages to the present.
Presented chronologically for the most part,
the study will be conducted within a histori­
cal framework; we will examine the achieve­
ments o f women composers in the context of
societal attitudes and expectations.

Spring semester. Odetta.

As the written (notated) tradition will be
central to this course, a reading knowledge of
music is required.

6. Beethoven and the Romantic Spirit.

PDC in the Humanities.

O pen to all students without prerequisite.

A n introduction to Beethoven’s composi­
tions in various genres. W e will consider the
artistic, political, and social context in which
he lived, and examine his legacy among com ­
posers later in th e n in eteen th century
(Berlioz, C hopin, Schum ann, Brahms,
Wagner, Mahler).
O pen to all students without prerequisite.
Primary distribution course.

Spring semester. W hitman.

7 . W .A. Mozart.
Study of Mozart’s compositions in various
genres and o f the peculiar interpretive prob­
lems in Mozart biography.
O pen to all students without prerequisite.
Primary distribution course.

N ot offered 1996-97.

8. The Music of Asia.

THEORY AND COMPOSITION
Students who anticipate taking further cours­
es in the Department or majoring in Music
are urged to take Music 11 and Music 12 as
early as possible. Placement exams are given
each year at the first meeting o f that course
for students who feel they may be able to
place out o f it. Majors will normally take
Music 1 1 ,1 2 ,1 3 ,1 4 , and one o f 1 5 ,1 6 , or 17
in successive years.

1 1 . Harmony and Counterpoint 1 .
Musical exercises include harmonic analysis
and four-part choral style composition.
Prerequisite: knowledge o f traditional nota­
tion, major/minor scales, ability to play or
sing at sight simple lines in treble and bass
clef.

A n introduction to selected musical tradi­
tions from the vast diversity o f non-western
cultures. T h e music will be studied in terms
o f both its purely sonic qualities and its cultural/philosophical backgrounds.

O ne section o f Music 40A per week, without
additional credit, is required. In addition,
students with minimal keyboard skills are
required to take basic piano.

O pen to all students without prerequisite.

Fall semester. McNamee.

Primary distribution course.

220

12. Harmony and Counterpoint 2.

18. Conducting and Orchestration.

Written musical exercises include composi­
tion of original materials as well as commen­
tary on excerpts from the tonal literature.

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.

Prerequisite: Music 11 (or the equivalent).
One section o f Music 4 0 B per week, without
additional credit, is required. Basic piano is
also required for some students.

Spring semester. Freeman.

Spring semester. W hitman.

19. Composition.

13. Harmony and Counterpoint 3.

Fall semester. Levinson.

Continued w ork-with tonal harmony and
counterpoint a t an interm ediate level.
Detailed study o f selected works with assign­
ments derived from these works, as well as
original compositions.

HISTORY OF MUSIC

Prerequisite: Music 12 (or the equivalent).
One section of Music 4 0 C per week, without
additional credit, is required. Basic piano is
also required for some students.

Fall semester. Levinson.

14. Harmony and Counterpoint 4.

20. Medieval and Renaissance Music.
A survey o f European art music from the late
Middle Ages to the sixteen th century.
Relevant extra-musical contexts will be con­
sidered.
Prerequisite: a knowledge o f traditional
notation.

Advanced work with chromatic harmony
and tonal counterpoint.

Not offered 1996-97.

Prerequisite: Music 13.

A survey o f European art music from the six­
teenth-century
Italian
madrigal
to
B eeth oven’s Eroica symphony. R elevant
extra-musical contexts will be considered.

One section of Music 40D per week, without
additional credit, is required. Basic piano is
also required for some students.

Spring semester. McNamee.

15. Harmony and Counterpoint 5.
Detailed study o f a limited number o f works
both tonal and non-tonal, with independent
work encouraged.
Prerequisite: Music 14.

Spring semester. McNamee.

16. Schenker.
A n introduction to Schenkerian analysis. A n
extension o f traditional analytical tech ­
niques, incorporating Schenker’s principles
of voice leading, counterpoint, and harmony.
Prerequisite: Music 14.
Not offered 1996-97.

1 7. History of Music Theory.
A survey of primary sources (in translation)
from Boethius, T inctoris, and Zarlino
through Rameau, Riemann, and Schoenberg.

2 1. Baroque and Classical Music.

Prerequisite: a knowledge o f traditional
notation.
F all semester. Freeman.

22. Hineteenth-Century Music.
T h e development o f the “Rom antic Style”
from late Beethoven and Schu bert to
Wagner and Verdi.
Prerequisite: a knowledge o f traditional nota­
tion.
Not offered 1996-97.

23. IWentieth-Century Music.
A study of the various stylistic directions in
music o f the 20th Century. Representative
works by composers from
Debussy,
Stravinsky, and Schoenberg, through
Copland, Messiaen, and post-war composers
such as Boulez and Crumb, to the younger
generation, will be examined in detail.

Prerequisite: Music 14.

Prerequisite: a knowledge o f traditional
notation.

Not offered 1996-97.

Not offered 1996-97.

221

Not offered 1996-97.

formative contribution to cultural history.
(One-credit seminar equivalent to a two-cred­
it seminar.)

PERFORMANCE
(O ne-credit courses)

60. Projects in Performance.
Performance practice and problems in music of
various styles will be examined in terms of
analysis, research, and rehearsal. Ability to per­
form instrumentally or vocally is required.

N ot offered 1996-97.

61. Jazz Improvisation.
A systematic approach that develops the abili­
ty to improvise coherently, emphasizing the
Bebop and Hard Bop styles exemplified in the
music o f Charlie Parker and Cifford Brown.
Students will memorize jazz compositions, var­
ious scales and their applications, as well as one
transcription and many idiomatic formulae.
Daily practice is expected.
Maximum enrollment: 2 sections, 20 students
each.
Prerequisite: proficiency on a musical instru­
ment.
Not offered 1996-97.

92. Independent Study.
93. Directed Reading.
95. Tutorial.
Special work in composition, theory, or history.
O ne or two credits.

96. Senior Thesis.
O ne or two credits.

Prerequisites: Music 11 and German IB (high­
er levels in both strongly recommended;
Religion 18 also recommended), or permission
o f instructor.
Not offered 1996-97.

102. Colnr and Spirit: Music of Debussy,
Stravinsky, and Messiaen
(See Music 38 ).

*__

(One-credit seminar equivalent to a two-credit
seminar)
Prerequisite: Music 13 (concurrent enrollment
possible by permission o f the instructor).

PERFORMANCE
(Half-credit courses)
N O TE: T h e following performance courses are
for half-course credit per semester. See p. 218
for general provisions governing work in per­
formance for credit toward graduation.

4QA. Elements of Musicianship i.
Sight-singing, rhythmic and melodic dictation.
Required for all Music 11 students without
credit. A lso open to other students for halfcredit.

Fall semester. Staff.

400. Elements of Musicianship II.
Prerequisite: Music 40A .
Required for all Music 12 students.

Spring semester. Staff.

40C. Elements of Musicianship III.
SEMINARS

Prerequisite: Music 40B .
Required for all Music 13 students.

100. Harmony and Counterpoint 5.

Fall semester. Staff.

See Music 15.

400. Elements of Musicianship IV.

(O ne-credit seminar equivalent to a two-cred­
it seminar.)

Required for all Music 14 students.

Prerequisite: Music 14.

Spring semester. Staff.

Not offered Spring 1997.

10 1. J .S . Bach.
Study o f Bach’s compositions in various genres,
examining music both as a reflection o f and

222

Prerequisite: Music 40C .

40E. Elements of Musicianship V.
Prerequisite: Music 40D.
Required for all Music 15 students.

N ot offered 1996-97.

Music and Dance

24. Armstrong, Parker, and Coltrane.
This course examines the lives and music of
Louis Armstrong, Charlie Parker, and John
Coltrane. M ajor biographies and detailed
analysis o f solo transcriptions, as well as the
historical impact o f the music in shaping their
respective eras, are considered.
Prerequisite:
notation.

a

knowledge

o f traditional

Not offered 1996-97■

32. History of the String Quartet.
A history of the string quartet from its origins
to its development into one o f the genres of
Western classical music. T h e course will focus
on the quartets o f Haydn, Mozart, and
Beethoven.
Prerequisite:
notation.

a

knowledge

o f traditional

Not offered 1996-97.

33. The Art Song.
A study o f various solutions by various com­
posers to the problems o f relating poetry and
music. T h e emergence o f the German Lied in
the 19th century (Schubert, Schum ann), its
later development (Brahms, Strauss, Wolf,
Mahler, Schoenberg, Berg), and its adaptation
by 20th-century French (Debussy, Ravel,
Messiaen) and A m erican (Ives, Barber,
Bernstein) composers.
Prerequisite: a knowledge of traditional nota­
tion. For students who are either singers or
pianists, informal performances will replace a
paper.

Spring semester. J. Freeman.

symphony), J. Strauss (Fledermaus), R . Strauss
(Tdl Eulenspiegel, Salom e), and Schoenberg
(Verklaerte N acht, Pierrot Lunaire).
Prerequisite:
notation.

a

knowledge

o f traditional

N ot offered 1996-97.

36. Music Since 1945.
A study o f contemporary co n cert music,
including 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.

N ot offered 1996-97.

37. Contempnrary American Composers.
A study o f the works and thought o f six impor­
tant American composers. T h e course will
stress intensive listening and will include dis­
cussion meetings with each o f the composers.
Prerequisite:
notation.

a

knowledge

o f traditional

N ot offered 1996-97.

38. Color and Spirit: Music of Debussy,
Stravinsky, and Messiaen.
A study o f twentieth-century music focusing
on the great renewal o f musical expressions,
diverging from the Austro-German classic-’
romantic tradition, found in the works o f these
three very individual composers, as well as the
connections among them, and the resonances
of their music in the work o f their contempo­
raries and successors.
Prerequisite: a knowledge o f traditional musi­
cal notation.

34. J.S . Bach.
Study o f Bach’s compositions in various genres.
For the instrumental music this involves close
consideration of style and signification. For the
vocal music it also involves study of ways
Bach’s music interprets, not merely expresses,
his texts.

Spring semester. Levinson.

39. Music and Dance: Criticism and
Reviewing.

35. Late Romanticism in Germany and
Austria.

T his course, team taught by music and dance
faculty with supplemental visits by guest lec­
turers who are prominent in the field of
reviewing, will cover various aspects o f writing
about the performance o f music and dance:
previewing, reviewing, the critic’s role and
responsibilities, and the special problems of
relating performance to the written word.

A study o f selected large works by Wagner
(Walkudre,
Tristan)
Brahms
(Haydn
Variations, Violin C oncerto), Mahler (4th

Prerequisite: O ne previous course in music or
dance, concurrent enrollment in a music or
dance course, or permission of the instructor.

Prerequisite:
notation.

a

knowledge

o f traditional

Not offered 1996-97.

Music and Dance

4 1. Performance (Jazz Ensemble).
Both semesters. Alston.

cooperative learning; one which affirms group
process and fosters comradery.

42. Keyboard Musicianship.

Special M ajor: Dance and a second discipline

Fall semester. Freeman.

Students may combine the study o f dance with
substantive study in another discipline. T h e
two disciplines in this major may be philo­
sophically linked or may represent separate
areas o f the student’s interest. Som e examples
are; English, history, linguistics, music, philos­
ophy, religion, sociology/anthropology, and
theatre. For this major, 6 dance credits from
the core program listed below are joined by 6
credits in one other discipline. Such special
majors require the approval o f the dance pro­
gram and the other department involved.
Planning for these majors should take place as
early in the student’s program as possible; stu­
dents are encouraged to develop their plans in
consultation with the Director of Dance and
with a faculty advisor in the other discipline.

43. Performance (Chorus).
Both semesters. Alston.

44. Performance (Orchestra).
Both semesters. J. Freeman, Running.

45. Performance (Early Music Ensemble).
Both semesters. W hitman.

46. Performance (Wind Ensemble).
Both semesters. Johns.

4 7. Performance (Chamber Music).
(See guidelines for this course on page 219.)

Both semesters. D. Freeman.

48. Performance (Individual Instruction).

Both semesters.

Special majors are urged to supplement their
study with appropriate courses in anatomy, art,
history, music, sociology/anthropology, theatre,
religion, and other areas o f concentration such
as various ethnic studies and women’s studies.

49. Performance (Balinese Workshop).

Required Courses

Kecak and other traditional Balinese genres.

T h e core program o f 6 credits includes the fol­
lowing courses:

(See the guidelines for this course on page
218.) Specific and updated guidelines are dis­
tributed at the beginning o f each semester.

Cross-listed as Dance 49.

N ot offered 1996-97.

50. Keyboard Workshop.
Developing and refining skills in accompany­
ing and sight-reading through work with the
chamber, song, and four-hand repertoire.

Spring semester. Freeman.

7 1 . Rhythmic Analysis and Drumming.
Cross-listed as Dance 71.

Spring semester 1997. Arrow.

2 in composition/improvisation (Dance 12 or
Dance 14 [1 cr.] and Dance 10 [ ‘A cr.]),
2 in history/theory (one from Dance 21-24 [1
cr.] and one from 36-39 [1 cr.]),
3 in performance technique (Dance 50 ['A cr.],
one other technique at the 50 level ['ACr.], and
one additional technique other than Dance 60
[her.])
1 senior project and/or thesis (Dance 9 4 ,9 5 , or
96 [1 cr.]).

M ajor or Minor in the Honors Program

DANCE
Dance, a program within the Department of
Music and Dance, shares the Department phi­
losophy that courses in theory and history
should be integrated with performance. By
offering a balance o f cognitive, creative, and
kinesthetic classes in dance we present a pro­
gram which stands firmly within the tradition
o f Swarthmore’s liberal arts orientation. T h e
instructors strive to create an atmosphere of

224

A major or minor in dance through the Honors
Program is also available for students in the
class of 1997 and onward. Please consult dance
faculty for further information and guidelines.

Performance D ance: Technique
In a typical semester over twenty-five hours of
dance technique classes are offered on graded
levels presenting a variety of movement styles.
Technique courses, numbered 4 0 through 48,
50 through 58, and 60 or 61, may be taken’ for
academic credit or may be taken to fulfill phys­
ical education requirements. Advanced

m

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dancers are encouraged to audition for level 111
technique classes and for Dance: Repertory
(Dance 49). A total o f not more than eight foil
credits (16 half-credit courses) in performance:
technique classes and in music performance
classes may be counted toward the degrees of
Bachelor of Arts and Bachelor of Science. No
retroactive credit is given for performance
classes.

Dance Program Performance Opportunities

I

All interested dancers are encouraged to audiI tion for student and faculty works. These auditions take place several times each semester;
| dates are announced in classes and in the
Weekly News. Formal concerts take place
I toward the end of each semester; informal stu■
dio concerts are scheduled throughout the year.

8#

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 and Awards
■
■
,
■

Scholarships for summer study in dance are
available through fonds provided by T h e
Friends of Music and Dance. T h e Halley Jo
Stein Award for Dance and T h e M elvin B.
Troy Award for Composition are also awarded
annually by the Department.

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Additional information about the dance program is available via the World W ide W eb at
http://w w w .sw arthm ore.edu/hum anities/
dance/.

COURSES
1 . Introduction to Dance.
A survey course that approaches dance viewing
and analysis of dance performance through an
introduction to elements o f dance composition
and history. T h e roles o f 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 cred-

I
Primary distribution course.
■

Fall semester 1996. Chatterjea.

2. World Dance Forms.
A survey course which introduces students to
theoretical and practical experiences in dance
forms from various cultures and time periods
through a combination of lectures, readings,
video and film viewings, and workshops with a
wide variety o f guest artists from the field. T h e
particular forms will vary each semester but
may include such styles as: various African,
Asian, and Native Am erican forms, Capoeira,
Flamenco, and European court dancing. Open
to all students; no prior dance training
required. O ne credit.
Primary distribution course.
Not offered 1996-97.

9. Music and Dance of Africa.
A n introduction to selected musical and dance
traditions o f Africa. T his course wil involve all
students in the practice o f dancing and drum­
ming as well as in the study o f those forms
through lectures, reading, listening, and view­
ing. N o prior musical or dance training
required.
Not offered 1996-97.

10. Dance Improvisation.
Designed as a movement laboratory in which
to explore the dance elements: space, time,
force, and form. Members o f the class will
investigate improvisation as a performance
technique and as a tool for dance composition.
Individuals work on a personal vocabulary and
on developing a sense of ensemble. A journal is
required, and a course in dance technique must
be taken concurrently. Three hours per week.
O ne half credit.
Not offered 1996-97.

1 1 . Dance Composition I.
A study o f the basic principles of dance com ­
position through exploration o f the elements
o f dance movement, invention, and movement
themes, to the end o f developing an under­
standing o f various choreographic structures.
Considerable reading, video and live concert
viewing, movement studies, journals, and a
final piece for public performance in the dance
lab are required. Also required is a production
lab which includes an introduction to costum­
ing, lighting, set construction, sound and video
in relation to dance. A course in dance tech­
nique must be taken concurrently.

225
L

Music and Dance
I
Prerequisite: Dance 10, Dance 71 or permis­
sion o f the instructor.
During 1996-97 Dance 4 8 Section 1 will also
be accepted as a prerequisite.
O ne credit.

Spring semester 199 7 . Arrow.

12. Dance Composition II.
A n elaboration and extension of the material
studied in D ance 11. Stylistically varying
approaches to making work are explored in
compositions for soloists and groups. Reading,
video and live concert viewing, movement
studies, journals, and a final piece for public
performance which may include a production
lab component are required. A course in dance
technique must be taken concurrently.
Students must have previously taken Dance 11
or its equivalent. O ne credit.
Not offered 1996-97.

13. Dance Composition: Tutorial.
Designed as a tutorial for students who have
previously taken Dance 11 or the equivalent.
Choreography o f a final piece for public perfor­
mance is required. Weekly meetings with the
instructor and directed readings, video and
concert viewings. A journal may also be
required. A course in dance technique must be
taken concurrently. O ne half credit.

O ffered every semester.
Fall semester 1996. Staff.
Spring semester 1997■ Hess.

14. Special Topics in Dance Composition.

spectives o f stylistic characteristics, underlying
aesthetics, resonances in general cultural traits,
and developmental history. T h e 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.

¡j
|
n
H
|

Prerequisite: Dance 1 or 2. Two lectures and
one hour video viewing per week. O n e credit.

H

Spring semester 1997. Chatterjea.

22. History of Dance: Europe’s
Renaissance Through 1900.

-•»

A study o f social and theatrical dance forms in
the context o f various European societies from
the Renaissance through the nineteenth cen­
tury. Influential choreographers, dancers, and
theorists representative o f the periods will be
discussed.
Prerequisite: Dance 1 or 2; Dance 24 strongly
recommended. Two lectures and one hour
video viewing per week. O ne credit.
Not offered 1996-97. Friedler.

23. twentieth Century Dance.
A study o f Twentieth Century social and the­
atrical dance forms in the context o f Western
societies w ith an emphasis on A m erica.
Influential choreographers, dancers, and theo­
rists will be discussed.
Prerequisite: Dance 1 or 2; Dance 21 and 22
strongly recommended. Two lectures and one
hour video viewing per week. O ne credit.

T hree hours per week. One credit.
Not offered 1996-97. Friedler and Murphy.

21. History of Dance: Africa and Asia.
T his course will move through an exploration
of dance forms from Africa, from Africanist
cultures and from Asian cultures, from the per­

I

24. Dance as Social History.

Prerequisite: Dance 11.
Not offered 1996-97.

I

N ot offered 1996-97.

A course which focuses on intensive study of
specific compositional techniques and/or sub­
je cts. Topics may include: autobiography,
dance and text, partnering, interdisciplinary
collaboration, reconstruction, and technology.
Choreography o f a final piece for performance
is required. Weekly meetings with the instruc­
tor, directed readings, video and concert view­
ing, and a journal will be required. A course in
dance technique must be taken concurrently.
Three hours per week. O ne credit.

V

T his course focuses on dance as a locus for dis­
cussing power relations through gender, race,
and class in the period from 1880 to 1928 in
Europe, North America, the Carribean, and
South America. Analysis o f a variety o f dance
forms in their historical/cultural context.

M

Prerequisite: Dance 1, 2, or permission o f the
instructors.

36. Dance and Gender.
T his course explores ways that gender has
informed dance, particularly performance
dance, since 1960. T h e impact o f various cul­
tural and social contexts will be considered.
Lectures, readings, and video/concert viewings
-

«

will all be included.

previous dance experience necessary.

Prerequisite: Dance 1, 2, or permission o f the
instructor.

Fall 1996. Kloetzel, Kloppenberg.
Spring 1997. Staff.

One credit.

4 1. Performance Dance: Ballet I.

Fall semester 1996. Kloppenberg.

37. The Politics of Dance Performance.
A n investigation o f the aesthetic principles of
perception, symbolism, abstraction, and cre­
ativity in relation to the viewing and interpre­
tation of dance performance. Emphasis will be
placed on political interpolation and ramifica­
tions of the act o f public performance. Topics
of discussion will include the “politically cor­
rect” paradox, government funding, art as cul­
tural intervention, and various historical per­
spectives. O pen to all students without prereq­
uisite. O ne credit.

Spring semester 1997. Arrow.

39. Music and Dance: Criticism and
Reviewing.
(Cross-listed as Music 3 9 .) T his course, team
taught by music and dance faculty with supple­
mental visits by guest lecturers who are promi­
nent in the field o f reviewing, will cover vari­
ous aspects of writing about the performance of
music and dance: previewing, reviewing, the
critic’s role and responsibilities, and the special
problems of relating performance to the writ­
ten word.
Prerequisite: O ne previous course in music or
dance, concurrent enrollment in a music or
dance course, or permission o f the instructor.
Not offered 1996-97.
N O T E : A ll dance technique courses meet for
two l'A hour meetings per week. Technique
courses, numbered 4 0 through 48, 50 through
58, and 60 and 61, may be taken to fulfill phys­
ical education requirements or may be taken
for academic credit. W hen dance technique
courses are taken for academic credit, students
will fulfill established requirements beyond
class attendance for each activity, i.e., atten­
dance at performances, written reports, jour­
nals, etc. Students will be graded on a credit/no
credit basis. Technique courses may be repeat­
ed for academic credit.

40. Performance Dance: Modern I.
A n introduction to basic principles of dance
movement: body alignm ent, coordination,
strength and flexibility, basic locomotion. No

A n introduction to fundamentals o f classical
ballet vocabulary: correct body placement,
positions of the feet, head and arms, basic loco­
motion in the form. N o previous experience
necessary.

Fall and spring semesters. Sherman.

43. African Dance I.
Introduction to A frican Dance aims to give
students a rudimentary vocabulary in Africanoriented movement. Using the Umfundalai
technique, A frican Dance I heightens stu­
dents’ understanding o f the aesthetic and
eurhythmic principles prevalent in African
Dance. Students who take A frican I for acade­
mic credit should be prepared to keep a weekly
journal and write two short papers.
Fall and spring semesters. Nance.

44. Performance Dance: Tap.
T his course is available to all tappers, from
beginning to advanced. Such forms as softshoe, waltz-clog, stage tap, and “hoofin” will be
explored.

Fall and spring semesters. Davis.

45. Performance Dance: Hatha Yoga.
Open to all students, the course will focus on
experience/understanding of a variety o f asanas
(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 read­
ing and two papers.

Fall and spring semesters. Hess.

48. Performance Dance: Special Topics
in Technique.
Intensive study of special topics falling outside
the regular dance technique offerings. Topics
may include such subjects as: Alexander tech­
nique, Classical East Indian Dance Forms,
C ontact Improvisation, Jazz, Pilates, and/or
Musical Theatre Dance.
Section 1. Fall and spring semesters.
C ontact Improvisation, Stein.
Section 2. Fall and spring semesters.
Flamenco, Gmitter.

Music and Dance

49. Performance Dance: Repertory.

Permission o f the instructor required.

T h e study o f repertory and performance. Stu­
dents are required to perform in at least one
scheduled dance concert during the semester.
Placement by audition or permission of the
instructor. O ne half credit. Three hours per
week. A course in dance technique must be
taken concurrently.

N ot offered 1996-97.

60. Performance Dance: Modern III.
Continued practice in technical movement
skills in th e m odem idiom; including
approaches to various styles. Placement by
audition or permission o f the instructor.

O ffered every semester.

Fall 1996. H ess. Spring 1997. Staff.

Fall 1996: Section I: M odem staff. Section II:

61. Performance Dance: Dallet III.

TBA .

Continued practice in technical movement
skills in the ballet idiom; with an emphasis on
advanced vocabulary and musicality. Place­
ment by audition or permission of the instruc­
tor.

Spring 1997: Section I: African, Nance. Sec­
tion II: Modem, Staff.

50. Performance Dance: Modern II.
A n elaboration and extension o f the principles
addressed in Dance 4 0 A and B. For students
who have taken Dance 40A and B or the
equivalent.

Fall 1996: Hess, Staff. Spring 1997: Staff.

51. Performance Dance: Dallet II.
A n elaboration and extension o f the principles
addressed in Ballet I. For students who have
taken Ballet I or its equivalent.

Fall and spring semesters. Sherman.

53. African Dance II.
A frican Dance for Experienced Learners gives
students an opportunity to strengthen their
technique in African Dance. T h e course will
use the Umfundalai technique allied with some
traditional W est A frican D ance forms to
enhance students’ learning. Students who take
African Dance II for academic credit should be
prepared to explore and access their own
choreographic voice through a choreographic
project.

Fall and spring semesters. Sherman.

70. The Arts as Community Service/Social
Change.
(Cross-listed as Education 70.) A n experiential
course exploring how the arts can impact and
reflect on issues of community, service, educa­
tion, and social/political change. T h e course
includes several aspects: readings and discus­
sions on the meaning o f community, service,
art, and educational policy and methodology;
personal reflections; classes led by guest
activists and artists discussing their work with
a variety o f communities and from a wide range
of approaches. Three on site visits to commu­
nity arts organizations in the area, a short
internship with an approved organization,
group practice sessions, and three papers are
also required. Open to all students with prior
permission o f the instructor. Limited enroll­
ment. O ne credit.

Spring 1997. Sepinuck.

Fall and spring semesters. Nance.

7 1 . Rhythmic Analysis and Drumming.

55. Performance Dance: Hatha Yoga II.

(Cross-listed as Music 71.) A theoretical and
practical analysis o f rhythmic structure apply­
ing techniques o f Afro-Cuban drumming. For
the general student, emphasis will place the
investigation o f rhythmic structure within a
cultural and contemporary context. For stu­
dents o f dance, additional focus will be pro­
vided on the uses o f drumming in dance com­
position, improvisation and as accompaniment
in the teaching o f dance technique. Open to
all students. Three hours per week. O ne half
credit.

O pen to students who have completed Dance
45 or the equivalent. A continuation and
deepening o f practice o f the asanas explored in
D ance 4 5 . W ork in several o f the more
advanced asanas, particularly in the backward­
bending and inverted poses.

O ffered when feasible.

58. Performance Dance: Special Topics in
Technique II.
A n elaboration and extension o f principles
addressed in Dance 48.

Spring semester 1997. Arrow.

94|

I 92. Independent Study.
I
I
as
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I
I
I
I

I

Available on an individual basis, this course
offers the student an opportunity to do special
work with performance or com positional
emphasis in areas no t covered by the regular
curriculum. Students will present performances
and/or written reports to the faculty supervisor,
as appropriate. Permission must be obtained
from the program director and from the supervising faculty. O ne credit.

I

Offered every semester. Staff.

contents. Proposals for a thesis must be submit­
ted to the dance faculty for approval during the
semester preceding enrollment. One or two
credits.

O ffered every semester. Staff.

I 93. Directed Reading.
I

[
I
I

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 no t covered by the regular
curriculum. Students will present w ritten
reports to the faculty supervisor. Permission
must be obtained from the program director
and from the supervising faculty. O ne credit.

I

Offered every semester. Staff.

I
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m

94. Senior Project.

¡1
I

Intended for seniors pursuing the special major
or the major in Honors, this project is designed
I by the student in consultation with a dance
faculty advisor. T h e major part o f the semester
I is spent conducting independent rehearsals in
I conjunction with weekly meetings under an
I advisor’s supervision; the project culminates in
■
a public presentation and the student’s written
■
documentation o f the process and the result.
I A n oral response to the performance and to
the documentation follows in which the stuI dent, the advisor, and several other members of
as, the faculty participate. In the case o f Honors
■
majors, this also involves external examiners.
Proposals for such projects must be submitted
I to the dance faculty for approval during the
I semester preceding enrollment. O ne credit,
f l

Offered every semester. Staff.

95,96. Senior Thesis.
H

Intended for seniors pursuing the special major
or the major in Honors, the thesis is designed
I by the student in consultation with a dance
faculty advisor. T h e major part o f the semester
H
is spent conducting independent research in
■
conjunction with weekly tutorial meetings
H
under an advisor’s supervision. T h e final paper
I is read by a comm ittee o f faculty or, in the case
| of Honors majors, by external examiners who
then meet with the student for evaluation of its

y

229

Peace and Conflict Studies

Clerk:
Comm ittee:

J . W. FROST (Friends Historical Library)2
Wendy E . Chmielewski (Peace Collection)
Miguel Diaz-Barriga (Sociology-Anthropology)*
Raymond F. Hopkins (Political Science)
Hugh M . Lacey (Philosophy)
Marjorie Murphy (History)
Deepa Ollapally (Political Science)
___________________________ m

2

A bsent on leave, spring semester, 1997.

*C lerk, spring semester, 1997.

*
T h e Peace and C onflict Studies Concentration
at Swarthmore College is designed to teach
students to understand the causes, practices,
and consequences o f collective violence (war),
terrorism, and peaceful or nonviolent methods
o f conflict management and resolution. T he
multidisciplinary curriculum offers instruction
in the following areas: (1 ) alternatives to fight­
ing as a way o f settling disputes: conflict reso­
lution, rituals, nonviolence, mediation, peace­
keeping forces, private peace-fostering organi­
zations (N G O s), arms control, economic sanc­
tions, international law, international organi­
zations; (2 ) the political economy o f war: the
“military-industrial” complex, econom ic con­
version; (3 ) causes o f collective violence:
aggression and human nature, the state system
and international anarchy, systemic injustice,
balance of power diplomacy, competition for
scarce resources, diplomacy, ethnocentrism,
ideological and religious differences, insecure
boundaries, minorities within states, the rela­
tionship betw een internal weakness and
aggression, arms races, game theory; (4) nature
o f war: civilian and military objectives, strate­
gy 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 evalu­
ation o f war: morality of war, just war theory,
pacifism, the war mentality, the utility o f war,
war novels, responsibilities o f citizens in coun­
tries engaged (directly or indirectly) in warfare,
how to build a lasting peace.
T h e Peace Studies Concentration consists of
six courses o f which only two may be taken in

230

the student’s major. Introduction to Peace
Studies (P.S. 15), offered yearly, is the only
required course. It is recommended that stu­
dents have a background in histoty, interna­
tional relations or ethics prior to taking
Introduction to Peace Studies. A thesis or final
exercise is required. For honors students, the
external examination and the Senior Honors
Study (S H S ) may serve as the final exercise.
Student programs can include an internship or
field work component, e.g., in a peace or con­
flict management organization such as the
U nited N ations or Suburban Dispute
Settlem ent. A n internship is highly recom­
mended. Normally field work or internship will
not receive college credit, but for special pro­
jects— to be worked out with an instructor and
approved by the Peace Studies Committee in
advance— students can earn up to one credit.

1

4

Students intending a Peace and Conflict
Studies concentration should submit a plan of
study to the coordinator o f the program during
the spring o f the sophomore year, after consul­
tation with faculty members who teach in the
concentration. T h e plan will outline the stu­
dent’s program of study and the nature of the
final project. A pplications will then be
reviewed by the Committee.
T h e Peace Studies minor in the honors pro­
gram can be done through a combination of
two courses in different departments, or a twocredit thesis, or a combination o f a thesis and a
course. Introduction to Peace Studies (P.S. 15)
is required and should be taken no later than
the junior year. A thesis or final exercise is
required. A ny thesis must be multi-discipli­
nary. A com bination o f courses, course and
thesis, or thesis must be approved by the Peace
Studies Committee.

il

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w

Any student minoring in Peace Studies must
meet the requirement o f six units of study, of
which no more than two credits can come from
the major department. Students wishing to
count a seminar in their major or minor for
part of their Peace Studies concentration
should fulfill the department’s prerequisites
and take the appropriate examination.
Students whose minor in Peace Studies can be
incorporated into the final requirements for
SH S in the major should do so. T h e Peace
Studies Comm ittee will work out with the stu­
dent and the major department the guidelines
or model for the integration exercise. In cases
where the Comm ittee and the student con­
clude that integration is not feasible and/or
desirable, the Comm ittee will provide a read­
ing list o f books.
These courses, either currently listed in the
College catalogue or planned, will constitute
the foundation for a Peace and C o n flict
Studies Concentration. Peace Studies Courses
courses offered at Haverford and Bryn Mawr
which do not duplicate Swarthmore College
courses may count toward the concentration
pending prior approval by the Peace Studies
Committee. These courses are listed in the cat­
alogues o f Bryn Mawr and Haverford.

PEACE STUDIES

ments.

Fall semester. Frost.

Peace Studies 30. Nonviolence and
Social Change.
This course will examine the lives and writings
of individuals who have been important in cre­
ating, leading and redefining nonviolent social
change. Documentary films will provide expe­
rience of the larger historical contexts in
which these individuals played a key role.
Students will look for the common language,
vision, and committment among these differ­
ent movements seeking cultural, psychological,
and political transformation.

Spring semester. Jackson.

Peace Studies 40. Peace Muvement in
the United States: Wumen and Peace.
Exploration o f 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 connections
between work for peace with: the changing
perceptions o f the public role o f women
through the nineteenth and twentieth cen­
turies; the rise of feminism; religious pacificism;
maternal politics; and gendered views o f peace
and justice. Som e comparison between work
women have done for peace in the U .S. and
internationally. This course cannot be counted
for the major in either the History or Religion
Departments.

Peace Studies 15. Introduction to Peace
Studies.

Spring semester. Chmielewski.

The course begins with an examination of per­
spectives on the causes of war using many dis­
ciplines (including psychobiology, psycho­
analysis, history, political science, anthropolo­
gy, and economics), then considers various
governmental and private organizations and
methods supposed to alleviate the causes of
war. Topics to be discussed include the United
Nations, international law, arms control, disar­
mament, and the work o f N G O s for peace.

A history of U .S. foreign affairs with attention
paid to the origins of racialism and the impact
of expansionism on various ethnic and racial
groups. Topics include the myths of Indian
atrocities in the W ar of 1812; Manifest Destiny
and expansion, 1840; the war with Mexico,
1846; the war with Spain, 1898; intervention
in M exico, 1916; the significance of Central
America in commerce; racialism and Japan in
World W ar II and interventions in Korea and
Vietnam in the post-war era.

Prerequisite: courses in history or political sci­
ence dealing with foreign policy and/or courses
in religion, sociology, or philosophy discussing
the ethics o f war and causes of conflict.
This course can be counted for distribution as
a Social Science unit, but it is no t a primary
distribution course. Normally it may not be
used to fulfill any department’s major require­

History 49. Race and Foreign Affairs.

Fall semester. Murphy.

Pulitical Science 4. International
Politics.
A n introduction to the analysis o f the contem ­
porary international system and its evolution
in the twentieth century. T h e course will

231

Peace and Conflict Studies
I
exam ine various approaches to explaining
wars, military defense, and international eco­
nom ic problems.

Sirring semester. Hopkins and Ollapally.

Political Science 4 7. Politics of Famine
and Food Policy.
T h e causes and possible solutions to major food
problems: hunger, rural poverty, and food inse­
curity are examined. T h e role o f government
policy in production, proper distribution and
consumption o f food is considered. Principal
focus will be upon the American agricultural
experience, food systems in less developed
countries, international trade and aid, and in­
ternational measures to improve food security.

Fall semester. Hopkins.

Political Science 1 1 1 . International
Politics. Seminar.
A n inquiry into problems in international pol­
itics. Topics will include
(1 ) competing theories o f international poli­
tics, (2 ) war and the uses of force, and (3) the
management of various global economic issues.
Prerequisite: Political Science 4 or equivalent.

Sirring semester. Hopkins.

Religion 10 7. Liberation Theology.
Seminar.
A study o f the principal themes of Liberation
Theology as it has developed in Latin America
during recent decades. Readings will be drawn
from such Latin Am erican theologians as Boff,
Gutierrez, and Segundo. A tten tion also will be
given to the relationship o f Liberation T heol­
ogy to the Rom an C atholic tradition, to social
and political movements which it has influ­
enced, and to its critics. Prerequisite for this
course is one o f the following: Religion 4,
Religion 6, or with the permission o f the
instructor.

Spring semester. Lacey.

Religion 110 . Religious Relief and Moral
Action. Seminar.
T h e seminar will explore the relationship
between religion and morality. Basic moral
concepts in Buddhism, Christianity, and
Hinduism will be studied in relationship to
their cosmological/theological frameworks and
their historical contexts. T h e course will ana­
lyze concepts o f virtue and moral reasoning,
the religious view o f what it means to be a

moral person, and the religious evaluation of a I
just society. T h e course includes a considers- I
tion o f Martin Luther King Jr., Dorothy Day, I
Mahatma Gandhi, and TTiich N hat Hanh. =3»
W ith permission o f the instructor.

Fall semester. Swearer.

Sociology/Anthropology 3. Social Conflict
and Social Change.
Social conflicts arise as a result o f competing
visions and agendas among groups with differen t social and political identities. Social
changes are the consequences o f processes to
resolve such conflicts, whether through conciliatory or violent means. This course studies the
constructions o f socio-political identities (e.g.,
race, class, gender), considers how identity differences inform struggles for equality, separatism and domination, and focuses on specific
cases in which identity politics are at the heart
o f conflicts within heterogeneous societies.

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I

Spring semester. Hajjar.

Sociology/Anthropology 33. Indigenous
Resistance and Revolt in Latin America.
T his course explores ethnic conflict and revolution in L atin A m erica, focusing on
G uatem ala, M exico, Peru, and Bolivia,
Readings for the course include ethnographies
on rural and urban culture as well as more gen­
eral works on anthropological theory.

i
Ij
i

Fall semester. Diaz-Barriga.

Sociology/Anthropology 34. Ecology,
Peace and Development in El Salvador.
There is little disagreement that prolonged and
pronounced social injustice was the fundamental factor that led to the war in El Salvador
(1980-1992). Now, under U .N . auspieies, an
agreement has been signed that no t only has
put an end to the fighting and set the terms for
disarmament, but also has laid out ah agenda
for reconstruction, econom ic development,
and the consolidation o f democracy. In this
course, we will examine the various models,
policies and practices o f development that are
being proposed by political parties, interna.tional institutions (including N G O s), and
other civic groups in El Salvador. T h e class will
be taught in Spanish but papers may be written
in English.
Spring semester. Samour and Diaz-Barriga.

)
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H

Sociology/Anthropology 82. Law and
Society: The Discourse of Rights in
theU.S.
This course explores the changing discourse of
legal and political rights in the U .S. through­
out the twentieth century, focusing primarily
on rights for minority groups, as the legal
domain has become the primary forum for
socio-political struggles. W e will analyze theo­
ries of law and social identity, the contours of
political debates, the legal records on issues
relating to minority rights, and the effects of
changes on contemporary society.

Fall semester. Hajjar.

70. Research Intemship/Field Work.
90. Thesis.
Bryn Mawr College and Haverford College:
For specific Peace Studies courses consult the
institution’s catalogues or Professor Jay
Rothman at Haverford College.

Not offered 1996-97.

History 134. American Diplomatic
History.
Peace Studies 56. Human Rights,
Refugees, and International Law.
Philosophy 58/Peace Studies 50.
Homriolence and Violence in Latin
America.
Political Science 45. Defense Policy.
Political Science 62. Development and
Discontent: Crisis of Political Economy in
the Third World.
Religion 6. War and Peace.
Sociology/Anthropology 55. Power,
Authority, and Conflict.

233

Philosophy

4
<
.......

«■

RICHARD ELDRIDGE, Professor and Chair
HUGH M . LACEY, Professor1
HANS OBERDIEK, Professor12
CHARLES RAFF, Professor
RICHARD SCHULDENFREI, Professor
JOHN HAWTHORN, Visiting Assistant Professor4
GRACE LEDBETTER, Assistant Professor
TAMSIN LORRAINE, Assistant Professor

1 Absent on leave, fall semester, 1996.
2 Absent on leave, spring semester, 1997.

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 o f the world, God, freedom, human
nature, and history. T h e study o f philosophy
thus impinges on issues o f significance for
everyone who wishes to live and act in a reflec­
tive and critical manner.

COURSE OFFERINGS AND PREREQUISITES
T h e Philosophy Department offers several
kinds o f courses, all designed to engage stu­
dents in philosophical practice. First, there are
courses and seminars to introduce students to
the major classics o f the history o f Western
philosophy: works by Plato and A ristotle
(A ncient Philosophy); Descartes, Hume, and
Kant (M odem Philosophy); Hegel and Marx
(N ineteenth Century Philosophy); Russell and
W ittgenstein (Contem porary Philosophy).
Second, there are courses and seminars which
systematically present arguments and conclu­
sions in specific areas o f philosophy: Theory of
Knowledge, Logic, Ethics, Metaphysics, Social
and Political Philosophy. Third, there are
courses and seminars concerned with the foun­
dations o f various other disciplines: Aesthetics,
Philosophy o f Science, Philosophy o f Lan­
guage, Philosophy o f Law, Philosophy o f the
Social Sciences, Philosophy o f Psychology,
Philosophy o f Mathematics, and Philosophy of
Religion. Fourth, from time to time, courses are
offered on philosophical aspects o f contempo­
rary public issues: Values and Ethics in Science

4 Fall semester, 1996.

and Technology, Methodologies o f the Study of
Poverty. Courses and seminars in the third and ■
fourth categories are frequently offered in col­
laboration with instructors from other relevant
departments; several o f these courses are crosslisted in other departments.
T h e Department o f Philosophy participates in
a special major in linguistics. T h e interested
student should consult the Linguistics Pro­
gram.
Students majoring in philosophy must com­
plete at least one course or seminar ini (1) Logic
and (2) A ncient or M odem Philosophy and
earn a total o f eight credits in courses or sem­
inars (not counting Senior Course Study or
Senior Honors Study). In addition, students
majoring in philosophy are strongly urged to
take courses and seminars in areas of: moral,
social, and political philosophy; epistemology;
and metaphysics. Prospective majors should
complete the logic requirement as early as pos­
sible. Course majors are encouraged to enroll
in seminars. Mastery o f at least one foreign lan­
guage is recommended. A ll course majors will
complete Senior Course Study in Philosophy.
Satisfactory completion of either any section of
Philosophy 1, Introduction to Philosophy, or
Logic, Philosophy 12 is a prerequisite for taking
any further course in philosophy. A ll sections
o f Introduction to Philosophy are primary dis­
tribution courses in the Humanities. Students
may no t take two different sections of
Introduction to Philosophy, with one excep­
tion: the section o f Introduction to Philosophy
that focuses on the philosophy of science may
be taken after completing another section of
Introduction to Philosophy.

4

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A

I . Introduction to Philosophy.

16. Philosophy of Religion.

Philosophy addresses fundamental questions
that arise in various practices and inquiries.
Each section addresses a few o f these questions
to introduce a range of sharply contrasting
positions. Readings are typically drawn from
the works of both traditional and contempo­
rary thinkers with distinctive, carefully argued,
and influential views regarding knowledge,
morality, mind, and meaning. Close attention
is paid to formulating questions precisely and
to the technique o f analyzing arguments,
through careful consideration of texts.

See Religion 14.

1 7 . Aesthetics.
O n the nature of art and its roles in human life,
considering problems of interpretation and
evaluation and some specific medium o f art:
W ho should care about art? Why? How?
Spring semester. Eldridge.

19. Philosophy of Social Science:
Methodologies of the Study of Poverty.

Primary distribution course in the Humanities.

T his course will study standard problems in the
philosophy o f the social sciences as they are
exemplified in recent studies o f urban poverty.

Each semester. Staff.

Not offered 1996-97.

I I . Moral Philosophy.

20. Plato.

Though there will be some attention paid to
contemporary thinkers, the focus of this course
will be traditional views o f substantive ethics.
We will discuss and compare views o f how one
should live, contrasting different views on the
relative importance and relationship of, for
example, knowledge, freedom, and pleasure.
Among other values which may be discussed
are tranquility, human relationships, autono­
my, and the search for objective good.

A n introduction to the thought o f Plato
through close readings of some of the major
dialogues. Topics will vary from year to year.

Spring semester. Schuldenfrei.

23. Contemporary Philosophy.

12. Logic.
A n introduction to the principles of deductive
logic with equal emphasis on the syntactic and
semantic aspects o f logical systems. T h e place
of logic in philosophy will also be examined.
No prerequisite. Required o f all philosophy
majors.

Fall semester. Hawthorn.

13. Modern Philosophy.
17th- and 18th-century sources of Modernity
in philosophical problems of knowledge, free­
dom, humanity, nature, God. Readings from
Descartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, Kant.

Cross-listed as Classics 20.
Spring semester. Ledbetter.

21. Social and Political Philosophy.
See Philosophy 121.

Fall semester. Schuldenfrei.
Classical texts by 20th-century authors illus­
trate the R evolt A gainst Idealism (Frege,
Moore, Russell), Logical Positivism (Carnap,
Quine), Ordinary Language Philosophy (Aus­
tin, Ryle), later W ittgenstein, Rorty.
Spring semester. Raff.

24. Theory of Knowledge.
Perplexities about the nature, limits, and vari­
eties o f rationality, knowledge, meaning, and
understanding. Readings from current and tra­
ditional sources.

Fall semester. Raff.

26. Language and Meaning.
See Philosophy 116.

Spring semester. Raff.

Not offered 1996-97.

15. Philosophical Problems of Judaism
and Modernity.

39. Existentialism.

This course will attempt to deepen under­
standing o f both Judaism and Modernity, and
to shed some light on the conflict between
other traditional cultures and modernity.
Not offered 1996-97.

In this course we will examine existentialist
thinkers such as N ietzsche, Kierkegaard,
Heidegger, Sartre, Beauvoir, G en et, and
Camus in order to explore themes of contem ­
porary European philosophy including the self,
responsibility and authenticity, and the rela-

Philosophy

tionships between body and mind, fantasy and
reality, and literature and philocophy.

tical life (reasons and goals) constrain or limit
scientific explanations.

Fall semester. Lorraine.

Cross-listed as Psychology 86.

40. Semantics.

Not offered 1996-97.

See Linguistics 40.

93. Directed Reading.

Spring semester. Femald.

Each semester. Staff.

45. Philosophical Approaches to the
Question of Woman.

96. Thesis.

W e will examine definitions o f woman in
Western philosophy and explore how women
are currently defining themselves in various
forms o f feminist thought.

N ot offered 1996-97.

55. Philosophy of Law.
A n inquiry into major theories o f law, with
emphasis on implications for the relation
between law and morality, principles o f crimi­
nal and tort law, civil disobedience, punish­
m ent and excuses, and freedom of expression.
Not offered 1996-97.

58. Non-Violence and Violence in
Latin America
T his course will study the theory, practice,
philosphical foundations, and historical back­
ground o f recent developments in non-violent
action and methods throughout L atin
America.
Not offered 1996-97.

75. Theorizing Otherwise: French Women
Philosophers and Their Literary Texts
Situated between the philosophical and the
poetic, th e writings o f H elene Cixous,
Marguerite Duras, Luce Irigaray and Monique
W ittig bring into question traditional (mascu­
line) paradigms o f W estern thought. This
coutse will challenge the boundaries between
philosophy and literature in the context of
French feminisms. Cixous and W ittig will each
be on campus for three days to meet with stu­
dents. A foreign language attachm ent (onehalf credit) will be available for those wishing
to read in the original and to attend a supple­
mental discussion section in French.
Cross-listed as French 74F.

Fall semester. Staff.

98. Senior Course Study.
Spring semester. Staff.

SEMINARS
101. Moral Philosophy.
A n examination o f the principal theories of
value, virtue, and moral obligation, and of
their justification. T h e focus will be primarily
on contemporary treatments o f moral philoso­
phy. A central question o f seminar w ill be the
possibility and desirability of moral theory.

Spring semester. Schuldenfrei.

102. Ancient Philosophy.
A study o f the origins of Western philosophical
thought in A n cien t G reece, from the
Presocratics through the Hellenistic schools.
W e will exam ine the doctrines o f the
Milesians, Heraclitus, Parmenides, Plato,
Aristotle, the Epicureans, the Stoics, and the
Skeptics.

Spring semester. Ledbetter.

103. Selected Modern Philosophers.
Two or more philosophical systems of
Descartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, or Kant and their relations.

Fall semester. Raff.

104. Contemporary Philosophy.
20th-century classics by Frege, Moore, Russell,
W ittgenstein selected for intensive treatment
and as ground for one or more current philo­
sophical issues.
Not offered 1996-97.

Spring semester. Moskos and Lorraine.

106. Aesthetics and Theory of Criticism.

86. Topics in Philosophy and Psychology.

O n the nature of art and its roles in human life,
considering problems o f intrepretation and
evaluation and some specific medium of art.

This course explores the extent to which the
categories o f explanation that come from prac­

Spring semester. Eldridge.

12 1. Social and Political Philosophy.

109. Semantics.

Traditional and current theories o f knowl­
edge and their alternatives. Topics include
self-deception, dreaming, perception, theo­
rizing, and the nature o f knowledge.

Sources for this seminar will range from
A ncient to Contemporary. Among the theo­
rists who may be considered are Plato,
Hobbes, Locke, Rousseau, Rawls, MacIntyre,
Taylor, Shklar, Rorty, and Habermas. In addi­
tion to classic issues, such as the nature and
foundation of justice, considerable attention
wil be paid to the question o f whether mod­
em thought can or should provide a philo­
sophical basis for political and social theoriz­
ing and, if not, what such theorizing might
look like in the absence of a philosophical
basis.

Not offered 1996-97.

Fall semester. Oberdiek.

See Linguistics 109.
Spring semester. Femald.

1 1 1 . Philosophy of Religion.
See Religion Department Preparation by
course and attachment.

113. Theory of Knowledge.

114. Nineteenth-Century Philosophy.

122. Philosophy of Law.

The historicist treatment o f such topics as
knowledge, morality, God’s existence, and
freedom in Kant, Fichte, Hegel, Feverbauk,
Marx, and Nietzsche.

N ot offered 1996-97.

Fall semester. Eldridge.

116. Language and Meaning.
Behaviorist theories of meaning, cognitivist
theories o f meaning, and conceptions o f lan­
guage as a social practice will be surveyed and
criticized.

Not offered 1996-97.

1 1 7 . Philosophy of tho Social Sciences.
This course will consider different approach­
es to the study of human beings. T h e appro­
priateness of a scientific attitude towards the
study of people will be considered, as will the
possibility o f alternative approaches. T h e
meaning o f “truth” in the study of human
beings, and its legitimacy as a goal will also
be discussed.
Not offered 1996-97.

118. Philosophy of Psychology.
A n honors exam in Philosophy o f Psychology
may be prepared for by taking Philosophy 86
and attachment.

137. German Romanticism and
Idealism.
A critical survey o f the interactions between
philosophical thinking about human freedom
and literary imaginations of human possibili­
ties in German writing between 1791 and
1806. K ant, Schiller, A .W . Schlegel, F.
Schlegel, Schelling, Hodlderlin, Hegel, and
perhaps Fichte and Novalis will be consid­
ered.

N ot offered 1996-97.

139. Phenomenology, Existentialism,
and Post-Structuralism.
In this course we will examine the themes of
reality, truth, alienation, authenticity, death,
desire, and hum an subjectivity as they
emerge in contemporary European philoso­
phy. W e will consider thinkers such as
Nietzsche, Husserl, Heidegger, Derrida, and
Irigaray in order to place contemporary
themes of poststructuralist thought in the
context o f the phenomenological, existen­
tial, and structuralist thought out of which
they emerge.

Spring semester. Lorraine.

Not offered 1996-97.

145. Feminist Theory Seminar.

119. Philosophy of Science.

If the power o f a social critique rests on its
ability to make general claims, then how do
we account for the particularity of women’s
various social situations without sacrificing
the power of a unified theoretical perspec­
tive? In this course, we will explore possibili­
ties opened by poststructuralist theory, post-

Selected issues, e.g., the nature o f scientific
explanation and evidence, the relationship
between theory and observation, the ratio­
nality of science, the alleged value-freedom
of science.

Spring semester. Lacey.

237

Philosophy

colonial theory, French feminist theory, and
other forms o f feminist thought, in order to
examine questions about desire, sexuality,
and embodied identities, and various resolu­
tions to this dilemma.

Fall semester. Lorraine.

180. 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.

198. Senior Honors Study.
Spring semester.

Physical Education and Athletics

I SUSAN P. DAVIS, Professor
I DOUGLAS M . WEISS, Professor
J ROBERT E . WILLIAMS, Professor and Chair
I KAREN BORBEE, Associate Professor
I KARL MIRAN, Associate Professor
I MICHAEL L . MULLAN, Associate Professor
I LEE WIMBERLY, Associate Professor
1 CHERIGOETCHEUS, Assistant Professor
I TED DIXON, Assistant
I BRAD HOFFMAN, Assistant
I JON McHUTCHISON, Assistant
V WAYNE MCKINNEY, Assistant4I
I LARRY PERRY, Assistant
I DAN SEARS, Assistant
I ADRIENNE SHIBLES, Assistant
J RONALD A. TIRPAK, Assistant

4 Fall semester, 1996.

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The aim of the Department is to contribute to
the total education o f all students through the
medium of physical activity. W e believe this
contribution can best be achieved through
encouraging participation in a broad program
of individual and team sports, aquatics, and
physical conditioning. T h e program provides
an opportunity for instruction and experience
in a variety of these activities on all levels. It is
our hope that participation in this program will
foster an understanding o f movement and the
pleasure of exercise, and will enhance, by prao
tice, qualities o f good sportsmanship, leadership, and cooperation in team play. Students
are also, encouraged to develop skill and interest in a variety o f activities which can be
enjoyed after graduation.
The intercollegiate athletic program is comprehensive, 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 competi­
tion, and those who qualify may be encouraged
to participate in regional and national championship contests. Several club teams in various
sports are also organized and a program of
intramural activities is sponsored.

Students are encouraged to enjoy the instruc­
tional and recreational opportunities offered by
the Departm ent 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 semes­
ter) program in physical education. A ll stu­
dents must pass a survival swimming test or
take up to one quarter of swimming instruc­
tion; classes for this purpose are offered in the
fall quarter.
Courses offered by the Department are listed
below. C redit toward com pletion o f the
Physical Education requirement will also be
given for participation in intercollegiate ath­
letics, as well as the listed Dance courses,
which are semester-long courses. To receive
credit for any part of the program students
must participate in their chosen activity a min­
imum o f three hours a week. Faculty regula­
tions stipulate that students who have not ful­
filled the Physical Education requirement will
not be allowed to enter the junior year.

Physical Education and Athletics

Fall Activities

Spring Activities

Advanced Life Saving

Aerobics

Aerobics

Archery

Aquatics I, II, III

Aquatics I, II, III

Badminton
»»»♦Cross Country

Badminton
* * * Baseball

t Field Hockey
Folk Dance
* * * Football

Folk Dance continued
» G o lf
* * * » LaCroSse

Nautilus I

Nautilus 1

Advanced Nautilus

Advanced Nautilus

Scuba
Self-Defense

****

Soccer
Squash

Swimming for Fitness
» * * » ■j^nnjg
louch Football

**

Scuba
» Softball
Swimming for Fitness

****
****

Tennis
Track and Field
Volleyball
W eight Training

Volleyball
W eight Training
t Intercollegiate competition for women

Winter Activities
Aerobics
Aquatics I, II, III
* * Badminton
* * * * Basketball
Fencing
Folk & Square Dance
* * * * Indoor Track
Lifeguard Training
Nautilus I
Advanced Nautilus
Scuba
Self-Defense
* Squash
* * * * Swimming
Swimming for Fitness
Tennis
Volleyball
W eight Training
* * » Wrestling

240

* Intercollegiate competition
w i u p v u u u i t and
a u u
v
course
-u u io v
instruction.
* * Intercollegiate competition for women,
course instruction for men and women.
»»» Intercollegiate competition for men.
* * * * Intercollegiate competition for men and
women.

Physics and Astronomy

JOHN R. BOCCIO, Professor, A cting Chair
PETER J . COLLINGS, Professor, Chair3
JOHN E . GAUSTAD, Professor o f Astronomy
WULFF 0. HEINTZ, Professor o f Astronomy
AMY L.R . BUG, Associate Professor
FRANK A . MOSCATELLI, Associate Professor
MICHAEL R . BROWN, Assistant Professor
THOMAS 0. DONNELLY, Visiting Assistant Professor
CARL H. GROSSMAN, Assistant Professor
NATHANIEL P. LONGLEY, Visiting Assistant Professor
TERRENCE L . REESE, Visiting Assistant Professor

3 Absent on leave, 1996-97.

The program o f the Physics and Astronomy
Department stresses the concepts and methods
that have led to an understanding of the fun­
damental laws explaining the physical uni­
verse.
Throughout the work o f the Department,
emphasis is placed on quantitative, analytical
reasoning, as distinct horn the mere acquisition
of facts and skills. Particular importance is also
attached to laboratory work, because physics
and astronomy are primarily experimental and
observational sciences.

offered. Physics 3, 4 covers both classical and
modem physics and is an appropriate introduc­
tory physics course for those students majoring
in engineering, chemistry, and biology. Physics
7 ,8 , on the other hand, which is normally preceeded by Physics 6, is at a higher level. It is
aimed towards students planning to do further
work in physics or astronomy and is also appro­
priate for engineering and chemistry majors.
T h e four-course sequence 6 ,7 , 8 , 1 4 is designed
to provide a comprehensive introduction to all
major areas o f physics.

W ith the awareness th at involvem ent in
research is a major component in the educa­
tion of scientists, the department offers a num­
ber of opportunities for students to participate
in original research projects, conducted by
members o f the faculty, on (or off) campus.

Additional information is available via the
World Wide Web at http://laser.swarthmore.edu/.

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, computer
simulation, computer graphics, liquid crystals,
and infrared astronomy.

Degree Requirements: T h e minimum program
in Physics is intended for students not plan­
ning to pursue graduate work. It includes
Physics 6, 7, 8 ,1 4 , and 50 in the first two years
followed by Physics 111, 112, 113, and 114 in
the last two years. In addition, the advanced
laboratory courses Engineering 72A and
Physics 82 and Mathematics 5 , 6A , 6B , 16, and
18 must be taken.

T he Department maintains two major tele­
scopes, a 6 1 -cm reflector, equipped with a
high-resolution spectrometer and C C D cam­
era, and a 6 1 -cm refractor, equipped for photo­
graphic and visual astrometry, plus a 15-cm
refractor for instructional use. A monthly visi­
tors’ night at the Observatory is announced in
the College calendar.
Two calculus-based introductory courses are

REQUIREMENTS AND RECOMMENDATIONS

T h e standard programs listed below provide
strong preparation for graduate study.
T h e standard program in Physics is Physics 6,
7, 8, 14, and 50 in the first two years followed
by Physics 111, 112, 1 1 3 ,1 1 4 ,1 1 5 , and 116 in
the last two years. In addition, the advanced

241

Physics and Astronomy

laboratory courses Engineering 72A , Physics
82, and 83, and Mathematics 5, 6A , 6B , 16,
and 18 must be taken. Chemistry 10 is strong­
ly recommended.
T h e standard program in Astronomy is Physics
6, 7 , 8 , 1 4 , and Astronomy 5, 6 in the first two
years followed by Astronomy 5 9 ,1 1 7 ,1 1 8 , and
three other Astronomy courses in the last two
years. In addition, M athematics 5, 6A , 6B , 16,
and 18 must be taken.
A special major in Astrophysics normally con­
sists o f Physics 6, 7, 8, 14, and Astronomy 5, 6
in the first two years followed by Physics 111,
112, 113, 114, and Astronomy 117, 118 in the
last two years. In addition, Mathematics 5, 6A ,
6B , 16, 18 must be taken. Engineering 72A ,
Chemistry 10 and Physics 50, 82; and 83 are
strongly recommended.
Students wishing an even stronger background
for graduate work may take an extended pro­
gram by adding senior seminars (numbered
greater than 130) or a research project to the
standard program.
Seniors not taking the external examinations
must take a comprehensive exam ination,
which is no t only intended to encourage
review and synthesis, but also requires students
to demonstrate mastery o f fundamentals stud­
ied during all four years.

Criteria for Acceptance as a M ajor: A student
applying to become a Physics major should
have completed or be completing Physics 14,
Physics 50, and M ath 18. If applying for
an Astrophysics or Astronomy major, they
should also have completed Astronomy 5 and
6. T h e applicant must normally have an aver­
age grade in all Physics and/or Astronomy
courses, as well as in M ath 16, 18, o f C or bet­
ter.
Sin ce almost all advanced work in Physics and
Astronomy at Swarthmore is taught in semi­
nars, where the pedagogical responsibility is
shared by the student participants, an addi­
tional consideration in accepting (retaining)
majors is the presumed (demonstrated) ability
o f the students not only to benefit from this
mode of instruction but also to contribute pos­
itively to the seminars.

lab, Vi credit), Physics 82, 83 (each one-half
credit) requiring approximately one afternoon
a week. Students enrolled in these seminars
must arrange their programs so that they can
schedule an afternoon for lab each week free of
conflicts with other classes, extracurricular
activities, and sports.

Independent W ork: 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 sep­
arate credit (Physics/Astronomy 9 4 ). There are
usually several opportunities for students to
work with faculty members on research pro­
jects during the summer. In prepration for
independent experimental work, prospective
majors are strongly urged to take Physics 63,
Procedures in Experimental Physics, during the
fell semester o f their sophomore year, which
will qualify them to work in the departmental
shops.

EXTERNAL EXAMINATION PROGRAM
To be accepted into the External Examination
program in the Department, the applicant
must normaly have an average grade in all
Physics and/or Astronomy courses o f B or
better.
External examinations are based on the topics
covered in the following seminars:. Physics
(111, 112, 113, 114, 115), Astrophysics (111,
112, 113, 114, 117), Astronomy (56, 59, 64,
117). In addition, topics from the Senior
Honors Study seminar are included in the
external examinations. A n oral defense o f a
research or library thesis is also a part, o f the
external examination program.
Minors in physics, astrophysics, and astronomy
take an external examination based on two
seminars from the lists above. A n oral defense
o f a research or library thesis is also a part of
the external examination program for minors.

PHYSICS

Advanced Laboratory Program: T h e principal
Physics seminars (111, 112, 113, 114, 115,
116) are each accompanied by a full laboratory
program, namely Engineering 72A (electronics

242

3. General Physics I.
Topics include vectors, kinematics, Newton’s

laws and dynamics, conservation laws, work
and energy, oscillatory motion, systems o f par­
ticles, rigid body rotation, special relativity,
and thermodynamics. Includes one laboratory
weekly.
Prerequisite: Mathematics 5 (can be taken
concurrently).

Fall semester. Reese.

4. General Physics II.
Topics include wave phenomena, geometrical
and physical optics, electicity and magnetism,
direct and alternating-current circuits, and
introductory quantum physics. Includes one
laboratory weekly.
Prerequisite: Mathematics 6 A (can be taken
concurrently). Physics 3 or permission.

Spring semester. Brown.

6. The Character of Physical Law.
A n introduction to the concepts of physics and
the thought processes inherent to the disci­
pline. T he primary emphasis o f the course will
be on the accepted principles o f physics and
their application to specific areas. A ttention
will be given to philosophical aspects of
physics, discussions of what kind of problems
physicists address and how they go about
addressing them. T h e course includes a sub­
stantial writing component. Three lecture/discussion sections per week and a laboratory.

the electrostatic field and potential, electrical
work and energy, D.C. and A .C . circuits, the
relativistic basis of magnetism, and Maxwell’s
equations. Includes one laboratory weekly.
Prerequisites: Physics 7. Mathematics 6A , 6C ;
16 or 18 (can be taken concurrently).

Fall semester. Brown.

14. Thermodynamics and Modern
Physics.
A n introduction to thermodynamics and tem­
perature, heat, work, entropy, modem physics,
including relativistic dynamics, wave mechan­
ics, Schrodinger equation applied to one­
dimensional systems, and properties of atoms,
molecules, solids, nuclei, and elementary parti­
cles. T h e quantum aspects o f the interaction of
photons with matter. Includes one laboratory
weekly.
Prerequisites: Physics 3, 4 or Physics 7, 8.
Spring semester. Longley.

20. Principles nf the Earth Sciences.
A n analysis o f the forces shaping our physical
environment, drawing on the fields o f geology,
geophysics, meteorology, and oceanography.
Primary distribution course.
Not offered 1996-97.

21. Light and Color.

A n introduction to classical mechanics and
special relativity. Includes the study o f the
kinematics and dynamics o f point particles;
conservation principles involving energy,
momentum, and angular momentum; rotation­
al motion o f rigid bodies; oscillatory motion;
and relativistic kinem atics and dynamics.
Includes one laboratory weekly.

T h e fundamentals of light from the classical
and quantum physical point o f view. Extensive
use o f examples from art, nature and technol­
ogy will be made. These include natural phe­
nom ena involving light such as rainbows,
halos, black holes, and light in the universe.
T h e role that the physical nature of light plays
in art such as color, pigm entation, dyes,
images, as well as in vision will be investigated.
O ther topics include: color film, color televi­
sion, holography, lasers, telescopes, and diffrac­
tion gratings. Two or three lectures per week
plus a special project/lab.

Prerequisite (can also be taken concurrently):
Mathematics 6A . Physics 6 or permission.

Prerequisite: High School level algebra and
trigonometry.

Primary distribution course.

Fall semester. Boccio, Grossman, Moscatelli.

7 . Introductory Mechanics.

Spring semester. Donnelly.

Spring semester. Moscatelli.

8. Electricity, Magnetism, and Waves.

23. Relativity.

A sophisticated introductory treatm ent of
wave and electric and magnetic phenomena,
such as oscillatory motion, forced vibrations,
coupled oscillators, Fourier analysis of progres­
sive waves, boundary effects and interference,

A non-mathematical introduction to the spe­
cial and general theories of relativity as devel­
oped by Einstein and others during the 20th
century.
Primary distribution course.

243

Physics and Astronomy

N ot offered 1996-97.

language.

25. In Search of Reality.

Spring semester. Reese.

By investigating the assumptions, theories,
and experiments associated with the study of
reality in quantum physics, we will atempt to
decide whether the question o f the existence
o f an intelligible external reality has any
meaning.

63. Procedures in Experimental
Physics.

N ot offered 1996-97.

Techniques, materials, and the design of
experim ental apparatus. Shop practice.
Printed circu it design and construction.
Half-credit course. Open only to majors in
Physics or Astronomy.

2 7. The Physics of Science Fiction.

Fall semester. Technical staff.

T his course is an exploration o f the physical
principles o f space flight, planetary motion,
gravity, nuclear reactions and radiation, and
tim e travel as found in science fiction .
Working in the context of scenarios created
in science fiction stories, the course expands
upon the underlying physics. T h e develop­
m ent o f both problem solving and laboratory
skills is an important aspect o f the course.
There is a substantial reading component as
well as weekly problem sets and laboratories.

N ot offered 1996*97.

29. Seminar on Gender and (Physical)
Science.
T his seminar will take a multifaceted ap­
proach to the question “W hat are the con­
nections between a person’s gender, race, or
class and their practice o f science?” W e will
look at history o f science, education o f wom­
en, and the interplay between technology
and society Our principal focus will be the
physical sciences, and will strive to combine
an understanding o f the science itself with
the humanistic aspects that surround it. A
few laboratory exercises will accompany the
seminar, and there will be an opportunity for
extended independent work on a topic of
your choice.
No prerequisites.
Spring semester. Bug.

50. Mathematical Methods of Physics.
A survey o f analytical and numerical tech­
niques useful in physics, including multivari­
able calculus, optimization, ordinary differen­
tial equations, partial differential equations
and Sturm -Liouville systems, orthogonal
functions, Fourier series, Fourier and Laplace
transforms, and numerical methods.
Prerequisites: Mathematics 16 and either 6C
or 18; a knowledge o f some programming

244

93. Directed Reading.
T his course provides an opportunity for an
individual student to do special study, with
either theoretical or experimental emphasis,
in fields no t covered by the regular courses
and seminars. T h e 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.
T h e student will present a written and an
oral report to the Department.
O ne-half, one, or two credits,

Each semester. Staff.

SEMINARS
1 1 1 . Analytical Dynamics.
Intermediate classical mechanics. M otion of
a particle in one, two, and three dimensions.
Kepler’s laws and planetary motion. Phase
space. Oscillatory motion. Lagrange equa­
tions and variational principles. Systems of
particles; collisions and cross sections.
M otion o f a rigid body. Euler’s equations.
Rotating frames o f reference. Sm all oscilla­
tions and normal modes. Wave phenomena.
Prerequisites: Physics 14, 50; M ath 18.
O n e credit.

Fall semester. Boccio.

112 . Electrodynamics.
Electricity and magnetism using vector cal­
culus. Electric and magnetic fields. Dielectric
and m agnetic materials. Electromagnetic

Ktt

induction. Maxwell’s field equations in dif­
ferential form. Displacem ent current.
Poynting theorem and electrom agnetic
waves. Boundary-value problems. Radiation.
Four vector formulation o f relativistic elec­
trodynamics.
Prerequisite: Physics 14, 50; M ath 18.
One credit.
Fall semester. Donnelly.

113. Quantum Theory.

■

■
“

Postulates of quantum mechanics. Operators,
eigenfunctions, and eigenvalues. Function
spaces and hermitian operators; bra-ket nota­
tion. Superposition and observables. Time
development, conservation theorems, and
parity. Angular momentum. Three-dimensional systems. Matrix mechanics and spin.
Coupled angular momenta. Time-indepen­
dent and time-dependent perturbation theo­
ry. Transition rates.
Prerequisites: Physics 111 and Mathematics
16.

116 . Modern Optics.
Wave equations, superposition, interference,
Frauenhofer and Fresnel diffraction, polariza­
tion. O ptical instruments: spectrometers^
interferometers, etalons. Propagation in
fibers, Fourier optics, spatial and temporal
coherence, lasers, elements o f nonlinear
optics. Quantum theory o f light: blackbody
radiation, modes, quantization o f the electro­
magnetic field, photons, intensity fluctua­
tions.
Prerequisites: Physics 112, 113.
O ne credit.

Fall semester. Grossman.

130. General Relativity.
Newton’s gravitational theory. Special rela­
tivity. Linear field theory. G ravitational
waves. Measurement o f spacetime. Riemannian geometry. Geometrodynamics and Ein­
stein’s equations. T h e Schwarzschild solu­
tion. Black holes and gravitational collapse.
Cosmology.

One credit.

Prerequisites: Physics 111 and 112.

Spring semester. Bug.

O ne credit.

A

114. Statistical Physics.

N ot offered 1996-97.

■

T h e statistical behavior o f classical and
quantum systems. Temperature and entropy,
equations of state, engines and refrigerators,
statistical basis of thermodynamics, microcanonical, canonical and grand canonical
distributions, phase transitions, statistics o f
bosons and fermions, black body radiation,
electronic and thermal properties o f quantum
liquids and solids.
Prerequisites: Physics 111 and Mathematics
6C or 18.

■

■

13 1. Particle Physics.
A study of the ultimate constituents o f mat­
ter and the nature o f the interactions
between them. Topics include relativistic
wave equations, symmetries and group theo­
ry, Feynman calculus, quantum electrody­
namics, quarks, gluons, and quantum chromodynamics, weak interactions, gauge theo­
ries, the Higgs particle, and finally some of
the ideas behind lattice gauge calculations.
Prerequisites: Physics 113 and 115.

One credit.

O ne credit.

Spring semester. Boecio.

N ot offered 1997-97.

115. Quantum Applications.

132. Non-Linear Dynamics and Chaos.

Applications o f theory developed in Physics
113 and 114. Topics selected from: A tom ic
physics. Solid-state physics. Nuclear physics.
Particle physics. Molecular physics.

Nonlinear mappings, stability, bifurcations,
catastrophe. Conservative and dissipative
systems. Fractals and self-similarity in chaos
theory.

Prerequisites: Physics 111, 113.

Prerequisites: Physics 111 and 112.

One credit.

O ne credit.

Fall semester. Longley.

N ot offered 1996-97.

245

Physics and Astronomy
I

133. Atomic Physics and Spectroscopy.

199. Seniur Honors Study.

Review o f quantum theory. Hydrogen atom.
M ulti-electron atoms. Atoms in external fields.
O ptical transitions and selection rules.
Hyperfine structure. Lasers. A tom ic spectro­
scopic techniques: atom ic beams methods,
Doppler-free spectroscopy, time-resolved spec­
troscopy, level crossing spectroscopy.

A seminar directed at an advanced topic in
physics to serve as a review o f the subject matter covered in Physics 111, 112, 113, 114, and
115. Possible advanced topics include solid
state physics, plasma physics, partical physics,
nonlinear dynamics, and atom ic physics. Open
only to students in the External Examination
Program.

Prerequisites: Physics 113, 115, and 116.
O ne credit.
Not offered. 1996-97.

134. Advanced Quantum Mechanics.
Photon polarization. Quantum interference
effects. Measurement theory. Potential scatter­
ing. Time-independent and time-dependent
perturbation theory. Interaction o f the quan­
tized radiation field with matter. Addition of
angular momenta. Rotations and tensor opera­
tors. Identical particles. Second quantization.
Atoms and molecules. Relativistic spin zero
particles. T h e Klein-Gordon equation. T h e
Dirac equation.
Prerequisites: Physics 113 and 115.
O ne credit.

N ot offered 1996-97.

135. Solid State Physics.
Crystal structure and diffraction. T h e recipro­
cal lattice and Brillouin zones. Lattice vibra­
tions and normal modes. Phonon dispersion.
Einstein and Debye models for specific heat.
Free electrons and the Fermi surface. Electrons
in periodic structures. T h e Bloch theorem.
Band structure. Semiclassical electron dynam­
ics. Semiconductors. M agnetic and optical
properties o f solids. Superconductivity.

!
I
|

Prerequisites: Physics 111, 112, 113, 114, and
115.
One credit.

Spring semester. Grossman.

UPPERCLASS LABORATORY PROGRAM
■

72a. Electronic Circuit Applications.
(See Engineering for description.)

82. Advanced Laboratory.
Experiments in m echanics, electricity and
magnetism, waves, thermal and statistical
physics, atomic and nuclear physics.
O ne-half credit.
Spring semester. Grossman.

83. Advanced Laboratory/ResearchExperiments in modem optics, lasers (continu­
ous and pulsed), atomic spectroscopy using
tunable lasers and advanced nuclear physics.

H

(U pon consultation with a faculty member, a
research project may be substituted,)
O ne-half credit.

Fall semester. Staff.

Prerequisites: Physics 113, 114, and 115.
O ne credit.

N ot offered 1996-97.

ASTRONOMY
»

136. Quantum Optics and Laséis.

1 . Introductory Astronomy.

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.

T h e scientific investigation o f the universe by
observation and theory, including the basic
notions o f physics as needed in astronomical
applications. Topics include astronomical
instruments and radiation; the sun and planets;
properties, structure, and evolution of stars; the
Galaxy and extragalactic systems; the origin
and evolution o f the universe. Includes some
evening labs.

Prerequisites: Physics 113 and 116.
O ne credit.

N ot offered 1996-97.

Primary distribution course.

246

»

Fall semester. Heintz.

59. Stellar Systems and Motions.

Spring semester. Gaustad.

Astronomical coordinates. Positions, motions,
and parallaxes o f stars. Analysis o f binary stars.
Kinematics and contents of the Milky-Way
Galaxy.

5. General Astronomy I.
Celestial coordinates. Astronom ical 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. Gaustad.

Prerequisite: Astronomy 1 or Astronomy 5 or

6.
Fall semester. Heintz.

61. Current Problems in Astronomy and
Astrophysics.

Prerequisite: Astronomy 5.

Reading and discussion of selected research
papers from th e astronom ical literature.
Techniques o f journal reading, use o f abstract
services and other aids for the efficient mainte­
nance of awareness in a technical field. May be
repeated for credit. Credit/no credit only.

Spring semester. Heintz.

O ne-half credit.

9. Meteorology.

Each semester. Staff.

6. General Astronomy II.
Interstellar matter and star formation. T he
Milky Way and other galaxies. Cosmological
insights. Exploration of the Solar System.

The elements of weather, its recording and pre­
diction. Structure and dynamics o f the atmos­
phere. Includes regular weather observations
and comparison with maps.
Prerequisites: Mathematics 5, 6A .

Not offered 1996-97.

64. Galactic Structure.
Observational and theoretical results on the
Milky Way Galaxy, including stellar popula­
tions, H -R diagram, luminosity function, stel­
lar dynamics, spiral structure, and mass distrib­
ution.

52. Concepts of the Cosmos.

Prerequisites: Astronomy 6, Mathematics 6A .

The progress o f astronomical and mathemati­
cal thought, w ith emphasis on hellenistic
geometry and cosmology. Physical law and
technical developments as reflected in theory
and observation from Newton to Einstein and
present astrophysics.

N ot offered 1996-97.

Spring semester. Heintz.

55. Planetary Science.
Methods and results of the exploration o f the
solar system.
Prerequisite: Astronomy 6.

93. Directed Reading.
94. Research Project.
1 1 7 , 1 1 8 . Theoretical Astrophysics.
T h e physical interpretation o f astronomical
phenomena. Topics include electromagnetic
processes in space, fluid dynamics and shock
waves, the interstellar medium, radiative trans­
fer, stellar atmospheres, interpretation of stellar
spectra, stellar structure and evolution, and
star formation.

N ot offered 1996-97.

Prerequisites: Astronomy 5, 6; Physics 14.

56. Cnsmology.

Each semester. Gaustad.

Studies o f galaxies; the cosmic distance and age
scales. G eneral Relativity; theoretical and
observational frames o f m odel Universes.
Background radiation and theories o f the early
Universe.
Prerequisites: Astronomy 6, Mathematics 6 or
equivalent.

Spring semester. Heintz.

Political Science

■

RAYMOND F. HOPKINS, Professor
JAMES R. KURTH, Professor1
RICHARD L . RUDIN, Professor (part-time)
KENNETH E . SHARPE, Professor and Chair
DAVID G. SMITH, Professor Emeritus
CAROL NACKENOFF, Associate Professor
RICHARD VALELLY, Associate Professor3
TYRENE WHITE, Associate Professor
CYNTHIA PERWIN HALPERN, Assistant Professor
META MENDEL-REYES, Assistant Professor3
DEEPA M . OLLAPALLY, Assistant Professor1

1

■
1 Absent on leave, fall semester, 1996.

3 Absent on leave 1996-97.
J

COURSE OFFERINGS AND PREREQUISITES
Courses and seminars offered by the Political
Science Department deal with the place of pol­
itics in society and contribute to an under­
standing o f the purposes, organization, and
operation o f political institutions, domestic
and international. T h e Departm ent offers
courses in all four of the major subfields o f the
discipline-American politics, comparative pol­
itics, international politics, and political theo­
ry. Questions about the causes and conse­
quences o f political action and normative con­
cerns regarding freedom and authority, power
and justice, and human dignity and social
responsibility are addressed throughout the
curriculum.

Prerequisites: Students planning to study politi­
cal science are advised to start with two o f the
following introductory courses: Political
Theory, A m erican P olitics, Com parative
Politics, and International Politics (Political
Science 1, 2, 3, and 4 ). Normally any two of
these courses constitute the prerequisite for
further work in the Department.

REQUIREMENTS FOR THE MAJOR
Prerequisites and general recom m endations:
Students 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 Scien ce 1, 2, 3, 4 is required for
admission to the major). Supporting courses
strongly recommended for all m ajors are
Statistical Thinking or Statistical Methods
(Mathematics 1 or 2) and Introduction to
Economics (Economics 1).

M

Course requirements for m ajors: To graduate
with a major in Political Science, a student
must complete the equivalent o f at least eight
courses in the Department. T h e Department
expects that at least five of these eight courses
be taken at Swarthmore.

^¡j

Distribution Requirements: A ll Political Science

M

majors are required to take one course or semi­
nar in each o f the following three fields: 1)
American politics; 2) comparative or interna­
tional politics; and 3 ) political theory.
Completion o f any o f the following will satisfy
the political theory requirement: Political
Science 11, 12, 100, or 101.
•
T h e 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 subftelds o f politi­
cal science (listed in the introductory para­
graph above).

■

The comprehensive requirement: Majors in the
Course program can fulfill the College compre­
hensive requirement in one o f two ways. The
preferred option is the Oral Thesis. Students
are examined orally on a body o f literature that
best captures their interests and range o f prepa­
ration within the discipline. Under the second
option, the W ritten Thesis, students are

a

■

required to complete a written thesis based on
in-depth research into a topic o f their choice.
To be eligible for this option students must
normally have at least an A - average in their
political science courses, demonstrate the
merit and rigor o f their proposal, and secure
the approval o f a faculty advisor. W ritten the­
ses should be completed in the fall semester of
the senior year. Detailed information about all
of these options is made available at the begin­
ning of the junior year.

HONORS MAJORS

but on occasion some faculty members may
have the time to direct such individual w ork.'
A ll prospective honors majors must have com ­
pleted one o f their four honors preparation
before their senior year in order to have room
in their schedule for the Senior Honors
Colloquium.
A ll senior honors majors must take the Senior
Honors Colloquium, a two-credit colloquium
normally offered in the fall term o f their senior
year. This colloquium satisfies the College’s
senior honors study requirement. In addition to
the written work and grade for the
senior colloquia, there will be an oral (but not
a written) exam given by an outside examiner.

(Available to classes of 1997 onward)
To be accepted into the Honors Program stu­
dents should normally have at least an average
of B+ inside the department (the grade equiva­
lent of an “Honors”) and B outside the depart­
ment and should give evidence of their ability
to work independently and constructively in a
seminar setting. Seminars will normally be lim­
ited to eight students and first choice will go to
honors majors. Political S cien ce Honors
majors must meet all current distributional
requirements for majors, including the history
of political theory requirement. They must
have a minimum ten credits inside the
Political Science Department. Normally, six of
these credits will be m et with three two-unit
preparations which will help prepare honors
majors for outside examinations, both written
and oral. These two-unit preparations will nor­
mally be either a two-credit honors seminar or
a “course-plus” option. O f these three (3) twounit preparations, no more than two may be in
a single field in the Department. T h e “courseplus” option will normally consist o f two oneunit courses or seminars that have been desig­
nated to count as an honors preparation.
Examples include Pols 3 8 (Com munity
Politics: T h e Internship Seminar) plus either
Pols 19 (Democratic Theory and Practice) or
Pols 36 (Multicultural Politics in the U .S .);
Pols 13 (Feminist Political Theory) plus either
Pols 31 (Difference and Dominance) or Pols 32
(Gender, Politics and Policy in Am erica); or
Pols 24 (Constitutional Law) plus Pols 72
(Special Topics/Thesis). T h e Department does
not normally advise theses, course attach­
ments, or directed readings as a substitute for
the honors seminars and “course plus” options

HONORS MINORS
Honors minors in political science will be
required to have at least five credits in political
science. Among these five credits, minors must
normally meet the three-field distribution
requirement— in American politics, in politi­
cal theory, and in comparative politics/intemational relations. Minors will be required to take
one o f the two-unit Honors preparations
offered by the Department. Honors minors will
normally m eet their senior honors study
requirement by doing a set o f readings suggest­
ed by the teacher of their political science sem­
inar. This list will then be passed on to their
outside examiner along with the seminar syl­
labus.

HONORS EXAMS
T h e honors exams will normally consist o f a
three hour written exam in each o f the stu­
dent’s seminars, and an oral exam o f a half an
hour.

CONCENTRATION IN PURLIC POLICY
Students have the option o f pursuing interdis­
ciplinary work as an adjunct to a major in
P olitical Scien ce in the concen tration of
Public Policy. Comprehensive requirements
(for Course majors) or the external examina-

249

Political Science

tion requirements (for candidates for Honors)
will be adjusted to allow students to demon­
strate their accomplishments in the concentra­
tion. For further information, consult the sepa­
rate Catalog listing for Public Policy (page
265). Currently, Professor Raymond Hopkins is
the coordinator o f the concentration in Public
Policy.

THE DEMOCRACY PROJECT
T h e purpose o f this project is to deepen stu­
dents’ understanding o f and commitment to
democratic participation in a multicultural
nation. A central feature o f the Democracy
Project is community-based learning, through
public service internships as part of the course
work. By integrating reflection and experience,
the project will enable students to study the
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.
Students interested in the project are encour­
aged to take the three core courses: Democratic
Theory and Practice (Pols 19), Multicultural
Politics in the U .S . (Pols 3 6 ), and Community
Politics: T h e Internship Sem inar (Pols 3 8 ).

ADVANCED PLACEMENT

teaching. For such students, there are two nor­
mal routes to Social Studies Certification. One
o f these is through a major in the social sci­
ences, plus four to six semesters o f courses in
other social sciences. Students majoring in
History, P olitical S cien ce, and SociologyAnthropology are required to take at least four
courses outside their major; students majoring
in Economics or Psychology are required to
take six. T h e 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. A ll students seeking
social studies certification are required to take
two courses in history. A t least one course in
American history and one social science course
focusing on Third World or non-Anglo subject
matter are required. For further information,
see the listing for the Program in Education.

1 . Political Theory.
This course is an introduction to political the­
ory by way o f an introduction to some o f its
most important themes, problems, and texts. It
seeks to elicit understanding of theory as a way
o f thinking about the world, as related to polit­
ical practices and institutions, and as a form of
politics. Different instructors and sections will
emphasize different central issues o f politics,
such as (1) justice, (2) freedom, (3) power and
knowledge, and (4) religion and politics. Primary distribution course.
F all semester. Halpem, Sharpe.

T h e Department grants one unit o f college
credit to students who have achieved a score of
5 on the College Board Advanced Placement
exam ination in G overnm ent and Politics
(either U nited States or Comparative, but not
both). T his credit may be counted toward the
major and toward satisfaction o f the College
distribution requirem ent in the Social
Sciences. Normally, students awarded A.P.
credit will still be expected to complete at least
two introductory courses at Swarthmore as a
prerequisite for more advanced work in the
Department.

TEACHER CERTIFICATION
Occasionally, majors in Political Science wish
to pursue certification for secondary school

250

2. American Politics.
To what extent do Am erican institutions and
political processes produce democratic, egali­
tarian, rational, or otherwise desirable out­
comes? This course examines the exercise and
distribution o f political power w ith' current
political issues as a backdrop. Topics include:
national legislative-executive politics; the role
o f the judiciary; parties, groups, and move­
ments; public policy and public law; the poli­
tics of class, race, and gender; citizen rationali­
ty; voting; political culture; participation at the
-grassroots. T h e course engages different theo­
retical approaches and analyzes the political
system’s performance using criteria drawn from
democratic theory.
Primary distribution course:

Fall semester. Nackenoff.

3. Comparative Politics.
A n introduction to the foundations and
character o f contemporary politics in partic­
ular regions o f the world. Different instruc­
tors will emphasize different regions, such as
Europe, East Asia, and South Asia. Topics
will include the historical foundations of
contemporary political culture, patterns of
socioeconom ic developm ent, nationalism
and ethnic conflict, authoritarianism and
democracy, and gender structures in society.
For Fall 1996, the focus will be East-West
comparisons. For Spring 1997, the focus will
be European politics.
Primary distribution course.

Each semester. Fall semester: W hite. Spring
semester: Halpem.

4. International Politics.
A n introduction to the analysis o f the con­
temporary international system and its evolu­
tion in the twentieth century. T h e course
will examine various approaches to explain­
ing major international wars, ethnic con­
flicts, and economic disputes.
Primary distribution course.

Spring semester. Hopkins, Ollapally.

7 . Introduction To African Studies
This course offers a broad introduction to the
people and events o f Africa, with special
attention to current concerns of Africans. It
covers African issues from the perspective of
many disciplines— literature, art, anthropol­
ogy, history, economics, and political science.
The course includes a survey o f pre-colonial
and colonial institutions, the physical and
human geography o f the continent, selected
post-colonial literature, and social, economic
and political problems facing contemporary
African societies. It is sponsored by the four
college Consortium for African Studies as a
foundation course for further work on Africa
in the curriculum o f the four institutions.
T he course will meet once a week on M on­
day afternoons at the campuses o f Consor­
tium members— twice a m onth at the U n i­
versity o f Pennsylvania, once a m onth at
Bryn Mawr/Haverford and once a m onth at
Swatthmore.

Fall semester. Professors Cooper and G lickman.

1 1 . Ancient Political Theory: Greek and
Biblical Origins and Traditions.
T his course is concerned with the two great
traditions that constitute the origins o f our
political practices and theory. W e will begin
with the Greeks, with tragedy and with the
democracy o f the A thenian polis as the con­
text out o f which and against which Greek
political theory arose. W e will study texts by
Sophocles, Plato and Aristotle. W e will con­
trast this tradition with that o f the Hebrew
Bible, looking especially at the prophets of
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 o f the New Testa­
ment, looking at selections from the gospels,
from Paul, and from some o f the gnostic
gospels. Finally, we will study the works of
Augustine, a point o f convergence for many
of the most important political and theoreti­
cal themes from previous centuries, leading
into the Middle Ages.

Fall semester. Halpem.

12. Modern Political Theory: The
Origins and Construction o! Modernity.
T his course will be concerned with the ori­
gins and construction of modernity, the poli­
tics and theory of the modem age. W e will
study the roots o f modernity in the Refor­
mation and the Renaissance, as exemplified
in the works o f Luther, Calvin and Machiavelli; the foundations o f modernity in the
construction o f liberty, property and equality,
in the works o f Hobbes, Locke, and Rous­
seau; the culmination o f modernity in the
Enlightenment projects o f Kant, M ill, and
Marx; and the breakdown o f those same
Enlightenment assumptions in the works of
Freud, Nietzsche and Foucault. W e will ana­
lyze both historical context and theory, both
dominant and revolutionary aspects, which
contributed to the great democratizing
impulse o f the modem age in the west.

Spring semester. Halpem.

13. Feminist Political Theory.
T his course explores key contributions and
debates in feminist political and legal theory.
W hile focusing chiefly upon western theory,
the course engages feminists from non-westem cultures on the capacity o f western femi-

251

Political Science

nists to speak to different experiences.
Not offered 1996-97. Nackenoff.

15. Ethics and Public Policy.
T his course will examine the nature and
validity o f ethical arguments about moral and
political issues in public policy. Specific top­
ics and cases will include: ethics and politics,
violence and war, public deception, privacy,
discrimination and affirmative action, envi­
ronmental risk, health care, education, abor­
tion, surrogate motherhood, world hunger,
and the responsibilities o f public officials.
T his course may be counted toward a con­
centration in Public Policy.

N ot offered 1996-97. Halpem.

16. Liberal Individualism.
T h is course will explore the conceptions of
human nature that underlie liberalism in
modem society, with attention to what cur­
rent research and theory in psychology have
to say about these assumptions.
Not offered 1996-97. Sharpe, Schwartz.

1 7 . American Political Thought.
A n exploration o f A m erican political
thought and political culture. Topics include
national identity; struggles o f inclusion/
exclusion; individualism and community;
moral crusades; democratic visions; race,
class, ethnicity and gender; and the role of
the state.

process. Students will leam how to use and
interpret survey data, and will have an oppor­
tunity to engage in campaign simulations. Do
elections matter, and if so, how? Historical
trends in electoral politics will provide the
basis for analyzing 1996.

Fall semester. Nackenoff.

24. American Constitutional Law.
T h e Supreme Court in Am erican political
life, with emphasis on case law and constitu­
tional development. T h e course examines
the Court’s role in political agenda-setting in
arenas including economic policy; property
rights; separation o f powers; federalism; pres­
idential powers and war powers; interpreting
the equal protection and due process clauses
as they bear on race and gender equality.
Exploration o f individual rights and civil lib­
erties; judicial review, judicial activism and
restraint; and doctrines o f constitutional
interpretation.

Spring semester. Nackenoff.

25. The Semisovereign People: National
Politics in the 1990s.
Advanced overview o f national political
processes, institutions, and policy domains.
Not offered 1996-97. Valelly.

3 1. Difference, Dominance and the
Struggle for Equality.

A n exploration o f democratic theory and
practice, focusing on the gap between the
nearly universal commitment to democracy,
and the fact that very few people actually
rule themselves today.

This course examines how unequal power
relations are maintained and legitimated and
explores different strategies and routes for
achieving equality. Struggles involving gen­
der, race, ethnicity, class, colonial and post­
colonial relationships are exam ined and
compared. How do these various struggles
bear on prospects for equality in th e.U .S .?
Alternates with Pols 32.

Next offered Fall 1997. Mendel-Reyes.

Offered every other year.

2 1. Parties, Groups and Movements.

N ot offered 1996-97. Nackenoff.

Considers the functions o f parties, groups,
and m ovem ents in representation and
national policy-making.

32. Gender, Politics and Policy in
America.

Not offered 1996-97. Nackenoff.

19. Democratic Theory and Practice.

Not offered until 1997-98. Valelly.

22. American Elections: Ritual, Myth
and Substance.
A n exam ination o f the role o f policy issues,
candidate image, media, marketing, and
political parties in the Am erican electoral

252

Gender issues and women’s issues in contem ­
porary Am erican politics, the course explores
1) gender and political participation; 2)
movement politics and empowerment; and
3 ) gender, policy, and law. Policy issues
selected from: fem inization o f poverty;
employment discrim ination; affirmative
action; divorce, child custody, child care, sur­

rogate parentage; privacy rights and sexual
practices; abortion; violence against women;
sexual harassment; pornography; workplace
hazards and fetal protection. Alternates with
Pols 31. This course may be counted toward a
concentration in Public Policy.

Spring semester. Nackenoff.

33. Race, Ethnicity and Public Policy:
African Americans.
This course investigates the relationship of
race, American political institutions, and the
making of public policy. Race, class, and ethnic
analyses are made with particular focus on how
racial policy was made through the electoral
system, the courts, the congress, and the presi­
dency. T h e cleavage between Black and W hite
is analyzed over time and in contemporary pol­
itics and also in comparative perspective with
other groups. T his course may be counted
toward a concentration in Public Policy.

Fall semester. Rubin.

35. Political Economy of Education: U.S.
Education in the 20th Century.
(Cross-listed as Education 67. See description
under Education courses.)

N ot offered 1996-97. Shumar.

36. Multicultural Politics in the U.S.
This course explores the ways in which differ­
ences o f race, ethnicity, gender, class, sexual
preference and immigrant status have shaped
American history and contemporary politics.
This course may be counted toward a concen­
tration in Public Policy.

Not offered 19 96-97. Mendel-Reyes.

38. Community Politics: The Internship
Seminar.
Through volunteer internships with local com ­
munity organizations, this course explores indi­
vidual activism, and the practice o f democrat­
ic and multicultural politics at the grassroots.
Prerequisite: Permission o f instructor. Pols 19
or Pols 3 6 are helpful.

Next offered Spring 1998. Mendel-Reyes.

40. Theories of Public Policy.
Considers areas of overlap and disagreement in
how economists and political scientists analyze
public policy development and implementa­
tion.
Prerequisite: Pols 2.

N ot offered until 1997-98. Valelly.

4 1. Political Economy and Social Policy:
The U.S. in the 1990s.
Governmental policies for taking care o f citi­
zen needs as well as labor market and industrial
evolution. This course may be counted toward
a concentration in Public Policy.

N ot offered 1996-97. Valelly.

43. Environmental Policy.
(Cross-listed as Engineering 68. See descrip­
tion under Engineering courses.) T his course
may be counted toward a concentration in
Public Policy.

N ot offered 1996-97.

45. Defense Policy.
Analysis o f Am erican defense policy since
World W ar II, with particular emphasis on the
choice o f weapons systems, foreign interven­
tions, and military strategies. This course may
be counted toward a concentration in Public
Policy.
Prerequisite: Pols 4.

N ot offered 1996-97. Kurth.

4 7. Politics of Famine and Food Policy.
T h e causes and possible solutions to major food
problems: hunger, rural poverty, and food inse­
curity are examined. T h e role o f government
policy in production, proper distribution, and
consumption o f food is considered. Principal
focus will be upon the American agricultural
experience, food systems in less developed
countries, international trade and aid, and
international measures to improve food securi­
ty. A n early final exam and a substantial paper
are features o f the course. Students with little
work in political science may be admitted with
the consent of the instructor. T his course may
be counted toward a concentration in Public
Policy.

Fall semester. Hopkins.

55. China and the World.
Explores the rise of C hina in the late twentieth
century and China’s place in the post-Cold
W ar international environment.

N ot offered 1996-97. W hite.

56. Politics of South and Southeast Asia.
This course will examine the two “faces” of
Asia— a struggling South Asia and a prosper-

253

Political Science

ous Southeast Asia— in the contemporary
international political and economic context.
Topics will include the politics o f authoritari­
anism and democracy; economic development;
issues o f women’s labor; and the evolution of
Am erican imperialism and Japanese domi­
nance in the region. A special topic will be the
Asian “diaspora” in the U nited States and
emerging trends in Asian Am erican politics.

Spring semester. Ollapally.

57. Latin American Politics.
A comparative study o f the political economy
o f the region focusing on M exico, C hile,
Guatemala, Nicaragua, El Salvador, and Cuba.
Topics include: the tensions between represen­
tative democracy, popular democracy, and mar­
ket economies; the conditions for democracy
and authoritarianism; the sources and impact
o f revolution; the political impact o f neo-liber­
al economic policies, and the economic impact
o f state intervention; and the role o f the U .S.
in the region.

Spring semester. Sharpe.

58. African Politics.
A comparative study of the politics o f subSaharan African societies undergoing change
and pursuing economic development. Policies
that shape statehood, “nation-building” and
econom ic development will be considered.
T his course may be counted toward a concen­
tration in Public Policy.
Not offered 19 9 6 -9 7 . Hopkins.

61. American Foreign Policy.
A n exam ination o f the making o f American
foreign policy and o f the major problems faced
by the U nited States in the modem world. T he
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.

Spring semester. Ollapally.

62. Development and Discontent:
The Crisis of Political Economy in the
Third World.
A n exam ination o f the constraints and choic­
es facing developing countries in their drive to
“catch up” with the W est. Explores competing
paradigms o f development and the different
strategies, politics and values they embody.

254

Topics include the role o f class and culture in
determ ining developm ent paths; tradeoffs
betw een growth and equity; women and
unequal burden sharing;-aid, trade, multina­
tional corporations and external dominance;
and the new politics o f biodiversity and the
environment. This course may be counted
toward a concentration in Public Policy.

N ot offered 1996-97. Ollapally.

63. La Frontera: The U.S. and Mexico in
Politics and Literature.
A n interdisciplinary exploration of the rela­
tionship betw een the U nited States and
M exico as experienced by communities on
both sides o f the U .S.-M exico border.

N ot offered

1996-97.

M endel-Reyes

and

Cam acho de Schmidt.

64. American-East Asian Relations.
Examines international relations across the
Pacific from early historical encounters to the
present. T h e primary focus is U .S.-Japan and
U .S.-C h in a relations, with secondary atten­
tion to the Korean peninsula, Taiwan, Vietnam
and the Philippines. Topics will include the
debate over post-Cold W ar Am erican security
strategy in East Asia, the significance of grow­
ing Chinese power in the region, and the role
o f culture in cross-Pacific political, economic
and military disputes.
Foil semester. W hite.

65. The Politics of Population.
Examines global, regional, and national popu­
lation issues in historical perspective. Topics
include: the relationship between population
growth, economic development, and political
stability; the causes o f fertility decline in differ­
ent regional and cultural settings; the political
implications o f shifting demographic structures
and aging populations; and the relationship
between the current population debate and
issues such as abortion, euthanasia, interna­
tional migration, and the A ID S epidemic. This
course may be counted toward a concentration
in Public Policy.

Spring semester. W hite.

68. International Political Economy.
(Cross-listed as Economics 53.)
T his course uses political and economic per­
spectives to analyze the activities in interna­
tional economy and major topics in IPE. These

include: the rise and decline o f hegemonic
powers in creating economic order, the pattern
and reality of “fair” trade under GATT/W TO,
foreign debt and “default” threats; the methods
for stimulating econom ic development
through international finance, and the stabili­
ty and adjustment of international traded cur­
rencies. This course may be counted toward a
concentration in Public Policy.
Prerequisite: Pols 4 and Econ 1.

N ot offered 1996-97. Professors Hopkins and
Golub

72. Constitutional Law: Special Topics.

presented to a student/faculty seminar. See
public policy concentration pages for further
information. For a two-credit thesis, enroll­
ment in both 97 and 98 is required.

Fall semester. Hopkins, others.

SEMINARS
T h e following seminars prepare for examina­
tion for a degree with Honors:

100. Political Theory: Plato to Hobbes.

Spring semester. Nackenoff.

T he development o f political thought in the
ancient and medieval periods, and the emer­
gence of a distinctively modem political out­
look. Special atten tio n to the differences
betw een the way the A ncien ts and the
M odem s thought about ethics, politics,
democracy, law, knowledge, power, justice, the
individual, and the community. Key philoso­
phers include Plato, Aristotle, Augustine, and
Hobbes.

73. Comparative Politics: Special Topics.

Fall semester. Sharpe.

A n in-depth exploration o f several issues
selected from 1st, 4th , 5th, 6th, and/or 14th
Amendment jurisprudence, combined with a
written thesis. This is designed for students
who want to deepen their work in Constitu­
tional Law, and requires Pols 24 as a prerequi­
site.
Permission of the instructor.

N ot offered 1996-97. W hite.

10 1. Political Theory: Modern.

74. International Politics: Special Topics.

This seminar will be concerned with the ori­
gins and construction o f modernity, the politics
and theory of the modem age. W e will study
the roots o f modernity in the Reformation and
the Renaissance, as exemplified in the works of
Luther, Calvin and Machiavelli; the founda­
tions o f modernity in the construction o f liber­
ty, property and equality, as seen in the works
o f Hobbes, Locke, and Rousseau; the culmina­
tion of modernity in the Enlightenment pro­
jects o f Mill, Hegel, and Marx; and the break­
down o f those same Enlightenment assump­
tions in the works of Freud/Jung, Nietzsche and
Foucault. W e will analyze both historical con­
text and theory, both dominant and revolu­
tionary aspects, which contributed to the great
democratizing impulse o f the modem age in
the west.

Each year this course will study a major topic in
international politics, with different topics
being studied in different years. T h e course will
examine development of the topic from histor­
ical origins to contemporary issues. Future top­
ics will include ethnic conflict in Europe and
in the United States.
Prerequisite: Pols 4.

Not offered 1996-97. Kurth.

90. Directed Readings in Political
Science.
Available on an individual or group basis, sub­
ject to the approval o f the chairman and the
instructor.

95. Thesis.
W ith the permission o f the chairman and a
supervising instructor, any major in Course
may substitute a thesis for one course, normal­
ly during either semester o f the senior year.

97,9 8. Public Policy Thesis.
(Cross-listed as Economics 97 and 98) A thesis
preparation on a public policy topic. T h e the­
sis will be supported by relevant faculty and

Spring semester. Halpem.

102. Senior Colloquium
This colloquium engages problems in contem ­
porary politics and seeks to teach students how
to think theoretically and synthetically, and to
integrate approaches for the major fields in the
discipline. Required o f all senior honors
majors.

255

Political Science

Fall semester. Kurth, Sharpe.

103. American Politics.
T h e relationship between Am erican political
thought and political practice. Exploration of
classic authors and texts plus investigation of
the impact of popular culture on forms of pub­
lic discourse and interpretations o f the charac­
ter of American politics. A n exam ination of
models o f the self-determining individual,
against which discussions o f citizenship have
taken place; visions o f racial and gender jus­
tice ; religious and moral dimensions o f
A m erican
political
thought;
fate
of
Jeffersonian ideals in the industrial age; and
tensions between the fear o f political authority
and the desire to use state power to accomplish
public purposes.

A review o f the historical evolution and revo­
lutionary change in politics o f sub-Saharan
Africa. Topics will include colonial legacies,
nationalism, class, ethnicity, economic devel­
opment, and the character o f the state.
Problems o f public policy will be given special
attention. Readings will focus on selected
countries in Southern Africa, East Africa and
W est Africa. This course may be counted
toward a concentration in Public Policy.

Fall semester. Hopkins.

1 1 1 . International Politics.
A n inquiry into problems in international pol­
itics. Topics will include
1) competing theories of international politics,
2) war and the uses o f force, and 3 ) the man­
agement o f various global economic issues.

Spring semester. Nackenoff.

Prerequisite: Pols 4 or equivalent.

104. American Political System.

Spring semester. Hopkins.

National political processes, institutions, and
policy domains. Special attention to actual
severity o f political pathologies and democrat­
ic weaknesses widely held to exist.
Not offered 19 96-97. Valelly.

108. Comparative Politics: Oreater China.
Examines patterns o f political and economic
development in China, Taiwan, Hong Kong
and Singapore, focusing on the interplay of
capitalism, communism, and Confucianism.
W ill also explore contemporary regional dy­
namics in East A sia and their impact on
Chinese development. T his course may be
counted toward a concentration in Public
Policy.

Fall semester. W hite.

109. Comparative Politics: Latin America.
A comparative study o f the political economy
o f the region focusing on M exico, C hile,
Guatemala, Nicaragua, El Salvador, and Cuba.
Topics include: the tensions between represen­
tative democracy, popular democracy, and mar­
ket economies; the conditions for democracy
and authoritarianism; the sources and impact
o f revolution; the political impact o f neo-liber­
al economic policies, and the economic impact
o f state intervention; and the role o f the U .S.
in the region.

Spring semester. Sharpe.

110 . Comparative Politics: Africa.

256

180. Thesis.
W ith the permission o f the Department,
Honors candidates may write a thesis for
double course credit.

Psychology

ALFRED H. BLOOM, Professor*
KENNETH J . GERGEN, Professor2
DEBORAH G. KEMLER NELSON, Professor and Department Head
JEANNE MARECEK, Professor2
ALLEN M. SCHNEIDER, Professor
BARRY SCHWARTZ, Professor
ROBERT DUFOUR, Assistant Professor
FRANK H. DURGIN, Assistant Professor
WENDY HORW IH, Assistant Professor
COLIN W. LEACH, Assistant Professor1

1Absent on leave, spring semester, 1997.

* President o f the College

The work of the Department of Psychology
concerns the systematic study of human behav­
ior and experience; processes o f perception,
learning, thinking, and motivation are consid­
ered in their relation to the development of
the individual. T h e relations of the individual
to other persons are also a topic of study.

cepts of the Person, Abnormal Psychology, and
Developmental Psychology. Students may not
take both Psychology 36, Personality, and
Psychology 37, Concepts o f the Person.

The courses and seminars o f the department
are designed to provide a sound understanding
of the principles and methods o f inquiry of psy­
chology. Students learn the nature o f psycho­
logical inquiry and psychological approaches to
various problems encountered in the humani­
ties, the social sciences, and the life sciences.
A special major in Psychobiology is offered in
cooperation with the Department o f Biology.
Consult either department chair.

REQUIREMENTS AND RECOMMENDATIONS
Psychology 1, Introduction to Psychology, is
normally a prerequisite for further work in the
Department. Psychology 6, Critical Issues in
Psychology, can also serve as prerequisite for
further work.
A Course major consists of at least eight cred­
its, excluding courses cross-listed in psychology
that are taught only by members of other
departments. Four should be core courses (with
course numbers in the 3 0 ’s): Physiological
Psychology, Learning and A ction, Perception,
Cognitive Psychology, Psychology o f Lan­
guage, Social Psychology, Personality, C on­

Students are required to meet a comprehensive
requirement in their majors. In psychology,
this may be accomplished in one o f two ways:
T h e first, open to all majors, is the compre­
hensive examination, prepared independently
and completed early in the spring semester of
the senior year. T h e second way is to complete
a 2-credit senior thesis (one credit each semes­
ter o f the senior year). T h e senior thesis pro­
gram is open to students who have a B average
both in psychology and overall. Students must
have an acceptable proposal, an advisor and
sufficient background to undertake the pro­
posed work. See Psychology 9 6 , 97, and the
departmental brochure.
Students should take at least one course that
provides them with experience in conducting
research.
Students intending to pursue graduate work in
psychology will find it useful to take either
Statistics 2 or 23, offered by the Department of
Mathematics and Statistics.

The Honors Program in Psychology
T h e psychology department offers qualified
students the option o f study in the Honors pro­
gram. Students majoring in psychology in
Honors must prepare three fields for external
exam ination. Two o f these preparations
involve either two-credit seminars or two-unit
sequences o f courses; the third is a thesis, com-

257

Psychology

pleted over the course o f the senior year. In
addition, Honors majors take part in Senior
Honors Study in the spring o f their senior year.
Students must also meet the requirement for
study in four core areas, as described previously.
T h e psychology department also offers a minor
in the Honors program. Students with Honors
minors in psychology must prepare one field for
external examination. T hey must also take
one-half credit o f Senior Honors Study and at
least one additional psychology course.
A detailed description o f the program is avail­
able in the departmental brochure.

TEACHER CERTIFICATION
Occasionally, majors in psychology wish to
pursue certification for secondary school teach­
ing. For such students, there are two normal
routes to Social Studies Certification. O ne of
these requires a major in the social sciences,
plus four to six courses in social sciences out­
side the major field. Students majoring in
History, Political S cien ce, and SociologyAnthropology are required to take at least four
courses outside their major; students majoring
in Economics or Psychology are required to
take six. T h e 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. A ll students
seeking social studies certification are required
to take two courses in history. A s 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. For
further information, see the listing for the
Program in Education.

Each semester. Staff.
T h e questions o f how nature and nurture combine to produce human universals, as well as
human differences, are among the most basic
problems in psychology. These questions serve
as the focus o f this entry-level course. Reading,
writing, and discussion will draw on insights
derived from studies o f the human infant, language and language acquisition, brain functioning, the perception and experience o f emotions, and hum an and ape intelligence.
Consideration will be given to the variety of
methodologies and approaches that can shed
light on nature/nurture issues— including those
o f evolutionary psychology and behavior
genetics, as well as more traditional lines of
psychological inquiry concerning the mind and
the brain. Psychology 5 does N O T serve as prerequisite for further work in psychology.

1 . Introduction to Psychology.
A n introduction to the basic processes under­
lying human and animal behavior, studied in
experimental, social, and clinical contexts.
Analysis centers on the extent to which nor­
mal and abnormal behavior are determined by
learning, motivation, neural, cognitive, and
social processes.

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Fall semester. Kemler Nelson.

8. Identity and Community.
Explores the cultural tensions between needs
for self exploration and expression on the one
hand, and social responsibility and interdependence on the other. Parallel issues o f group
identity vs. the melting pot mentality, and ethical pluralism vs. universalism are considered.
Discussions will center on key texts, from existential works on social conflict and social psychological sources through contemporary
multi-culturalism.

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No prerequisite.
Primary distribution course.

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N ot offered 1996-97. Gergen.

2 1. Educational Psychology.
(See Education 21.)

Spring semester. Renninger.

COURSES

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5. Nature and Nurture.

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22. Counseling.
(See Education 25.)

O ffered Fall 1997■ Metherall.

23. Adolescence.

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(See Education 23.)

Spring semester. Smulyan.

25. Research Design and Analysis.
How can one answer psychological questions?
W hat counts as evidence for a theory? This

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course will address questions about the formu­
lation and evaluation o f theories in psychology.
The scientific model o f psychological hypothe­
sis testing will be emphasized, including a
treatment of statistical inference and the rigor­
ous evaluation of empirical evidence. Emphasis
will be placed both on issues surrounding the
formation of an effective research program and
on developing critical skills in the evaluation
of theories. Pitfalls and alternative approaches
will also be discussed. Som e attention will be
devoted to the psychology o f reasoning and
decision-making.

31. Learning and Action.
T h is course explores elementary learning
processes and how they combine with complex
cognitive, motivational, and social factors to
influence what organisms do.

Fall semester. Schwartz.

32. Perception.

Workshop format.

How is knowledge obtained through our sens­
es? T h e study o f perception addresses this ques­
tion by seeking lawful relations between the
physical world, experience, and physiology.
Occasional laboratories during scheduled class
hours.

Fall semester. Durgin.

Spring semester. Durgin.

26. Prejudice and Social Relations.

33. Cognitive Psychology.

Group prejudice (based on ethnicity, religion,
sex, sexuality...) continues to thwart peaceful
and just social relations. T his course reviews
psychological approaches to the issue, from
Freud to social psychology. Students will be
asked to consider if and how psychology may
be integrated with sociological, historical, cul­
tural, political, and other perspectives.

A n overview o f the psychology o f knowledge
representation, beginning from the founda­
tions of perception, attention, memory, and
language to examine concepts, imagery, think­
ing, decision-making, and problem solving.

Spring semester. Leach.

28. Introduction to Cognitive Science.
A n introduction to the science o f the mind
from the perspective of cognitive psychology,
linguistics, neuroscience, philosophy, and arti­
ficial intelligence. T h e focus is on the similari­
ties and differences in the approach taken by
researchers in these different fields in their
study of cognitive mechanisms. Issues to be
addressed: W hat does it mean to be able to
think? W hat kind o f computational architecture(s) is most appropriate to describe cogni­
tive mechanisms? Is the mind an emergent
property of the brain? W hat kind of hardware
is required for thinking to occur? C an a com­
puter have a mind?
Prerequisite: Psychology 1 or 6 or permission of
the instructor.

Spring semester. Dufour.

30. Physiological Psychology.
A survey of the neural and biochem ical bases
of behavior with special emphasis on sensory
processing, motivation, emotion, learning, and
memory. Both experimental analyses and clin­
ical implications are considered.

Spring semester. Schneider.

Fall semester. Durgin.

34. The Psychology of Language.
A n introduction to the central psychological
processes at work in the use of language. T h e
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 processing.
Weekly laboratories during scheduled class
hours.
(Cross-listed as Linguistics 34.)

Fall semester. Dufour.

35. Social Psychology.
Social psychology argues that social context is
central to human experience and behavior.
This course provides an historical review with
special attention to the socio-political and per­
sonal contexts of theory and research. T he
dynamics o f conflict, cooperation, group identity/solidarity, conformity to norms, influence,
and attribution are discussed.

Fall semester. Leach.

36. Personality.
A n integration o f personality theory and
research includes hands-on experience with
some relevant personality assessment tech ­
niques. Course examines psychoanalytic, trait,
behavioral, humanistic, and social cognitive
approaches. N ot open to students who have

259

Psychology

taken Psychology 37.

37. Concepts of the Person.

many children’s lives. T his course considers
children’s responses to such occurrences from
clinical, social, and developmental perspectives. Special emphasis is placed on the contributions o f family and die social environm ent to the child’s well-being or distress.

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A n analysis o f central conceptions o f psycho­
logical functioning from both an historical
and cultural prespective. Central attention is
given to the developing concept o f the per­
son within the discipline o f psychology from
the turn o f the century to the present.
Theories o f Freud, Jung, and the neoFreudians receive attention, as well as more
recent cognitive and trait formulations.
Special attention is given to the conception
of the person emerging within the post-mod­
ern period. Students who plan to take the
sem inar
Personality
Theory
and
Interpretation (Psychology 106) should not
take Psychology 37. N ot open to students
who have taken Psychology 36.

42. Human Intelligence.

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This course adopts a broad view o f its topic,
Human Intelligence. O n e m ajor set of
subtopics is drawn from the intelligence-testing (lQ ) tradition. O ther concerns include
cognitive theories o f intelligence, developmental theories o f intelligence, everyday
conceptions o f intelligence, the relation
between infant and adult intelligence, and
the relation between human and animal
intelligence.

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t
t
E
g
a
t
1

N ot offered 1996-97. Gergen.

Spring semester. Kemler Nelson.

38. Abnormal Psychology.

43. Language Learning & Bilingualism.

A consideration o f major forms o f psycholog­
ical disorder in adults and children.
Biogenetic, socio-cultural, and psychological
theories o f abnormality are examined, along
with their corresponding modes o f treatment.

Spring semester. Horwitz.

39. Developmental Psychology.
A selective survey o f cognitive and social
development from infancy to adolescence.
M ajor theoretical perspectives on the nature
o f developm ental change are exam ined,
including those o f Piaget and his critics.
Topics include the formation of social attach­
ments, the foundations and growth o f per­
ceptual, cognitive, and social skills, gender
typing, moral development, and the impact
o f parents and other social agents on the
development o f the child.

Fall semester. Kemler Nelson.

40. Visual Attention.
W hat we see depends on where we look. This
course will adopt a broad perspective on the
concept o f visual attention with particular
emphasis on the role o f eye-movements in
the selection o f visual information.

N ot offered 1996-97. Durgin.

4 1. Children at Risk.
Chronic illness, divorce, war, homelessness,
and chronic poverty form the backdrop of

Foil semester. Horwitz.

T his course examines how second languages
are learned, processed, and represented. One
goal is to evaluate how basic cognitive
processes (e.g., memory) are affected or mod­
ified by the knowledge o f two languages.
Som e 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.

I
V
I
I

I

B
B
B

1
,

1

B

1

I
fl
■
%

1

1
1
1

(Cross-listed as Linguistics 4 6 .) .

Spring semester. Dufour.

' I

44. Psychulugy and Women.

J

1

T h is 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
diversity o f women’s experiences. In addition, we study the ways that gender is repre­
sented in research and clinical theories, as
well as in popular psychology.

B
I
H

1

Fall semester. Marecek.

48. Technology, Self and Society.
T his course brings critical attention to the
technological transformation o f cultural life.
Discussions will treat issues o f personal and
cultural identity; conceptions o f rationality
and the body; and the production o f inti-

I
B
B

n

260

(

1

I
II
I
I
H
I

macy. T he implications for freedom and control, the democratization o f pedagogy, and
the potentials for community will also be. discussed.

rhetorical, and ideological processes that
influence current constructions of the mental
world.

Fail semester. Gergen.

63. Special Topics in Cognitive
Psychology.

I 49. Brain, Language and Cognition.

I

Basic concepts in neuropsychology (gross
functional anatomy as well as neuronal
I aspects) as they apply to language and cognition will be covered (eg., functional architecture, neuronal development, neuronal plasticity) from clinical, experimental, and comm putational perspectives. Students with background in psychology, linguistics, or biology
I are welcomed. In discussion format with leeI ture.
I

I
I
I
I

Fall semester. Dufour.

B

I 52. Representations of Women’s
I I Identity.
I
JH

(See English 8 2 ). Satisfies distribution
requirement in group 1, not group 3.

| Not offered 1996-97. Marecek and Blum.

I 57. Psychology and Nature.
I
I
I
I
I
I
■
I

I

Humans face severe environmental crises
including pollution, resource depletion, and
a precipitous decline in biodiversity. W hat
are the psychological dimensions o f environmental problems and how can psychology
contribute to potential solutions? In particular, how do people envision their relationship
to nature? Emotional responses to nature and
the development of a commitment to envi­
ronmental activism at individual and community levels are considered.
Psychology 57 fulfills the Social Sciences/
Humanities requirement in Environmental
Studies (and counts as a course in a Psychol­
ogy major).

■
■
H
■
H

The course is taught in a seminar and workshop format, including the formulation of
research projects on psychology and nature.
Admission by permission o f the instructor—
no set prerequisite.

■

Fall semester. Horwitz.

I

62. The Social Construction of
the Mind.

I
I
■
!

How are beliefs about the mind generated
and sustained; what are the effects of current
beliefs on social life; can these beliefs be
changed? T h e course explores various social,

Gergen.

Selected problems from the current literature
on human information processing and cogni­
tive psychology are considered in detail.
Emphasis is placed on the relationship be­
tween theories of cognition and current
experimental findings. Also, the develop­
ment of cognitive skills receives attention.

N ot offered 1996-97.

64. Research Issues in Clinical
Child Psychology.
This class addresses clinical topics (e.g., per­
vasive developm ental disorder, anxiety,
depression, chronic illness, sexual abuse),
while considering specific problems o f
research (e.g., sampling strategies, reliability
and validity, cross-sectional vs. longitudinal
designs, qualitative analysis) as they pertain
to clinical child psychology. Students learn
to locate and evaluate current empirical stud­
ies as they discuss childhood problems.
Prerequisite: Introduction to Psychology and
one o f the following: Abnormal or Develop­
mental Psychology, Research in Naturalistic
Settings, Research Design and Analysis or
Children at Risk.
Spring semester. Horwitz.

68. Reading Culture.
A course in seminar format that focusses on
the interpretation o f cultural artifacts and
representations, including news reporting,
film , television, advertising, music, and
architecture. Special attention is given to the
psychological, social, rhetorical and ideologi­
cal processes at play in their production.
Not offered 1996-97. Gergen.

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
attempt to explain behavior by finding laws
in accordance with which it occurs. T his
course explores the extent to which the cat-

261

Psychology

H
I

egories of explanation that come from practical
life constrain or limit the scope o f scientific

92. Research PractiCIMI in
Psycholinguistics.

explanations.
Prerequisite: Introductory courses in Psychology and Philosophy.
T h is course and a one-credit attachm ent
(8 6 A ) constitute an honors preparation in the
philosophy o f psychology.

T h e goal o f this course is to provide students
w ith hands-on experience in performing
research in psycholinguistics. Students will
learn the various steps associated with research
*n
including experimental design,
construction and selection o f the appropriate

Cross-listed as Philosophy 86.
xr
a
i
n-, o ,
,.
N ot offered 19 96-97. Schwartz and Lacey.

materi,a l to test hypotheses, methods used to I
test subjects, and statistical analyses common- I
ly used in ^ field. cla ss wiU be conducted „ I

87. Colloquium: Psychology, Biology and
Economic Rationality.

a workshop in research methods and topics in
psycholinguistics. -

T his course offers a critical exam ination o f the
notion o f econom ic rationality, exploring the
role it plays in economics, in evolutionary biology (sociobiology), and in psychology. T h e
implications Of this notion for thinking about
morality and about social organization are also
considered.

Prerequisite: Psychology 34 or 33 or permission 1
o f the instructor.
N ot offered 1996-97. Dufour.
. . . .
.
_

Prerequisite: T h e course is open, by applica­
tion, to advanced students in either biology,
economics, philosophy, or psychology.

Fall semester. Schwartz.

90. Practicum in Clinical Psychology.
A n opportunity for advanced psychology stu­
dents to gain supervised experience working in
off-campus clinical settings. Course require­
ments and evaluations are tailored to individ­
ual projects. Advance arrangements for place­
ments should be made in consultation with the
instructor.

Each semester. Horwitz.

91. Research Practicum in
Physiological Psychology.
A n exam ination o f current issues in physiolog­
ical psychology with emphasis on how lower
animal research is used to understand the phys­
iological basis o f normal and abnormal human
behavior. Topics include learning and memory,
drug addiction and tolerance, obsessive-com­
pulsive disorder, Alzheimer’s disease, and cere­
bral lateralization. Students have the opportu­
nity to learn laboratory techniques used in
behavioral neuropharmacology.
Prerequisite: Psychology 30. By permission o f
the instructor.

N ot offered 1996-97. Schneider.

I

M . Independent Research.

Students conduct independent research projects. T hey typically study problems with
which they are already familiar from their
course work. Students must submit a written
report o f their work. R egistration for
Independent Research requires the sponsorship
o f a faculty member in the psychology depart­
m ent who agrees to supervise the work.

H
I
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|
I
'1

Each semester. Staff.

95. Ihtorial.
A ny student may, under the supervision of a ^
member o f the psychology department, work in
a tutorial arrangement for a single semester.
T h e student is thus allowed to select a topic of
particular interest, and in consultation with a
faculty member, prepare a reading list and work
plan. Tutorial work may include field research
outside Swarthmore.

I

Each semester. Staff.

9 6 ,9 7. Senior Thesis.
W ith the permission o f the Department, stu­
dents may conduct a year-long 2-credit
research project in the senior year as one way
to meet the comprehensive requirement. Such I
theses must be supervised by a member of the 1
psychology department. T h e final product is
evaluated by the supervisor and an additional
reader. Students should develop a general plan 1
by the end o f the junior year and apply for
departmental approval. By application. One
credit each semester.
Both semesters. Staff.

262

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SEMINARS
106. Personality Theory and
Interpretation.
A n exploration of major theories o f human
psychological functioning, with special empha­
sis on the process o f exploration itself. Thus,
critical inquiry is made into the theories of
Freud, Jung, the neo-Freudians', Existential
theory, and trait methods. A t the same time a
variety of readings in literary theory, rhetoric,
hermeneutics, and related realms are used to
elucidate the process by which views o f the
human personality are developed and sus­
tained. Preliminary background in relevant
areas of study recommended. By permission.
Two credits.
Fall semester. Gergen.

130. Physiological Psychology.
A n analysis o f the neural bases o f motivation,
emotion, learning, memory, and language.
Generalizations derived from neurobehavioral
relations are brought to bear on clinical issues.
Prerequisite: Psychology 30. By permission.
One credit.

Spring semester. Schneider.

131. Learning and Action.
See description of Psychology 31. T h e seminar
considers in depth special topics o f interest dis­
cussed in the Learning and A ction course.
Prerequisite: Psychology 31. By permission.
One credit.
Not offered 1996-97. Schwartz.

132. Perception and Attention.
See description of Psychology 32. W hat we see
depends on where we look and on what we
have seen before. In this course we do
advanced theoretical and empirical work on
psychological aspects o f human perception.
Emphasis is on individual research projects
exploring forefront issues of visual learning and
representation in domains o f visual attention
and eye-movements, space perception, object
recognition, and the perception o f visual qual­
ities.
Prerequisite: Psychology 32 or 40. By permis­
sion.

133. Cognitive Psychology.
See description of Psychology 33. Examination
o f foundational issues and theories in the
empirical study of human cognition with an
emphasis on insights from cognitive and bio­
logical sciences. Topics include thinking and
deciding, memory, language, concepts, and
perception.
Prerequisite: Psychology 33 or Psychology 28.
By permission.
O ne credit.

Spring semester. Durgin.

134. Psycholinguistics.
See description of Psychology 34. T h e seminar
considers in depth special topics o f interest
within the field. A research component is fre­
quently included.
Prerequisite: Psychology 34. By permission.
O ne credit.

N ot offered 1996-97. Dufour.

135. Seminar in Social Psychology.
See description o f Psychology 35. A critical
exploration of substantive topics in social psy­
chology and an interrogation o f the field’s per­
spectives and methods. Designed to provide a
knowledge in depth o f several major issues in
the field.
Prerequisite: Psychology 35. By permission.

Spring semester. Leach.

138. Abnormal Psychology.
A study in depth o f various theoretical per­
spectives on psychological disorders, including
schizophrenia, depression, anxiety, and disor­
ders o f childhood. Underlying assumptions of
each theory will be considered, as well as
empirical evidence supporting the theory.
Approaches to treatment are studied.
Prerequisite: Psychology 38. By permission.
O ne credit.

Fall semester. Marecek.

139. Developmental Psychology.
See description o f Psychology 39. T h e seminar
considers in depth special topics o f interest
within the field. A research component is fre­
quently included.

One credit.

Prerequisite: Psychology 39. By permission.
O ne credit.

Not offered 1996-97■ Durgin.

Not offered 1996-97. Kemler Nelson.

263

Psychology

180. Thesis.
A thesis must be supervised by a member o f the
department. Must be taken as a 2-semester
course for one credit each semester.

Both semesters. Staff.
A n additional field, Philosophy o f Psychology,
can be prepared for external examination. See
Psychology 86 and 86A .

264

»

I Public Policy

I

Coordinator: ELLEN MAGENHEIM (Economics)
Committee: John Caskey (Economics)'
Joy Charlton (Sociology/Anthropology)
Robinson Hollister (Economics)3
Gudmund Iversen (Mathem atics & Statistics)
Mark Jacobs (Biology)3
Arthur McGarity (Engineering)
Marjorie Murphy (History)
Carol Nackenoff (Political Science)
Frederic Pryor (Economics)
Richard Rubin (Political Scien ce)2
Eva Travers (Education)
Richard Valelly (Political Scien ce)3
Robert Weinberg (History)

I ----------------------------------------------1 Absent on leave, fall semester, 1996.
2 Absent on leave, spring semester, 1997.

•

I

-----------------------------------------------Public policy is an increasingly important
influence 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 pol­
icy— its origins, rationale and moral basis.

requirements for the concentration. W ork in
the concentration equally emphasizes histori­
cal, institutional, and normative analysis. Basic
competence in formal or quantitative methods
is required for students concentrating in Public
Policy.

The concentration in Public Policy enables
students to combine work in several depart­
ments toward both critical and practical under­
standing o f public policy issues, including those
in the realm o f social welfare, health, energy,
environm ent, food and agriculture, and
national and global security. These issues may
be within domestic, foreign, or international
governmental domains. Courses in the con­
centration encompass the development, for­
mulation, implementation, and evaluation of
policy. T hose departments primarily concerned
with the concentration are Political Science,
Economics, and Engineering; but work in other
departments may be pertinent to the concen­
tration. Faculty members from other depart­
ments are involved in the concentration, and
course or seminar offerings from other depart­
ments may, in certain cirumstances, meet

T h e concentration in Public Policy is no t a
major. It may be taken together with a Course
or External Examination (Honors) major in
any field. A t a minimum, the concentration
consists o f certain course requirements, total­
ling six credits (some o f which may also be
counted toward one’s department m ajor), and
an internship. T h e program o f each concentra­
tor should be worked out in consultation with
the Coordinator o f the Public Policy Program
and approved by the Coordinator, preferably at
the same time as majors in the Course and
Honors Programs are planned.

I
I
I
I

I

3 Absent on leave, 1996-97.

REQUIREMENTS AND RECOMMENDATIONS

Academic requirements for the concentration
cover three basic areas: (1) the foundation
work in economic analysis, (2) political analy­
sis, and (3) quantitative analysis. These may
each, normally be m et by taking one course or
seminar. T h e economic analysis requirement

265

Public Policy

can be met by Economics 11 (Intermediate
Econom ics), Econom ics 101 (Econom ics
Theory), Economics 41 (Public Finance) or
Economics 141 (Public Finance). T h e political
analysis requirement can be met by Political
Science 41 (Political Economy and Social
Policy: T h e U .S . in the 1990s). T h e quantita­
tive analysis requirem ent can be m et by
Statistics 1 (Statistical Thinking), Statistics 2
(Statistical Methods), Statistics 23 (Statistics),
Statistics 53 (M athem atical Statistics),
Econom ics 31 (Statistics for Econom ists),
Engineering 57/Economics 32 (Operations
Research), Economics 35 or Economics 135
(Econom etrics). Equivalent work at oth er
institutions may be substituted for any o f the
above.
In addition to the three preparatory or prereq­
uisite courses, three credits must be taken from
among the substantive policy courses listed
below, one o f which should be Public Policy
Thesis. These courses deal with substantive
sectors and institutional aspects o f public poli­
cy 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 concen­
tration requirements.) W ith approval o f the
Coordinator and the seminar instructor, some
seminars with substantial policy content may
be approved for one-credit work in the con­
centration.
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 preparation
be substituted for courses normally required in
the concentration. Approval o f such requests,
as for approval o f internships, will be deter­
mined by the director o f the Public Policy
Program, who acts as the coordinator o f the
concentration, and the interdisciplinary com­
m ittee on public policy studies.
Econom ic 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. W hile no specific
courses on ethics, values or moral reasoning are
required for the conentration, students are
strongly urged to incorporate curricular work
in literature, philosophy, psychology, political
theory or religion into their studies in order to

strengthen their ability to evaluate policy from
a perspective o f humane values.

INTERNSHIP
Som e direct experience or practical responsi­
bility in the field, through work in a public, pri­
vate, or voluntary agency, is required for grad­
uation with a concentration in public policy.
T his requirement may be m et by completing
an internship during either a semester or a
summer or both. Normally, students will hold
internships between their junior and senior
years. T h e internship program is supervised by
the director o f the Public Policy Program, who
also serves as coordinator for the concentra­
tion. Planning for the internship experience
should begin six to eight months before the
time it might commence. T h e College has
developed a network o f contacts in Washing­
ton and overseas and would like to have quali­
fied students each year to fill positions already
identified. Funding for an internship is occa­
sionally provided by the agency in which a per­
son serves. Typically, however, students require
support to cover their travel and maintenance
costs during the ten to twelve weeks o f a sum­
mer internship. Even more funding would be
required for a semester’s internship. In certain
cases, students undertaking policy relevant
research at appropriate locations can also meet
the internship requirements without formal
affiliation with an organization.
For students who are concentrators in the pro­
gram, the College has sought to assure those
unable to fund themselves o f sufficient funding
to cover their basic expenses. G rants from the
Sloan, Kellogg and Hewlett foundations have
been helpful. O ther possible sources of support
for the work and learning expected of an intern
include the James H. Scheuer Summer Intern­
ships in Environmental and Population Studies
and the J . Roland Pennock Fellowship in
Public Affairs, a summer research opportunity
awarded each spring under the coordination of
the departments o f Econom ic and Political
Science. In addition, general College summer
research funding is occasionally available to
students on a competitive basis.
T h e Program also seeks to facilitate internship
opportunities for students not concentrating in
Public Policy but, in general, cannot assist with

funding or giving such students priority.

PUBLIC POUCY THESIS
One of the requirements o f the concentration,
providing one o f the three units of substantive
policy work, is a senior thesis. To complete the
concentration, a student will normally sign up
for Economics 97 or Political Scien ce 97
offered each fall semester. In special cases, a
student may fulfill the thesis requirement with
comparable analytic, focused work in a policy
field as part o f other work in the program.
The thesis requirement is designed to provide a
structured opportunity to write a substantial
paper on a public policy issue. It is especially
aimed to allow those who have cultivated
(through internships or other preparation) a
well-developed understanding of some policy
question to complete research and analysis
under the supervision o f the director o f the
public policy program and one or more other
core faculty. Paper topics may focus on nation­
al or international policy issues and may range
widely within areas o f competence.
Each student will refine a topic early in the fall
semester and will work on a draft to be pre­
sented to a student/faculty seminar that will
meet periodically. Topics may be varied but
should reflect clear prior preparation and inter­
est. Students wishing to complete two-credit
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 approval by the rel­
evant department and will count no more than
one credit toward the six credits required by
the concentration.

AREAS OF POUCY FOCUS
Some students may wish to focus their substan­
tive work in policy heavily in a particular field,
e.g. environmental studies, food studies, wel­
fare issues, health or education. T h e College
generally does n o t 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 support
the culminating policy thesis. For some, this
may be an alternative to a special major.
G iven the size and interests o f the faculty, not
every area o f public policy is well represented
in courses and faculty. Nevertheless, there are a
number of policy areas in which a student can
take one, two or perhaps three policy courses
and then several other courses which relate to
the issue area. Several o f the current opportu­
nities are listed below.

Development Policy
Policy Courses
Political Science 65. T h e Politics of
Population
Political Science 68/Economics 53.
International Political Economy
Political Science 110. Comparative Politics:
Africa
Economics 61. Industrial Organization
Economics 81 or 181. Econom ic Development
Economics 82. Political Economy o f Africa
Economics 83. Asian Economies
Economics 41 o rl4 1 . Public Finance

Related and Supporting Courses
Political Science 58. African Politics
Political Science 62. Development and
Discontent: T h e Crisis of Political Economy
in the Third World
Political Science 108. Comparative Politics:
Politics and Development in Greater China
Economics 51 or 151. International
Economics
Econom ics 161. Industrial Organization and
Public Policy
Sociology/Anthropology 34. Ecology, Peace,
and Development in El Salvador

Education Policy
Policy Courses
Education 66. Child Development and Social
Policy
Education 68. Urban Education
Education 141. Educational Policy

267

Public Policy
m

Related and Supporting Courses

Related and Supporting Courses

Education 61. W omen and Education

Political Science 36. Multicultural Politics

Education 63. School and Society

Education 61. Women and Education

History 136 and 137. Am erican Intellectual
History

Security Policy

Environmental Policy
Policy Courses
Political Science 43/Engineering 68.
Environmental Policy
Economics 76. Economics o f the Environment
and Natural Resources

Related and Supporting Courses
Biology 39. Ecology
Biology 50. MarineBiology
Engineering 32. Introduction to
Environmental Protection
Engineering 66. Environmental Systems

Food Policy

Policy Courses
Political Science 45. Defense Policy

Related and Supporting Courses
History 49. R ace and Foreign Affairs
Peace and C onflict Studies 15. Introduction
to Peace Studies
Religion 6. War and Peace

Welfare Policy
Policy Course
Political Science 41. Political Economy and
Social Policy: T h e U .S. in the 1990sN ot offered 1996-97
Economics 72. Social Economics
Economics 171. Labor and Social Economics

Political Science 47. Food Policy

N ot offered 1996-97
Related and Supporting Courses

History 68. Food & Famine

Education 68/Sociology/Anthropology 68.
Urban Education

Health Policy

O ther Qualifying Policy Courses

Policy Courses

Political Science 15. Ethics and Public Policy

Related and Supporting Courses

■

Economics 42. Law and Economics

Sociology/Anthropology 64. Seeds o f Change

Economics 75. H ealth Policy

I

N ot offered 1996-97

Policy Courses
Related and Supporting Courses

»

I

i

Biology 43. History of Biology
Sociology/Anthropology 86. Culture, Illness,
and Health

8

Multicultural/Gender Policy
Policy Courses
History 29. Sexuality and Society in M odem
Europe

I

History 54. Women, Society, and Politics
Political Science 32. Gender, Politics and
Policy in America
Political Science 33. Race, Ethnicity and
Public Policy: African-Americans

»

Economics 43. Public Policy and the
Am erican Family
Economics 73. W omen and Minorities in the
Economy

268

*

Religion

J . WILLIAM FROST, Professor, Director o f the Friends Historical Library2
DONALD K. SWEARER, Professor and A cting Chair, Spring 1997
ELLEN M . ROSS, Associate Professor and Co-C hair’
MARK I. WALLACE, Associate Professor and Co-Chair2
VERA B. MOREEN, Visiting Associate Professor
YVONNE P. CHIREAU, Assistant Professor1
NATHANIEL DEUT5CH, Assistant Professor
STEVEN P. HOPKINS, Assistant Professor
JENNIFER B. THOMPSON, Instructor

2 Absent on leave, spring semester, 1997.

3 Absent on leave, 1996-97.

REQUIREMENTS AND RECOMMENDATIONS

least) eight credits in Religion to meet depart­
mental graduation requirements.

Any course numbered 1 through 36 may be
taken as introductory to other courses in the
Department. Successful completion o f R eli­
gion 1 or another o f the introductory courses is
normally required for admission to courses
numbered 101 and above. Completion o f two
courses is usually prerequisite for admission to
a major in Course or a major or minor in
Honors.
The major in Religion is planned through con­
sultation w ith faculty members in the
Department. To ensure breadth in the program
of study all majors are required to complete a
primary distribution course and to take at least
one course from three curricular groups which
include the several religious traditions and the
varied modes of analysis represented in the
Department (see “Majoring in Religion at
Swarthmore”). Students in both Course and
the Honors Program are expected to have
taken the background courses required for
work in specific seminars. A component o f a
major’s program o f study may include study
abroad planned in collaboration w ith the
Department.
Only one course cross-listed from another
department can be counted toward the major.
Majors in Course will take Religion 95, the
Senior Comprehensive Paper, normally in the
first semester of their senior year. A ll majors in
Course will also take an oral comprehensive
examination based on the Senior Compre­
hensive Paper and on courses taken within the
major. Majors are required to complete (at

HONORS PROGRAM
T h e normal method o f preparation for the
Honors Program will be through three semi­
nars, although with the consent o f the depart­
m ent work done in a combination o f two
courses or in study abroad can count for one
preparation. Students have the option o f writ­
ing a two-credit thesis or combining a onecredit thesis and a course for one preparation.
During the senior year as part o f their senior
honors study those students not writing a the­
sis will receive one credit for writing an articlelength research paper (5,OCX) to 6,250 words)
or doing a special project involving research.
T h e paper or project can expand upon a topic
covered in one seminar, or integrate materials
covered in two seminars, or be based upon
research done during study abroad. T h e depart­
ment must approve the topic, and a faculty
member will provide initial guidance for the
bibliography and in helping the student define
the scope of the project, but the work will be
done independently and presented to an hon­
ors examiner for evaluation.
Senior honors students writing a one- or twocredit thesis will be given a reading list of
books and articles relevant to studying religion
in selected fields. T h e honors examiner will
evaluate this material and will provide the
grade.

269

Religion

Students who have a minor in religion do a sin­
gle two-credit preparation which must be in a
seminar. In addition minors must complete two
courses in religion (including any prerequisites
for the seminar) prior to being admitted to any
seminar.
Students whose minor in religion can be incor­
porated into the final requirements for Senior
Honors Study in the major should do so. T he
Department of Religion will work out with the
student and the major department the guide­
lines or a model for this integrated exercise. In
cases where the department and the student
conclude that integration is not feasible or
desirable, the student may do a 2,500 word
paper. Alternatively, the department will pro­
vide a reading list of books. T h e reading list or
paper will become part o f the Honors Program
Portfolio and may be part o f the materials
examined.

COURSES
1 . Religion and Human Experience.
T his course introduces the nature of religious
worldviews, their cultural manifestations, and
their influence on personal and social self­
understanding and action. T h e course explores
various themes and structures seminal to the
nature o f religion and its study: sacred scrip­
ture; visions o f ultimate reality and their vari­
ous manifestations; religious experience and its
expression in systems o f thought; ritual behav­
ior and moral action. Members of the Depart­
m ent will lecture and lead weekly discussion
sections.

poems o f love, war, and religious devotion;
Rajasthani women’s wedding songs, and love
poems to the Prophet Muhammad.

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Fall semester. Hopkins.

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3. Hebrew Bible and the Ancient
Near East.
A n introduction to the Hebrew Bible and the
religion of ancient Israel within the context of
other ancient Near Eastern religious traditions.
T h e Hebrew Bible will be read closely in
English translation with special attention to
mythological, exegetical, sociological, gender,
and body issues. In addition to the Hebrew
Bible, literature from Mesopotamia, Egypt, and
Canaan will be read, including, The Epic of

4. New Testament and Early Christianity.
A n introduction to the New Testament and its
development. T h e New Testament will be read
closely in English translation, with special
attention to problems of redaction and literary
construction, as well as the formation o f early
Christian orthodoxy and heresy. In addition to
the New Testament, several “false” Gospels
which were not included in the .orthodox
canon will be read. Finally, the figure-of Jesus
will be examined in light o f Jewish and other
contemporary traditions.

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5. Problems of Religious Thought.
Study o f contemporary religious and cultural
problems.

N ot offered 1996-97. Wallace.

6. War and Peace.
A n analysis o f the moral issues posed by war
and pacifism, tracing the evolution o f major
ideas of war from the bible to the present. A
study o f America’s wars since 1940 will apply
these ideas in this nation’s response to orga­
nized violence.

270

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Spring semester. Deutsch.

Primary distribution course.

A cross-cultural, comparative study o f religious
literatures in Jewish, Christian, Islamic, and
Hindu traditions. How “secular” love poetry
and poetics have both influenced and been
influenced by devotional poetry in these tradi­
tions, past and present. Readings include the
Hebrew Song o f Songs, D ante and the
Troubadours; the Flemish female saint-poet
Hadewijch and San Juan de la Cruz; the San­
skrit plays o f Kalidasa; South Indian Tamil

5»

Gilgamesh, The Enuma Etish, and The Theology
o f Memphis.
Fall semester. Deutsch.

F all semester. Staff.

2. Religion and Literature: From the Song
o f Songs to the Hindu Saints.

I

N ot offered 1996-97■ Frost.

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7 . Rabbinic Thought and Literature.
T his course will examine the thought, litera­
ture, and social context o f rabbinic religion
from the fall o f Jerusalem to the redaction of
the Babylonian Talmud.

N ot offered 1996-97■ Deutsch.

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$

m

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8. Patterns of Asian Religions.

world renunciation, and the social order.

A thematic introduction to the study o f reli­
gion through an exam ination o f selected
teachings and practices o f the religious tradi­
tions of South and East Asia structured as pat­
terns of religious life. Materials taken from the
Hindu and Buddhist traditions of India, the
Confacian and Taoist traditions o f China, and
from Zen in Japan. Major themes include god
and the gods, personhood and community,
gender and the body, narrative and popular
piety.
Primary distribution course.

N ot offered 1996-97. Hopkins.

Spring semester. Swearer.

9. The Buddhist Traditions of Asia.
»

I

This course explores the unity and variety of
the Buddhist tradition within the historical
and cultural contexts o f South, Central, and
East Asia. T h e course focuses, in particular, on
four traditions: Theravada in Sri Lanka, C h ’an
(Zen) in China, Vajrayana in Tibet, and Jodo
Shin Shu in Japan.
Foil semester. Swearer.

10. African American Religions.
1

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What makes African-American religion “African” and “American”? Using text, films, and
music, we will examine the sacred institutions
of A m ericans o f A frican descent. M ajor
themes will include: Africanisms in American
religion; slavery and religion; gospel music;
African Am erican women and religion; black
and womanist theology; T h e C ivil Rights
Movement; and Islam and urban religions.
Field trips, including visits to Father Divine’s
Peace Mission and th e first independent black
church in the U nited States, M other Bethel
A.M.E. Church.
Spring semester. Thompson.

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11. A Path to Theocracy: The IWelver
Shi’is of Iran.
This course examines the origins and develop­
ment of S h i’ism in Iran focusing on modem
religious and political developments.

I

Not offered 1996-97. M oreen.

I

12. The History, Religion & Culture of
India I: From the Indus Valley to the
Hindu Saints.

13. History, Religion and Culture of
India II: From Akbar to Gandhi and the
Voices of Untouchable Liberation.
A study o f the religious history o f India from
the advent o f Islam to the present. T h e rise and
fall o f the Moghuls, Sufi piety, and the consol­
idation o f Muslim orthodoxy. T h e birth o f the
Sikh tradition and the songs of Hindu Saints.
T h e colonial and post-colonial periods as seen
through the lenses o f the Hindu reformers of
the Bengali Renaissance, Sri Ramakrishna and
Vivekananda, Gandhi, the Hindu nationalist
movements, and Ambedkar’s legacy to the pre­
sent.
Spring semester. Hopkins.

14. Philosophy of Religion.
T his course considers Anglo-Am erican and
Continental philosophical approaches to reli­
gious thought using different disciplinary per­
spectives. Topics include rationality and belief,
proofs for existence of God, problem o f evil,
interreligious dialogue, feminist revisionism,
and postmodernism. Thinkers include Kant,
Kierkegaard, Nietzsche, W ittgenstein, Buber,
Kafka, Ricoeur, Levinas, Plaskow, Daly, Abe,
and Wiesel.

Fall semester. Wallace.

15. Introduction to Islam.
T h e historical origins and development of
Islam will be studied in light o f the sources that
have shaped it. Them es to be explored include
the central doctrines o f Islam as derived from
the Qur’an and traditions (sunna), the devel­
opment o f Islamic law (shari’ah), the Sh i’i
alternative, the growth o f Muslim theology,
philosophy, and mysticism (Sufism), and con­
troversial issues among contemporary Muslims.

Fall semester. Moreen.

16. Introduction to Jewish Mysticism.
This course will survey the history and litera­
ture o f Jewish mysticism, beginning with
Merkabah mysticism, continuing through the
German Pietists and the Kabbalah, and ending
with Sabbatianism and Hasidism.

N ot offered 1996-97. Deutsch.

The religious history o f India, with a focus on
Hindus, Buddhists, and Jains. Them es include
hierarchy, caste and class; image worship,

271

Religion
■»

1 7 . Western Religious Thought from
325-1500.

women’s religious experiences in the United
States.

Survey o f w estern religious culture and
thought from the early to the late Middle
Ages.

N ot offered 1996-97. Chireau.

N ot offered 1996-97. Ross.

18. Western Religious Thought from
1500 to 1900.
Survey o f W estern religious thought and cul­
ture from the Reformation to the modem
period.

N ot offered 1996-97. Wallace.

19. Quakerism.
T h e history o f the distinctive religious and
social ideas and practices o f Friends from the
1650s to the present. Special emphasis will
be placed on changes in worship and theolo­
gy caused by the enlightenment, evangelical­
ism, and modernism. There will be compar­
isons among English, American, and Third
World Friends. There will be assessment o f
th e contributions o f Quakers to reform
movements: Indian rights, anti-slavery, the
treatment o f the insane, prison reform, tem­
perance, women’s movement, and peace.

25. Medieval Judaism: Philosophers,
Poets, and Mystics.
Medieval Judaism will focus on three tradi­
tions within medieval Jewish culture: philos­
ophy, poetry, and mysticism. O ther sources
will explicitly focus on the issues o f what it
means to be Jewish and what is Judaism in
the Middle Ages. Both primary and sec­
ondary literature, .w ill be read. Primary
sources will include selections from
Maimonides’ philosophical opus The Guide to
the Perplexed, Judah Ha-Levi’s impassioned
definition and defense o f Judaism in The
B ook o f the Kuzari, and Moshe De Leon’s mystical masterpiece, The Zohar.

Spring semester. Moreen.

F all semester. Thompson.

22. Religion and Ecology.

2 7. Modern Jewish Thought and
Literature.

T h e challenge o f the ecological crisis to con­
temporary religious thought and practice.
Readings will be drawn from M. Heidegger,
Book o f Job, Buddhist scriptures, J . Muir,
B lack Elk, E. Abbey, S . G riffin, B.
M cKibben, C . Hyun-Kyung, and R . Ruether.

N ot offered 1996-97. W allace.

23. Catholic Traditions.
Topics in the history, thought, and practice
o f various C atholic traditions.

N ot offered 1996-97. Ross.

A close reading o f modem Jewish works
including those o f Solom on Maimon, Moses
M endelsohn, Sigmund Freud, W alter
Benjam in, M artin Buber, Franz Rozenweig,
Isaac Deutscher, Cynthia Ozick, and other
luminaries. W e will examine topics such as
Hasidism, Haskalah (Jewish Enlightenment),
Zionism, the Holocaust, and twentieth cen­
tury Jewish philosophy.

j

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Spring semester. Deutsch.

24. Women and Religion.

28. Ritual and Image in Ruddhist
Traditions.

T h is course will exam ine the variety of

A n interdisciplinary, historical introduction

272

J

26. Religion in America: A Multicultural
Approach.

This course will focus on Islamic Mysticism
(Sufism), its theory and practice, as expressed
in the prose and poetry o f some o f the great­
est mystics, such as ‘Attar, Ansari, Ibn al’Arabi, Rumi, Hafiz, and others.

2 1. “ The Friends of God” : The Great
Mystics of Islam.

4

Fall semester. Deutsch.

A n introductory survey that explores religion
in the U nited States from an historical per­
spective. Starting with an exam ination of
Native A m erican belief systems on the eve of
culture contact, and moving onward to the
impact o f present-day immigrant traditions,
this course will emphasize Am erica’s heritage
o f cultural diversity and religious pluralism.
Them es to be covered include: revivalism;
occultism and religious outsiders; Islam and
Judaism in America; fundamentalism; and
contemporary religious movements in the
U nited States.

Fall semester. Frost.

«

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1

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to Buddhist traditions in South, Southeast,
Central and East Asia, with an emphasis on
imagery, monumental architecture, devotion,
and religious practice.

monies, music and movement of African reli­
gions? This course explores the dynamics of
A frican religions throughout the Diaspora.

(Cross-listed as A R T H 38.)

36. Comparative Religious Mysticism.

Not offered 1996-97. Graybill and Hopkins.

Mysticism is studied as a distinctive phenom­
enon within the religious traditions of Asia
and the West.

29. Monasticism and the Arts in the
Christian Middle Ages.

I

Survey o f Christian monastic contributions
to the arts in the Middle Ages.
I

(Cross-listed as A rt History 46.)

Not offered 1996-97. Ross and Cothren.

j

30. Religion as a Cultural Institution.
(See Sociology and Anthropology 70.)

31. Magic and Religion.
I

What is the relationship between the phe­
nomena o f religion and magic? T his course
will explore various theoretical and historical
approaches to this question:

a

Not offered 1996-97. Chireau.

32. Buddhist Social Ethics.
5

'*

A study o f the doctrinal foundations of
Buddhist social ethics; classical conceptions
of individual and social well-being; and con­
temporary interpretations o f Buddhism as a
program for social, economic, and political
transformation in South and Southeast Asia.
Sources include Pali texts, studies by modem
scholars, and the work o f contemporary
Buddhist activists.

Spring semester. Swearer.

1

33. Black Wumen and Religion in the
United States.

I

This course explores how social, cultural and
political forces have intersected to inform
black women’s personal and collective
attempts at the definition o f a sacred self.

N ot offered 1996-97. Chireau.

N ot offered 1996-97. Swearer.

37. Greek and Roman Religion.
(See Classics 37.)

38. Icons and Iconoclasts: Views of the
Image in Ritual and Literature.
A cross-cultural, comparative study o f the use
and critique of sacred images in Biblical Juda­
ism, Eastern Christianity, Hindu, Buddhist,
and Jain traditions o f India. Exploration of
differing attitudes towards the physical
embodiment o f divinity, including issues of
divine “presence” and “absence”; icons, aniconism , and “idolatry”; and distinctions
drawn in some traditions between different
types of images and/or different devotional
attitudes toward sacred images. From Yahweh’s back, bleeding icons, to Jain worship of
“absent” saints.

Spring semester. Hopkins.

43. Prophets and Visionaries: Christian
Mysticism Through the Ages.
Course considers topics in the history of
Christian mysticism.

N ot offered 1996-97. Ross.

44. Religious Transformations and
Contemporary Literature.

1

35. From Vodun to Voodoo: African
Religions in the Old and Hew Worlds.

T h e postwar generation having “lost their
religion” or being simply unchurched, is ex­
periencing a crisis of spirit as reflected in the
burgeoning self-help industry and interest in
“new age” religions. T heir yearning for guid­
ance and a new spirituality that provides a
framework for understanding the origin, pur­
pose, and meaning of life is also reflected in
their literature. This course will focus on
expressions o f religious disaffection, revivals
o f the spirit, and visions o f transformation in
contemporary literature. Readings will
include Ntozake Shange, Joh n Updike, A na
Castillo, W alker Percy, and Kim Chem in.

I

Is there a kindred spirituality in the cere­

Spring semester. Thompson.

Not offered 19 96-97. Chireau.

34. Asian Religions in America.
j

This course will explore various forms o f the
appropriation, establishment, and transfor­
mation of Hinduism, Buddhism, and Islam in
America.

Not offered 1996-97 Swearer.

Religion

93. Directed Reading.

sion o f the instructor.

Staff.

Spring semester. Thompson.

94. Senior Honors Study.

Duddhism and Society in Southeast Asia
(Seminar: 104).

(See description under “Honors Program” by
the department.)

95. Senior Comprehensive Paper.
Majors in Course are required to write the
Senior Comprehensive Paper, normally in the
fall semester o f the senior year. T h e paper will
be in the nature o f extended take-home essays
on topic areas stipulated by the Department.
T h e topics will be designed around areas of
study in the field o f religion. A student’s prepa­
ration for the Senior Comprehensive Paper
will include course work as well as special syl­
labus reading for each essay.

A m ultidisciplinary study o f Theravada
Buddhism against the historical, political,
social, and cultural backdrop o f Sri Lanka,
Burma, and Thailand.

N ot offered 1996-97. Swearer.

Religion and Society (Seminar: 105).
How have religious, ideas and institutions
shaped and been influenced by Am erican cul­
ture? Topics include the varieties of Protes­
tantism, Roman Catholicism, and Judaism,
and contemporary religious practices, church
and state.

96. Thesis.

N ot offered 1996-97. Frost.

Staff.

Contemporary Religious Thought
(Seminar: 106).

PREPARATION FOR HONORS
EXAMINATIONS
T h e Department will arrange Honors Exami­
nations in the following areas, to be prepared
for in the ways indicated.

Preparation by seminar:

Jesus in History, Literature, and Theology
(Seminar: 101).
A study o f images o f Jesus through history, art,
film, fiction, and popular culture.
Prerequisite: Religion 2, 4, 16, 17, 18, 23, 24,
106, 115, or 116, or permission o f the instruc­
tor.

Study of the major theological options in the
W est since the Enlightenment..

N ot offered 1996-97. W allace.

Liberation Theology (Seminar: 107)
A study o f the principal themes o f liberation
theology as it has developed in Latin America
during recent decades. Readings will be. drawn
from such Latin American theologians as Boff,
Gutierrez, and Segundo. A tten tion will also be
given to the relationship o f liberation theology
to the Rom an C atholic tradition, to the social
and political movements which it h,as influ­
enced, and to its critics.
Prerequisite: Religion 4 ,6 , or the permission of
the instructor.

N ot offered 19 96-97. Ross.

Spring semester. Lacey.

Folk and Popular Religion in the United
States (Seminar: 102).

Poets, Saints and Storytellers: Religious
Literatures of India (Seminar: 108).

This seminar investigates the cultural com­
plexity o f the Am erican religious experience
through the lens o f folk and popular traditions.

T h e major forms of Indian religious culture
through the lenses o f its varied regional and
pan-regional literatures, focusing on gender,
the passions, and religious devotion.

N ot offered 1996-97. Chireau.

Women and Spirituality (Seminar: 103).
Using various methodological approaches and
texts by Native American, African-American
and Euro-American women writers, we will
examine women’s spiritual experiences, tradi­
tions and religious healing cross-culturally.
Prerequisites: Religion 24, 26, 33, or permis-

274

Not offered 1996-97. Hopkins.

Religious Relief and Moral Action
(Seminar: 110).
T h e seminar will explore the relationship
between religion and morality. Basic moral
concepts in Buddhism, Christianity, and
Hinduism will be studied in relationship to

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their cosmological/theological frameworks and
their historical contexts. T h e course will ana­
lyze concepts o f virtue and moral reasoning,
the religious view o f what it means to be a
moral person, and the religious evaluation o f a
just society. T h e course includes a considera­
tion of M artin Luther King Jr., Dorothy Day,
Mahatma Gandhi, and T h ich N hat Hanh.

f

Fall semester. Swearer.

I

Medieval Theology and Contemporary
Feminism (Seminar: 111).

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This course explores the integration o f recent
women’s studies scholarship with themes in
medieval spiritual theology.
Not offered 1996-97. Ross.

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Postmodern Religious Thought
(Seminar: 112).

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The problem o f ethics and belief beyond the
philosophical foundations of traditional reli­
gious thought. Readings include Kierkegaard,
Nietzsche, Heidegger, Barth, Derrida, Levinas,
Bataille, and Kristeva.

I

Prerequisite: Religion 2, 5, 14, 17, 18, 22, or
permission o f the instructor.
Not offered 1996-97. W allace.

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This course examines the problem o f dualism
and the history of dualistic religious traditions
from the Gnostics and Mandaeans of Late
Antiquity to the recent writings o f Harold
Bloom.
Not offered 1996-97. Deutsch.

The Body in Late Antiquity
(Seminar: 116).
A n examination of different views o f the body
(human, angelic, and divine) in Late
Antiquity, with special emphasis on sexuality,
gender, divinity, and mystical transformation.
W e will read primary and secondary sources
from the G reek philosophical tradition,
Christianity, Judaism, and Gnosticism. Topics
include: Jesus’ body (or lack o f it, i.e.
“Docetism”), Pauline views, the Shiur Qomah,
and G nostic anti-somaticism.

Spring semester. Deutsch.
Preparation by course and attachment:
Buddhism

The Buddhist Traditions of Asia

From Buddha’s Relics to the Body
of God: Hindu and Buddhist Devotion.
(Seminar: 113).

M edieval Religious Thought

A comparative historical and them atic exploration of Hindu and Buddhist forms o f devo­
tion in South and Southeast Asia. Narrative,
popular piety, image veneration, and pilgrim­
age.

Philosophy o f Religion

Not offered 1996-97. Hopkins.

Love and Religion (Seminar: 114).
■

The Gnostic Imagination: Dualism from
Antiquity to Harold Bloom (Seminar: 115).

An exploration o f the concept of “love” in
selected western, near eastern and Indian traditions. T h e uses o f love and sexuality, the
body and the passions, in religious discourse to
describe the relationship between the human
and divine. Sources range from Plato and the
Troubadours to A ngela o f Foligmo, and from
Bengali devotional poetry to motions o f “love”
in a Tamil family. Major theoretical ques­
tions— the cultural construction of emotions,
the erotic life, the body, and religion— will be
derived from Nusshaum, B iale, Bynum,
Ramamujan, and Trawick.

Fall semester. Hopkins.

(Swearer)

Western Religious Thought from 325 to
15D0 (Ross)
Philosophy of Religion

(W allace)

M odem Religious Thought

Problems of Religious Thought

(W allace)

Hebrew Scriptures

Hebrew Scriptures and the Ancient
Near East (Deutsch)
Preparation by combinations o f courses:
Indian Religions

History, Religion and Culture of India i
(Hopkins)

History, Religion and Culture of India II
(Hopkins)

Preparation by Thesis:
Students who declare a major in Religion in
their Honors Program may, with permission of
the Department, offer a thesis as one of their
Honors preparations.

Sociology and Anthropology

HECTOR SAMOUR, Cornell Visiting Professor
RRAUUO MUNOZ, Professor
STEVEN I. PIKER, Professor
JOY CHARLTON, Associate Professor and Chair
ROSIN E . WAGNER-PACIFICI, Associate Professor
MIGUEL DIAZ-RARRIGA, Associate Professor
RRUCE GRANT, Assistant Professor2
LISA HAJJAR, Visiting Assistant Professor
MICHAEL SPEIRS, Lecturer

2 A bsent on leave, spring semester, 1997.

T h e 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 o f life in
human societies and cultures, as well as the
pressures and contradictions that produce pat­
terns o f conflict and change. Courses variously
emphasize the comparative study o f societies
and cultures; the conditions o f social organiza­
tion as well as disorganization; evolution and
the bases o f human adaptation; change as well
as continuity; gender and culture; the human
life course; the symbolic aspects o f human
social life.
Emphasis is also placed on the relevance of
Sociology and Anthropology to the study of
contemporary and, particularly, A m erican
society, and to contemporary social problems.
T h e department strongly encourages students
to carry out their own research and offers
internship opportunities as well as courses in
research methods.
In addition to exploring the mutuality of
Sociology and Anthropology, members o f the
department and their courses have many links
to neighboring disciplines such as Biology,
Education, English, History, Literature,
Philosophy, Psychology, and Religion. T he
department also participates in a Special Major
in Linguistics and BioAnthropology.

REQUIREMENTS AND RECOMMENDATIONS

points o f entry for students wishing to begin
work in the department. Enrollment in these
courses is unrestricted, and completion o f one
o f them will normally serve as prerequisite to
all other work in the department (Som e cours­
es may, however, w ith permission o f the
instructor, be taken without prerequisite.)
Applicants for major will normally be expected
to have completed at least two courses, in the
department. Course majors will complete a
minimum o f eight units o f work in the
Department, including a double-credit thesis
tutorial normally to be taken during the fall
and spring semesters o f the senior year. T he
Research Design course, S A 21, is strongly rec­
ommended for majors, and spring semester of
the junior year is the ideal time to take it, as it
offers important preparation for the senior the­
sis project.
Students contem plating student teaching
would normally schedule their program so it
does not conflict with their senior thesis. Such
programs should be developed in close consul­
tation with advisors in the Sociology and
Anthropology department and the Education
Program.
T h e department emphasizes the importance of
familiarity with appropriate, elementary statis­
tics as well as computer literacy, both for work
taken at the College and for subsequent career
development. Toward underlining this, the
Department crosslists Stat courses 2 and 23
(listed as, respectively, Sociology and Anthro­
pology 27 and 28).

M ajor and m inor in the H onors Program:
Courses numbered 1 through 19 may serve as

Candidates for honors in Sociology & Anthro­

pology must complete three honors prepara­
tions, one o f which must be S & A 180, Thesis.
T h e other two preparations may be a seminar,
or, with permission, course plus attachm ent,
paired upper level courses, or foreign study.
Majors in the honors program must also com­
plete one unit o f senior honors study. Minors in
the honors program must complete one prepa­
ration and prepare a specified paper as part of
their senior honors study. See “Majoring in
Sociology & Anthropology” for additional
information.

AREAS OF SPECIAL CONCENTRATION IN
SOCIOLOGY AND ANTHROPOLOGY
Teaching and research interests of members of
the department cluster to create a number of
subject matter areas. Students who are inter­
ested in one o f these are encouraged to meet
with the indicated department members to
plan a program of study.
(1) Social Theory and Social Philosophy
(Grant, Muñoz, Piker, W agner-Pacifici)

CERTIFICATION FOR SECONDARY
SCHOOL TEACHING
There are two normal routes to Social Studies
certification. O ne of these is through a major
in the social sciences, plus four to six semesters
o f courses in other social sciences. Students
majoring in History, Political Science, and
Sociology-Anthropology are required to take
at least four courses outside their major; stu­
dents majoring in Economics and Psychology
are required to take six. T h e other route to cer­
tification 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. A ll
students seeking social studies certification are
required to take two courses in history. A t least
one course in American history and one social
science course focusing on Third World or
non-Anglo subject matter are required.

COURSES

(2) Human Adaptation, Cultural Ecology,
and Human Evolution (Piker, Speirs)

1 . Modern America: Culture, Society,
and State,

(3) Post-Industrial Society (Charlton, DiazBarriga, G rant, W agner-Pacifici)

This course will explore central themes and
points o f conflict in American life, authority,
community, sexuality, work, personal identity,
politics, and heroism. T his exploration will
proceed by way o f an analysis both o f the insti­
tutional representations o f these central issues
and their cultural expressions.

(4) Cultural and Ethnic Pluralism (Charlton,
Diaz-Barriga, Grant, H ajjar)
(5) Religion and Culture (Charlton, Grant,
Hajjar, Piker)
(6 ) Psychology
Piker)

and

Culture

(C harlton ,

(7) Sociology o f A rt and Intellectual Life
(Grant, Muñoz, W agner-Pacifici)
(8) Modernization and Development (DiazBarriga, Hajjar)
(9) M odem A m erica (C harlton ,
Barriga, Hajjar, W agner-Pacifici)

Diaz-

(10) T h e Life Course (Piker)
(11) Inequality (Charlton, Diaz-Barriga, H aj­
jar, W agner-Pacifici)
(12) Political Behavior and Culture (DiazBarriga, G rant, Hajjar, Wagner-Pacifici)

Primary distribution course.

N ot offered 1996-97. 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 culture,
patriotism, and belonging. T his course exam­
ines different kinds o f nationalist discourse
through recent anthropological and sociologi­
cal analyses o f ethnicity, class, and the use of
symbolism in complex societies.
Primary distribution course.

Fall semester. Grant.

3. Social Conflict and Social Change.
Social conflicts arise as a result o f competing
visions and agendas among groups with differ-

Sociology and Anthropology

en t social and political identities. Social
changes are the consequences of processes to
resolve such conflicts, whether through concil­
iatory or violent means. This course studies the
constructions o f socio-political identities (e.g.,
race, class, nation), considers how identity dif­
ferences inform struggles for equality, sepa­
ratism and domination, and focuses on specific
cases in which identity politics are at the heart
of conflicts within heterogeneous societies.

7 . Gender, Power, and Identity.

Primary distribution course.

Spring semester. W atner-Pacifici.

Sometimes called culture and personality, this
field explores the relationship between the
individual and his or her culture. T h e course
treats the following issues: a) the psychologi­
cal, or symbolic, capacities presupposed by cul­
ture; b) socialization, or the transmission of
culture from generation to generation; c) the
psychological functions o f culture. Case mate­
rials will be principally, but not exclusively,
non-Western, and the cross-cultural study of
child rearing will receive particular emphasis.

5. Freshman Seminar: Introduction to
Contemporary Social Thought.

N ot offered 1996-97. Piker.

Spring semester. Hajjar.

4. Symbols and Society.
T his course examines the ways in which we
orient ourselves in a world o f constant and
contradictory symbols. National symbols, ideo­
logical symbols, status symbols and others will
be analyzed with the approaches o f sociologists,
semioticians and anthropologists.

A general introduction to major theoretical
developments in the study of social life since
the 19th century. Selected readings will be
drawn from the work o f such modem social
theorists as Marx, Weber, Durkheim, Freud,
and Sim m el. Readings from contemporary
authors such as Geertz, Gofftnan, Giddens,
Lukes, and Rieff will also be included. These
developments will be studied against the back­
ground o f the socio-philosophical clim ate of
the 19th century. Limited enrollment.

A n exploration o f the social and political
implications o f gender, drawing on cross-cul­
tural and historical materials. Primary empha­
sis will be on developments in contemporary
America.
Primary distribution course.

Fall semester. Charlton.

8. Psychological Anthropology.

Primary distribution course.

10. Human Evolution.

Fall semester. Mufioz.

T his course surveys both the fossil record of
human evolution and the archaeological, primatological and ethnographic evidence which
has contributed to its interpretation. It evalu­
ates the interpretive frameworks in which the
data have historically been placed and assesses
how these schemes have been influenced by
ideological and scientific biases. T h e course
assumes no prior knowledge o f paleoanthropol­
ogy, but integrates information and perspec­
tives from anatomy, primatology, evolutionary
biology and the geosciences.

6. Cultural Borderlands.

Primary distribution course.

This course focuses on the anthropology and
sociology o f gender, ethnic, and class relations
in the U nited States. T h e course emphasizes
current discussions o f inequality and multi-culturalism as well as case studies, including
C hicano feminism, working-class sexuality,
gendered “backtalking,” survival strategies for
the African-American family. T h e course is
designed to introduce the student to the basic
concepts o f both anthropology and cultural
studies for understanding cultural “border­
lands” in the U nited States.

Fall semester. Speirs.

Primary distribution course.

Primary distribution course.

Fall semester. Diaz-Barriga.

278

12. Introduction to Latinos in the U.S.
T h e course is an introduction to anthropologi­
cal, sociological, and literary writing on
Chicano and Puerto R ican culture. T h e course
focuses on ethnic identity, covering such topics
as border ballads and folklore, inner-city life,
and Chicana/Riquenja feminism. Authors
studied in the course include Cisneros, Garza,
Lim on, Moraga, Paredes, Rodriguez and
Rosaldo.

Spring semester. Diaz-Barriga.

18. The Linguistic Foundations of
Racial Strife in American Education.
(Cross-listed with Education 18 and Linguis­
tics 18.)
Fall semester. Baugh.

28. Statistics.
(Cross-listed as Stat 23. Please see M athe­
matics and Statistics entry for description.)

3 1. Latin American Society and Culture.

(Cross-listed with English Literature 19 and
Linguistics 19.)

A n introduction to the relationship between
culture and society in Latin America. R ecent
and historical works in social research, litera­
ture, philosophy and theology will be exam­
ined.

Spring semester. Baugh.

N ot offered 1996-97. Munoz.

21. Research Design.

32. Latin American Urbanization.

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 gener­
ating theory. T h e roles o f theory, ethical
issues, and cultural and historical context in
the research enterprise will be addressed.
Students will design and undertake individ­
ual research projects, and members o f the
department will visit the class to discuss their
own research experience.

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
A m erica and explores housing policy
options. Members o f the class will be intro­
duced to concepts such as dependency,
underdevelopment, the informal sector, marginality, the culture o f poverty, self-construc­
tion, and self-help. T h e role o f the informal
sector in urban development, housing, and
the dependent economy is a particular focus.

19. The Evolution of African American
English.

Spring semester. Charlton.

22. Field Methuds.
Techniques o f primary data collection and
analysis used in field research, with particular
attention to participant observation and
interviewing. W e’ll read, in addition to the
how-to’s, some o f the classic ethnographies,
think about how theory connects with
method, and get practical experience doing
field research directly.

Fall semester. Charlton.

24. Discuurse Analysis.
We are what we speak— or largely so. T his is
the premise of “Discourse Analysis.” This
course will concentrate on language in a vari­
ety o f social contexts: conversations, media
reports, legal settings, etc. W e will analyze
these speech and writing interventions via
the tools o f socio-linguistics, ethnomethodology, critical legal studies, and discourse
analysis. T h e essential issue of the course can
be boiled down to the question: who gets to
say what to whom? (Cross-listed as Ling 24.)

Fall semester. Wagner-Pacifici.

27. Statistical Methods.
(Cross-listed as Stat 2. Please see M athe­
matics and Statistics entry for description.)

Not offered 1996-97. Diaz-Barriga.

33. Indigenous Resistance and Revolt in
Latin America.
T h e course explores ethnic conflict and rev­
olution in L atin A m erica, focusing on
G uatem ala, M exico, Peru, and Bolivia.
Readings for the course include ethnogra­
phies on rural and urban culture as well as
more general works on anthropological
theory.

Fall semester. Diaz-Barriga.

34. Ecology, Peace, and Development
in El Salvador.
(N ote: Class will be taught in Spanish but
papers may be written in English.)
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
developm ent, and the consolidation of
democracy. In this course, we will examine
the various models, policies, and practices of
development that are being proposed by

279

Sociology and Anthropology

political parties, international institutions
(including N G O s), and other civic groups in
El Salvador.

Spring semester. Samour, Diaz-Barriga.

37. Spanish American Society Through
Its Novel.
T his course will explore the relationship
between society and the novel in Spanish
America. Selected works by Carlos Fuentes,
Mario Vargas Llosa, Gabriel García Márquez,
Isabel A llende, Luisa Valenzuela, Elena
Paniatowska, and others.
(Cross-listed as 6 0 S A in Modem Languages.)

Spring semester. Hassett and Muñoz.

40. Gender Politics in the Third World.
T his course examines the debates in feminist
thought, including the growing attention to
the relationship between gender and other
forms o f oppression; the cultural construc­
tions o f gender differences and their political
significance in various societies in Asia, the
Middle East and Africa; the way gender has
been used in national movements for inde­
pendence and as symbols o f “authenticity”
and finally, the way gender is informing stud­
ies o f international relations, econom ic
development and state violence.

Fall semester. Hajjar.

N ot offered 1996-97. Grant.

53. Topics in Social Theory.
This course deals with Kant’s and Hegel’s
social philosophy insofar as it influenced the
development o f modem social theory. Works
by Marx, Weber, Durkheim, Freud, and criti­
cal theorists, neo-conservatives, and post­
modernists will also be discussed.

Fall semester. Munoz.

55. Power, Authority, and Conflict.
T his course analyzes the way in which power
emerges, circulates, is augmented and resisted
in diverse political contexts. Historical and
contemporary cases are interrogated with the
theoretical frameworks o f M arx, Weber,
Gramsci, A rendt, Parsons, and Foucault.
Issues include the question o f state autono­
my, political legitimacy, and the interpene­
tration of the personal and the political.

N ot offered 1996-97. Wagner-Pacifici.

58. Cultural Representations.
T h e course looks at models used by anthropologist/sociologists to analyze culture.
Readings for the course will focus on symbol­
ic analysis, practice and meaning, experi­
mental ethnography, structuralism, and post­
modernism. T h e majority o f readings center
on current debate in theories about culture.

46. Soviet Cinema.

Spring semester. Diaz-Barriga.

T h e early years o f the Soviet state produced
some of the world’s finest filmmakers, revolu­
tionizing cinem atic form through new visions
o f the political in the aesthetic. This course
organizes a critical look at the modernist
patriotic statements forged by early Soviet
directors, with an emphasis on the work of
Sergei Eisenstein. A background in Soviet
history or permission o f the instructor is
required.

61. An Introduction to Archaeology.

Not offered 19 96-97. Grant.

4 7. Soviet Culture.
T h e building o f the Soviet state was a vast
undertaking which drew on high modernist
visions o f cultural identity. T his course exam­
ines Soviet nationality and cultural policies
through the lens o f anthropology and litera­
ture, with a particular view to the debates
regnant in the nineteenth century and now
again in a post-Soviet setting over whether
Russia’s soul belongs to Europe or Asia..

280

(See Classics 51 for description.)

64. Seeds of Change: The
Environmental Consequences of the
Agricultural Revolution in Prehistory.
T his course investigates the im pact-of the
Agricultural Revolution in prehistory on
physical and social environments. W e exam­
ine the coevolutionary processes which
transformed m obile foraging groups into
sedentary farmers and herders following the
end of the last Ice Age and focus on the eco­
logical and paleodemographic impacts of
. increased reliance upon domesticated plants
and animals for subsistence. W e will examine
myths about prehistoric edens and indige­
nous populations as “Ecologically Noble
Savages” and will attempt to use the archae­
ological record as a guide for selecting appro­
priate options for future agricultural develop­
ment.

Spring semester. Speirs.

65. Primate Behavior.
(See Bio 45 for description.)
Fail semester, alternate years. Williams.

66. The Hominid Heritage: Special Topics
in Paleoanthropology.
The evolution of four presumably adaptive
hominid behavioral repertoires and their
anatomical substrates will be the focus of this
course. Emphasizing the development o f ana­
lytical competence in evaluating paleoanthropological data, as well as critical reading o f the
primary literature, we will examine changes in
dietary, locomotor, symbolic and reproductive
behavior over the course of human evolution
and consider the implications of these devel­
opments for understanding and coping with
several contemporary health and biocultural
issues.
Prerequisite: SA 1 0 or equivalent or instructor’s
permission.

Spring semester. Speirs.

67. The Idea of Race: Bio-Cultural
Perspectives on Human Variation.
A n introduction to the concept o f “race” and
its diverse applications in evolutionary biology,
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 physiologically or social­
ly constituted. W e consider the historical and
adaptive foundations of modem human biodi­
versity and examine the use and abuse o f racial
perspectives in anthropology, medicine and
related sciences.

America. May be taken without prerequisites
with permission of instructor.
(Cross-listed as Religion 30.)

Spring semester. Piker.

72 . Shamanism.
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. T his course
explores anthropological literature on shaman­
ism in the U nited States, Russia, and South
America in order to ask ourselves how we con­
stitute and appropriate the exotic.

N ot offered 1996-97. Grant.

73. Islam in the Modern World.
W e will study the social roots and contempo­
rary history of political Islam in the Middle
East, the treatment o f Islam in Western social
scien tific scholarship, including differing
analyses o f the intersection o f politics and reli­
gion in Muslim societies, and the problems of
discrimination and strategies o f integration for
Muslim communities living in the West. T he
purpose of this course is to critically assess the
politics o f Islam and Western representations
o f those politics in academic and media dis­
courses.

N ot offered 1996-97. Hajjar.

7 7 . Art and Society.
T h e 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, Maim,
Dostoevski, Neitzsche, and Plato will be exam­
ined.
Prerequisite: permission o f the instructor.

Not offered 1996-97. Speirs.

N ot offered 1996-97. Munoz.

68. Urban Educatiun.

79. Language, Culture and Society.

(See Education 68.)

(Cross-listed with Linguistics 25.)

70. Religion as a Cultural Institution.

Spring. Klein.

The focus is primarily cross-cultural, and reli­
gion case materials will be drawn from both
pre-literate and civilized traditions, including
the modem W est. T h e following topics will he
emphasized: religious symbolism; religious evo­
lution; religion as a force for both social stabil­
ity and social change; psychological aspects of
religious belief; and religious change in modem

82. Law and Society: The Discourse of
Rights in the U.S.
This course explores the changing discourse o f
legal and political rights in the U S throughout
the 20th century, focusing primarily on rights
for minority groups, as the legal domain has
become the primary forum for socio-political
struggles. W e will analyze theories of law and

281

Sociology and Anthropology

social identity, the contours o f political
debates, the legal records on issues relating to
minority rights and the effects o f legal devel­
opments on contemporary society.

to discuss their thesis proposals with faculty
during the spring semester o f their junior year,
especially if they are interested in the possibil­
ity o f field work.

Fall semester. Hajjar.

Members o f the Department.

84. Social Inequality.

The following courses,

T his course analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies of both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings o f such issues as the nature
and representations o f work, property, body,
and mind in revealing and reproducing social
inequalities. T h e approach is pheomenological: How are inequalities made social and how
are they disrupted?
Not offered 19 96-97. Wagner-Pacifici.

86. Culture, Illness, and Health.
T his coutse will treat, 1) evolved human adap­
tations, with reference to health and illness; 2)
cultural constructions o f and responses to ill­
ness, and 3 ) the intersection o f non-Western
and W estern medical systems. Cross-cultural as
well as evolutionary materials will be featured.

Spring semester. 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 award­
ed on a CR/NC basis, for a half to one credit.
Sin ce available projects change, interested stu­
dents should see the instructor before registra­
tion. Interested students are also strongly
encouraged to take S A 21.

Fall and spring semesters. Charlton.

93. Directed Reading.
Individual or group study in fields o f special
interest to the students not dealt with in the
regular course offerings. Consent of the depart­
ment chair and o f the instructor is required.
For half or one credit.
Members of the Department.

96-97. Thesis. Theses will be required of
all majors.
Seniors will normally take two consecutive
semesters of thesis tutorial. Students are urged

282

with attachment,
can be taken in preparation for External
Examinations: S & A 55, 70, 84, 86.

SEMIHARS
10 1. Critical Modern Social Theory.
T h e 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 S c i­
ence; or permission o f the instructor.

Spring semester. Munoz.

102. History and Myth.
W e approach myth with an eye to hidden
meanings but tend to read history at face value.
T his course situates the canons o f W estern his­
toriography in cross-cultural perspective by
looking broadly at issues of popular history,
authenticity, memory, and the role o f history as
epistemology. Selected films, along with core
readings from Claude Lévi-Strauss, Karl Marx,
W alter Benjam in, and Clifford Geertz will
open discussion o f anthropological studies
which blur the boundaries between history and
myth.

Fall semester. Grant.

104. Culture and Creativity.
Evolutionary perspective on the question: how
do we creatively make use o f cultural resources
to construct ourselves and our life ways? Vast
diversity o f human lifeways argues that such
creative construction is a— perhaps the— hall­
mark o f human adaptation. Specific topics:
human evolution; foraging band as the basic
human pattern; human intelligence; human
emotion; gender; biography; history. Readings
include ethnographies, novels, native narra­
tives.

Fall semester. Piker.

105. Modern Social Theory.
A n analysis o f selected works by the founders

of modem social theory and contemporary
social theorists. Works by M arx, W eber,
Durkheim, and Freud will be discussed.

Prerequisites: advance work in Sociology/
Anthropology, Philosophy, or Political Sci­
ence; or permission o f the instructor.

Fall semester. Muñoz.

N ot offered 1996-97. Munoz.

107. Religion as a Cultural Institution.

116 . Human Rights in Theury and
Practice.

The following specific topics will be treated:
religious evolution; religion as a force for both
social stability and social change; the psycho­
logical bases for religious belief. Major theories
to be considered include those o f Max Weber,
Emile Durkheim, and Sigmund Freud. A crosscultural perspective will be emphasized, and
attention will be paid to religious change in
modem America.

Not offered 19 96-97. Piker.

108. Sncial Inequality.
This seminar analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies of both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings o f such issues as the nature
and representations of work, property, body,
and mind in revealing and reproducing social
inequalities. T h e approach is partly phenome­
nological: how are inequalities made social and
how are they disrupted?

Fall semester. Wagner-Pacifici.

110. Work and the Workplace.
This seminar examines the meaning of life as it
relates to work, on both micro and macro lev­
els, using the classic theoretical statements as
well as case studies.
Not offered 19 96-97. Charlton.

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, Parsons, and
Foucault.

This course deals with the emergence and
institutionalization o f international human
rights in the 20th century. W e start with polit­
ical theory (rights o f man, sovereignty, interna­
tional law) and developments concerning
political and civil rights, social and economic
rights, and indigenous “people’s rights.” W e
then deal with various problems, including
debates over universalism v. cultural rela­
tivism, enforcem ent in the state-centered
international order, and states’ cooptation of
human rights discourse to serve political ends.
Finally, we focus on several case studies from
the Middle East involving sovereignty, gender
and religion, minorities, and international
humanitarian intervention.

Spring semester. Hajjar.

1 1 7 . Liberation Theology and Social
Movement in Latin America.
T his course looks at the concepts, practices,
and history o f liberation theology and new
social movements in Latin America, focusing
on the ways Christian Base Communities
(C E B s) and social m ovements (including
human rights, women’s, urban and ecological)
have articulated demands and sought to
empower local communities. T h e relations
between popular religion in Latin America and
liberation theology will also be explored.

N ot offered 1996-97. Diaz-Barriga, Lacey.

120. Gender and Culture.
A comparative exploration of the social con­
struction of gender utilizing diverse theoretical
and empirical perspectives.

N ot offered 1996-97. Charlton.

N ot offered 1996-97. Wagner-Pacifici.

180. Thesis.

115. Freud and Modern Social Theory.

Candidates for Honors will usually write theses
during the senior year. Students are urged to
have their thesis proposals approved as early as
possible during the junior year.

The seminar divides into two parts. T h e first
part is devoted to a close reading o f selected
items from the Freudian canon. T h e second
part will examine Freud’s contribution to cur­
rent social and cultural analysis. Besides works
by Freud, works by M itchell, Rieff, Habermas,
and Foucault will be examined.

Members o f the Department.

283

Women’s Studies

Coordinators:
Comm ittee:

JEANNE MARECEK (Psychology) (fall)
ABBE BLUM (English Literature) (spring)
Amy Bug (Physics) (spring)
Joy Charlton (Sociology and Anthropology)
Sibelan Forrester (M odem Languages and Literatures)
Tamsin Lorraine (Philosophy)
Sunka Simon (M odem Languages and Literature)
Patricia White (English Literature)

T h e program in W om en’s Studies provides stu­
dents with the opportunity to learn the contri­
butions o f women to society, science, and the
arts; to study gender and gender roles in a vari­
ety o f social and historical contexts; to relate
issues o f gender to those of race, class, and sex­
ual preference; and to explore new methods
and theories arising from interdisciplinary
study. W om en’s Studies encourages students to
exam ine critically the representations o f
women in religion, in the arts and literature, in
social and political theory, and in the sciences.
Students in any major, whether in Course or in
the Honors Program, may add a concentration
in W om en’s Studies to their program by fulfill­
ing the requirements stated below. Students in
the'H onors Program may minor in W om en’s
Studies or design a Focus in consultation with
the W omen’s Studies Coordinator, following
the guidelines outlined below. A ll students
intending to pursue W om en’s Studies should
submit their proposed program to the coordi­
nator o f the concentration when they submit
their sophomore papers. A ll program proposals
must be approved by the W om en’s Studies
Committee.

credit thesis or pursue an independent study as
a substitute for regular course work. Students
may also, with the approval of the Coordi­
nator, include in their programs courses on
women and gender offered at Bryn Mawr,
Haverford, the University o f Pennsylvania,
and abroad. These courses can be accepted
toward the concentration after they have
received credit through appropriate depart­
ments. If the institution in which the course
was offered has a Women’s Studies Program,
the course in question must be cross-listed in
that Program to be accepted as a Women’s
Studies course at Swarthmore. W e encourage
those students interested in receiving credit for
applied or practical work, such as service learn­
ing projects, to consult the regulations on p. 61
o f the 1996-97 College Bulletin. Students will
normally take the senior seminar in the spring
semester of the senior year and complete the
equivalent o f a comprehensive examination
devised by the seminar instructor.
It is recommended that potential concentra­
tors take W om en’s Studies 1, Introduction to
W om en’s Studies, in their first or second year.

The Jean Brosius W alton '35 Fund contributes to
the support o f activities sponsored by the
W om en’s Studies Committee.

CONCENTRATION
Each concentration must include a minimum
o f five credits in W om en’s Studies. O ne course
must be the senior seminar. Because Women’s
Studies is an interdisciplinary program, the
courses (or seminars) in each concentration
must be selected from at least two different
Divisions. Students may elect, w ith the
approval of the Coordinator, to write a one-

284

HONORS PROGRAM
Students in the Honors program may minor in
W om en’s Studies by completing all require­
ments for the C oncentration in W om en’s
Studies, completing Mcredit o f Seniors Honors
Study and preparing for and taking one exter­
nal exam. T h e Senior Honors Study will be
completed either semester o f the senior year
and will consist o f a 2,500 word literature
review essay. T h e essay will identify and discuss
the contribution o f the several (no more than
six) works in W om en’s Studies that have made
the greatest impact on the student’s work in

the concentration. T h e study will normally be
undertaken in consultation with the Coor­
dinator o f W om en’s Studies. T h e review essay
will become part o f the student’s porfolio and
be sent to the external examiners.
Students in the Honors program may choose to
do a Focus in W om en’s Studies. Each Focus for
External Examination must include 4 honors
preparations. T h e Focus must include 1) two
Honors preparations w ithin the student’s
departmental major, and 2) two Honors prepa­
rations outside o f the student’s departmental
major, all four o f which have been approved by
the W omen’s Studies Comm ittee as W om en’s
Studies Honors preparations. In addition, stu­
dents doing a focus in W om en’s Studies must
participate in the senior seminar and complete
one credit of Senior Honors Study in Women’s
Studies.
Honors preparation in W om en’s Studies may
include combinations of courses as well as sem­
inars and theses, subject to the approval of
departments and the W om en’s Studies Com ­
mittee. Students should remember that courses
and Honors units may have prerequisites for
which they will be responsible. A student is
urged to consult with the department which
offers a course or seminar to be sure that she or
he is eligible to use it as a preparation for
Honors.
Courses o n women and gender regularly
offered for the concentration include:

Biology 43. History and Critique of
Biology.
Biology 93. Directed Reading in Feminist
Critiques of Biology.
Classics 34. Women in Classical
Literature.
Economics 43. Public Policy and the
American Family.
Economics 73. Women and Minorities
in the Economy.
Education 61. Women and Education.
English 10. Ways of Seeing.
English 1 1 . Illicit Desires in Literature.
English 15. Fictions of Identity.
English 29. Inscriptions of the Feminine
in 16th- and 17th-Century England.

English 3 1. Renaissance Sexualities.
English 34. Women and Writing
1750-1865.
English 39. Romanticism and the
Performance of Gender.
English 44. Lesbian Novels Since WWIi.
English 53. Contemporary Women’s
Poetry.
English 64. Topics in Asian American
Literature: Poetry.
English 82/Psychology 52.
Representations of Women’s Identity.
English 83. Cherchez la femme:
The “ Mystery” of Women in the
Mystery Genre.
English 86. Women and Popular Cultures:
Fiction, Film, and Television.
English 88. Queer Media.
English 89. Feminist Film and Media
Studies.
English 93. Lesbian Representation.
English 112 . Women and Literature.
History 10C. Freshman seminar: Sex and
Gender in Western Traditions.
History 10G. Women, Family and the
Chinese State.
History 18. Women in Preindustrial
Europe.
History 29. Sexuality and Society in
Modern Europe.
Histoiy 33. Women in Russia and the
Soviet Union.
History 52. The History of Manhood in
America.
History 54. Women, Society, and
Politics.
History 66. Topics in Latin American
History: Latin American Women.
History 89. Gender, Sexuality and
Colonialism.
Linguistics 25. Language, Culture, and
Society.

285

Women’s Studies

Literature 50G. Twentieth Century
German Women in Film and Literature.
Literature 51G. Gender and Race in
German Cinema.
Literature 61 SA. Women’s Testimonial
Literature of Latin America.
Modern Languages: French 12L.
Introduction à l’analyse littéraire.
Modern Languages: French 40. Literary
Theory and Early Modern French
Fiction.
Modern Languages: French 61. Odd
Couplings: Writings and Readings
Across Gender Lines.
Modern Languages: French 75/
Philosophy 75: Theorizing Otherwise:
French Women.
Modern Languages: French 76:
Ecritures Françaises au Féminin.
Modem Languages: French 102:
Théâtre Classique.
Modem Languages: German 77/Literature
77G . Literature of Decadence.
Modern Languages: German 88. Frauen
und Film.
Modern Languages: Russian 79R. Russian
Women Writers
Music and Dance 10. Women in Music:
Composers.
Music and Dance 36. Dance and Gender.
Peace Studies 40. Women and Peace.
Philosophy 45. Philosophical Approaches
to the Question of Woman.
Philosophy 145. Feminist Theory
Seminar.
Political Science 13. Feminist Political
Theory.
Political Science 3 1. Difference,
Dominance, and the Struggle for
Equality.
Political Science 32. Gender, Politics
and Policy in America.
Psychology 44. Psychology and Women.
Religion 24. Women and Religion.

286

Religion 33. Rlack Women and Religion
in the United States.
Religion 103. Women and Spirituality.
Sociology and Anthropology 7 . Gender,
Power, and Identity.
Sociology and Anthropology 40. Gender
Politics in the Third World.
Sociology and Anthropology 120. Gender
and Culture.
Women’s Studies 1 . Introduction to
Women’s Studies.
T his introductory course uses the analytic tools
arising from the study o f gender, race, and class
to examine the acquisition, organization, and
dissemination o f knowledge. It is intended for
students considering a concen tration in
W om en’s Studies and pondering the role of
gender construction in their major disciplines.
Each year the course will be designed around
one overarching topic crucial to women’s lives,
the representation o f women’s experiences,
and theory and research in the field. This year’s
course will be an interdisciplinary study o f the
body. W e will trace the appearances, develop­
ment, and signification of “body-talk” from the
late eighteenth century to today— i.e.,
rhetoric, textuality, architecture, ethnography,
and science of the female body, o f woman as
figure, and o f individual historical women in
W estern and Non-W estern societies.
Spring 1997. Simon.

Women’s Studies 91. Seminar in
Women’s Studies.
A n advanced seminar emphasizing theoretical
and methodological questions' which arise
when women are placed at the center o f study,
and in which students engage in research pro­
jects based upon their prior work with gender
in the various disciplines. T his class is required
of, and normally limited to, W om en’s Studies
concentrators and students completing a Focus
for Honors. It must normally be taken in the
senior year and cannot be used to fulfill distri­
bution requirements.

Wnmen’s Studies 92. Thesis.
A one-credit research project, culminating in
the prepraration of a written document, for stu­
dents majoring in Course.

Women’s Studies 192. Thesis.
A two-credit research project, culminating in
the preparation o f a written document, for
student participating in a Focus for Honors.

VI
The Corporation
Board of Managers
Alumni Association
Officers & Alumni
Council
The Faculty

288

Administration
Visiting Examiners
Degrees Conferred
Awards and Distinctions
Enrollment Statistics

The Corporation

January 1, 1996 to D ecember 31 , 1996
Neil R. Austrian, Chairman
! 22 Ballwood Road
Old Greenwich, C T 06870

Harry D. Gotwals, Assistant Secretary
Swarthmore College
Swarthmore, PA 19081

J. Lawrence Shane, Vice Chairman
21 College Avenue
Swarthmore, PA 19081

Suzanne P. Welsh, Treasurer
Swarthmore College
Swarthmore, PA 19081

Edward ]. Steiner, Secretary
Clover Yams, Inc.
Cedar Beach Road
P.O. Box 354
Milford, DE 19963

Louisa C . Ridgway, Assistant Treasurer
Swarthmore College
Swarthmore, PA 19081

Board of Managers
Neil R. Austrian, Chairman
22 Ballwood Road
Old Greenwich, C T 0687Ö
]. Lawrence Shane, Vice Chairman
21 College Avenue
Swarthmore, PA 19081
Edward ]. Steiner, Secretary
Clover Yams, Inc.
Cedar Beach Road
P.O. Box 354
Milford, D E 19963

Ex officio
Alfred H. Bloom

Chairman o f the Board Emeritus
Eugene M. Lang
912 Fifth Avenue
New York, N Y 10021

Currenl Term Expires December, 1996
Neil R. Austrian
22 Ballwood Road
Old Greenwich, C T 06870

William F. Lee, Jr.
10 Ogden Avenue
Swarthmore, PA 19081

Dulany Ogden Bennett
2865 N W Thurman Street
Portland, O R 97210

William G . Nelson, IV
Harris Data
611 N . Barker Road
Brookfield, W I 53045

*Joan B. Berkowitz
1940 35th Street, N.W.
Washington, D.C . 20007
Julie Lange Hall
1161 Pine Street
Winnetka, IL 60093
Lillian E. Kraemer
Simpson, Thatcher & Bartlett
425 Lexington Avenue
New York, N Y 10017-3909

*Nominated by the Alumni Association

**Lourdes Rosado
45 S . Merion Avenue
Bryn Mawr, PA 109010
*C . William Steelm an
P.O. Box 1354
Nantucket, M A 02554

**Young Alumni Manager

289

Board of Managers

»

Current Term Expires December, 1997
Nancy Y. Bekavac
Scripps College
1030 Columbia Avenue
Claremont, C A 91711
♦Marilyn J. Holifield
701 Brickell Avenue
Suite 3000
Miami, FL 33131
♦♦Miriam Jorgensen
351 Commonwealth Avenue, #9
Boston, M A 02115-1920
Lloyd W. Lewis
65 Twin Pine Way
G len Mills, PA 19342
James W. Noyes
9 Back River Circle
Savannah, G A 31411

Barbara Hall Partee
50 Hobart Lane
Amherst, M A 01002
J. Lawrence Shane
21 College Avenue
Swarthmore, PA 19081
Marc J. Sonnenfeld
Morgan, Lewis & Bockius
2000 O ne 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
440 S . LaSalle St., Suite 3112
Chicago, IL 60605

Current Term Expires December, 1998
♦♦Sam eer Ashar
45 Davenport Street
Cambridge, M A 021 4 0
♦Frederick W. Kyle
1900 Rittenhouse Square
Apt. 15B
Philadelphia, PA 19103

Jane Lang
Sprenger & Lang
1614 20th Street, N W
Washington, D C 20009
♦Davia B. Temin
530 E 90th Street, 5K
New York, N Y 10128

Current Term Expires December, 1999
Mary Schm idt Campbell
457 W. 144th Street
New York, N Y 10031
♦Barbara J. Dingfield
3 2 4 6 Cascadia Avenue, South
Seattle, W A 98144
Office o f the President
Colgate University
13 O ak Drive
Hamilton, NY 13346
Graham O . Harrison
8017 Grand Teton Drive
Potomac, M D 20854
Samuel L. Hayes III
545 Nahatan Street
Westwood, M A 02090

290

James C . Hormel
Equidex, Inc.
19 Sutter Street
San Francisco, C A 94104-4901 .
Barbara Weber Mather
Pepper, Hamilton & Sheetz
3000 Two Logan Square
18th and A rch Streets
Philadelphia, PA 19103-2799
♦♦Preston C . Polk, Jr.
307 W est 74th Street, Apt. 4A
New York, NY 10023
-Marge Pearlman Scheuer
101 Central Park W est
New York, N Y 10023
♦W illiam C . Sto tt
Marshfield Associates Investment Counsel
51 Collins Road
Northboro, M A 01532

Emeriti.
John C . Crowley
615 Linda Vista Avenue
Pasadena, C A 91105-1122
Richard M. Hurd
337 13th Avenue
Bethlehem, PA 18018
Clark Kerr
8300 Buckingham Drive
El Cerrito, C A 94530
Jerome Kohlberg, Jr.
Kohlberg & Company
116 Radio Circle
Mt. Kisco, NY 10549
Walter Lamb
147 Tannery Run Circle
Berwyn, PA 19312

Elizabeth J. McCormack
Rockefeller Family & Associates
Room 5600
30 Rockefeller Plaza
New York, N Y 10112
Charles C . Price III
Quadrangle C-301
3300 Darby Road
Haverford, PA 1904T 1061
Sue Thomas Turner
5595 Cook Road
Alfred Station, NY 14803
Richard B. W illis
1314 Foulkeways
Gwynedd, PA 19436

Committees Of The Board
The Chairman o f the Board is an ex officio member o f every Committee.

Executive

Development

Neil R. Austrian, Chairman
J. Lawrence Shane, Vice Chairman
Dulany Ogden Bennett
Graham O . Harrison
James C . Hormel
Richard M. Hurd
Eugene M. Lang
William F. Lee, Jr.
Barbara H. Partee
Marge Pearlman Scheuer
Edward J. Steiner

William F. Lee, Jr., Chair
Edward J. Steiner, V ice Chair
Neil R . Austrian
Joan B. Berkowitz
Mary Schm idt Campbell
James C . Hormel
Frederick Kyle
Eugene M. Lang
James W. Noyes
M ark J. Sonnenfeld
C . W illiam Steelm an
A lan Symonette
Davia Temin
Thomas Henderer, ex officio
Joh n Goldman, ex officio

Finance and Trusts Administration
J. Lawrence Shane, Chair
Barbara Weber Mather, Vice Chair
Richard M. Hurd
Lillian E. Kraemer
Frederick Kyle
Walter Lamb
James W. Noyes
Marc J. Sonnenfeld
Edward J. Steiner
Richard B. W illis
Jeffrey Wolfson

Instruction and Libraries
Dulany Ogden Bennett, Chair
N eil Grabois, Vice Chair
Sameer Ashar
Nancy Y. Bekavac
Joan B. Berkowitz
Mary Schm idt Campbell
Julie Lange Hall
Marilyn J. Holifield
Miriam Jorgensen
Jane Lang
Clark Kerr

Board of Managers

Barbara W eber Mather
W illiam G . Nelson
Barbara H. Partee
Charles C . Price III
Marge Pearlman Scheuer
Davia Temin
Sue Thomas Turner
Jeffrey Wolfeon

Investment
Graham O . Harrison, Chair
Samuel L. Hayes, III, Vice Chair
Terry G lenn
Jerome Kohlberg, Jr.
Eugene M. Lang
J. Lawrence Shane
A n n Brownell Sloane
W illiam Steelm an
Ira T. Wender
Richard B . W illis

Nominating
James C . Hormel, Chair
Nancy Bekavac
Julie Lange Hall
Jerome Kohlberg, Jr.
Lloyd W. Lewis
James W. Noyes
Marc Sonnenfeld

292

Property
Richard M. Hurd, Chair
Lloyd W. Lewis, Vice Chair
Joh n C . Crowley
Marilyn J. Holifield
Miriam Jorgensen
Lillian E. Kraemer
W alter Lamb
Jane Lang
William F. Lee, Jr.
Lourdes Rosado
Marge Pearlman Scheuer
Two faculty members
Two student members

Student Life
Barbara H. Partee, Chair
Lourdes Rosado, Vice Chair
Sameer Ashar
Nancy Y. Bekavac
Dulany Ogden Bennett
Neil Grabois
Julie Lange Hall
James C . Hormel
Eugene M. Lang
Jane Lang
W illiam G . Nelson
Sue Thomas Turner
Three faculty members
Five student members

J Alumni Association
Officers & Alumni Council
4 --------------------------------I President

Zone C

I

Connecticut, Maine, Massachusetts,
New Hampshire, Rhode Island, Vermont

Alan A. Symonette ’76

» President Designate
I

Elenor G . Reid ’67

I Vice Presidents
I

John A . Riggs ’64
I

Glenda M. Rauscher ’69

I Secretary
I Jacqueline Edmonds Clark ’74
H Terms Expire in June

I Zone A
I

Delaware, Pennsylvania

sa»
I

David Newcomer ’8 0 1
York, PA

JH
I

Doris Morrell Leader ’4 4 ’
York, PA

»
I

Joseph M. Ortiz ’7212
Merion Station, PA

I
I

Anne Matthews Rawson ’50 ‘
Swarthmore, PA

I

Barbara Seymour ’633
Swarthmore, PA

I
I

Anne Titterton ’862
Philadelphia, PA

if

Zone B

Christine Frasch Caldwell ’742
Stratham, NH
Roberta A . Chicos ’l l 3
Arlington, M A
J. Andrew Daubenspeck ’663
Lebanon, NH
Dean W. Freed ’432
A cton, M A
Marilyn Modarelli Lee ’56*
Greenfield, M A
Lisa A . Steiner ’54*
Cambridge, M A

Zone D
District o f Columbia, Maryland, Virginia
Margery G . Dunn ’632
Washington, D.C.
Cynthia Norris Graae ’623
Washington, D.C.
A nne Newman Hirshfield ’703
Columbia, MD
C olleen A . Kennedy ’72*
Arlington, VA
Betty-Jo Matzinger Lash ’872
Alexandria, VA
Andrew D. Pike ’722
McLean, VA

I

New Jersey, New York

I
I

Penelope Owens Adelmann ’663
Scarsdale, NY

I

Alice Higley G ilbert ’4 8'
Garden City, NY

I
I

James A . Perkins ’3 4 2
Princeton, NJ

Illinois, Indiana, Iowa, Kansas, Michigan,
Minnesota, Missouri, Nebraska, North
Dakota, Ohio, Oklahoma, South Dakota,
Texas, W est Virginia, Wisconsin

I

Robin Mery Potter ’723
Westfield, NJ

Diana Scott Beattie ’562
Morgantown, W V

I
I

Susan A . R ech '19'
Plattsburgh, NY

Charles L. Bennett 'll'
Chicago, IL

I

Harlan Stabler Sexton ’792
Bronx, NY

Dagmar Strandberg Hamilton ’533
Austin, T X

9

8

*

ZoneE

Jean L. Kristeller ’74*
Terre Haute, IN

1 term ends 1997
2 term ends 1998

3 term ends 1999

293

Linda J. Lee ’693
New Berlin, W I
Melissa Dietz Lojek ’722
Grand Rapids, Ml
Dorothy W att Williams ’60'
Lakewood, O H

Zone F
Alabama, Arkansas, Florida, Georgia,
Kentucky, Louisiana, Mississippi, North
Carolina, South Carolina, lènnessee, territories, dependencies, and foreign countries
Eileen N ixon Meredith ’653
A tlanta, G A
Elizabeth Letts M etcalf ’42'
Coral Gables, FL

Connection Representatives
Boston
Roxbury, M A
Los Angeles
Walter UochraivBond ’70
Altadena, C A
New York
Jim DiFalco ’83
New York, N Y
North Carolina
Priscilla C o it Murphy ’67
Chapel H ill, N C
Paris

Christine L. Moe ’792
A tlanta, G A

Elizabeth McCrary ’83
Paris, France

Mark T. Shullenberger ’723
Paris, France

Philadelphia

Jean R . Stem light ’792
Tallahassee, FL

Zone G
Alaska, Arizona, California, Colorado,
Hawaii, Idaho, Montana, Nevada, New
M exico, Oregon, U tah, Washington,
Wyoming
C . Geoffrey Davis ’733
Burlingame, C A
Stratton C . Jaquette ’6 6 2
Los A ltos, C A
Judith A itken Ramaley ’6 3 1
Portland, O R

Martha Salzman Gay ’69
Fort Washington, PA
San Francisco
Sohali Bengali ’79
Redwood City, C A
Seattle
Deborah Read ’87
Seattle, WA
South Florida
Mark Shapiro ’88
Miami, FL
Washington, DC
Chevy Chase, MD

Joanna Dalrymple Stuart ’552
Portland, O R

Chair of Connections

Richard R. Truitt ’6 6 3
Portland, O R

Don Fujihira ’69
New York, NY

Members at Large
Cynthia A . Jen er ’74'
Philadelphia, PA
Debby Van Lenten ’90
Hamden, C T

1 term ends 1997
2 term ends 1998

294

3 term ends 1999

The Faculty

Alfred H. Bloom, B .A ., Princeton
University; Ph.D., Harvard University,
President and Professor o f Psychology and
Linguistics. 3 24 Cedar Lane.
Jennie Keith,

EMERITI
Elisa AsensiO, M .A ., Middlebury College,
Professor Emerita o f Spanish. A pt. 3207, 3300
Darby Road, Haverford, PA 19041-

B .A ., Pomona College; M .A.
and Ph.D., Northwestern University, Provost
and Centennial Professor of Anthropology.
612 Ogden Avenue.

George C. Avery, B.A ., M .A ., and Ph.D.,
University of Pennsylvania, Professor
Emeritus o f German. 230 Haverford Avenue.

Ngina Lythcott,

A .B ., Simmons College;
M.S.W., Sm ith College; M.P.H. and Dr.P.H.,
University of California at Los Angeles, Dean
of the College. 925 Strath Haven Avenue.

Lydia Baer,

Paul J . Aslanian, B.A ., M .B.A ., University
of Washington; C.P. A ., Vice President for
Finance and Planning. Swarthmore College.

Robert A . Barr, J r ., B .A ., Swarthmore
College; M .A ., University of Pennsylvania,
Dean Emeritus o f Admissions. Strath Haven
Condominiums, Apt. 719, 801 Yale Avenue.

Harry D. Gotwals,

B.A . and M .A .S., Johns
Hopkins University, Vice President-Alumni,
Development, Public Relations. 550 Elm
Avenue.

Martin 0. Warner, B .A ., University of
North Carolina at Chapel Hill; M .A ., Duke
University, Registrar. Swarthmore College.
Amy V. Morrison, B.A . and M .L.S., Rutgers
University, A cting College Librarian.
Swarthmore College.
Wendy E . Chmielewski,

B .A ., Goucher
College; M .A . and Ph.D., State University of
New York at Binghamton, Cooley Curator of
the Swarthmore College Peace Collection.
Swarthmore College.

Emi K. Horikawa, B .S., University of
Nevada; M .A ., University of U tah, Science
Librarian. 3 09 Rutgers Avenue.
Steven W. Sowards, 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 o f Chicago, Social
Sciences Librarian. 1295 N orth Providence
Road, E102, Media, PA 19063.
David E . Ramirez, B.A ., M .A ., and Ph.D.,
University o f Texas, Director o f Psychological
Services. Swarthmore College.

B.A ., Oberlin College; M .A . and
Ph.D., University o f Pennsylvania, Professor
Emerita o f German. Manatee River Hotel,
Bradenton, FL 33505.

Paul H. Beik,

B .A ., U nion College, M .A .
and Ph.D., Columbia University, Centennial
Professor Emeritus of History. 2461 Venetian
Way, W inter Park, FL 32789.

Oleksa-Myron Bilaniuk, Cand. Ingeanieur,
Universitea de Louvain; B.S.E ., B .S., M .S.,
M .A ., and Ph.D., University o f Michigan,
Centennial Professor Emeritus o f Physics.
100 Plush M ill Road, Wallingford, PA 19086.
David L . Bowler, B .S. in E.E., Bucknell
University; M .S. in E.E., Massachusetts
Institute of Technology; M .A . and Ph.D.,
Princeton University, Howard N. and Ada J.
Eavenson Professor Emeritus o f Electrical
Engineering. 505 Yale Avenue.
Alice Brodhead,

B .S. and M .A ., University
o f Pennsylvania, Professor Emerita of
Education. Stonegates #2, 4031 K ennett Pike,
Greenville, DE 19807.

Hilde D. Cohn, Dr. Phil., University of
Heidelberg, Professor Emerita of German, c/o
Irene Stein, 90 Jamestown Road, Belle Head,
NJ 08502.

Tatiana M . Cosman, b .a . and M .A .,
Middlebury College; M .A ., Columbia
University; Ph.D., New York University,
Assistant Professor (part-time) Emerita of
Russian. Riddle Village, #215 Williamsburg,
Media, PA 19063-6032.

295

Faculty

Gomer H. Davies, B .S., East Stroudsburg
State College; Ed.M., Temple University,
Professor Emeritus o f Physical Education.
212 Plush M ill Road, Wallingford, PA 19086.

Paul C. Mangelsdorf, Jr., B.A .,
Swarthmore College; Ph.D., Harvard
University, Morris L. C lothier Professor
Emeritus of Physics. 110 Cornell Avenue.

William C- Elmore,

B.S., Lehigh University;
Ph.D., Yale University, Morris L. Clothier
Professor Emeritus o f Physics. Dunwoody
Village C H 3, 3 5 0 0 W est Chester Pike,
Newtown Square, PA 19073.

John D. McCrumm,

Lewis H. Elverson,

Philip Metzidakis, B .A ., Dartmouth
College; Ph.D., Yale University, Professor
Emeritus o f Spanish. 113 Governors Drive,
Wallingford, PA 19086.

B .S., University of
Pennsylvania, Professor Emeritus o f Physical
Education for Men. 5 35 Cornell Avenue.

Edward A . Felmel, B .S., M .S., and Ph.D.,
Lehigh University, Edmund A llen Professor
Emeritus o f Chemistry. 120 Paxon Hollow
Road, Rose Tree, Media, PA 19063.
Launce J . Flemister,

B .A ., M .A . and Ph.D.,
Duke University, Professor Emeritus of
Zoology. 3 6 Deerfield Road, H ilton Head,
S C 29926.

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.
Mark A . Heald, B .A ., Oberlin College; M .S.
and Ph.D., Yale University, Morris L. Clothier
Professor Emeritus o f Physics. 42 0 Rutgers
Avenue.
Eleanor K. Hess, B .S. and M .S., University
o f Pennsylvania, Professor Emerita o f Physical
Education. 5 Plush M ill Road, Wallingford,
PA 19086.
George Krugovoy,

B .A ., M .A ., and Ph.D.,
Philosophical Institute, Salzburg, Austria,
Professor Emeritus o f Russian. 562 Juniata
Avenue.

Sarah Lee Lippincott Zimmerman, B.A .,
University o f Pennsylvania; M .A .,
Swarthmore College; D .Sc., Villanova
University, Professor Emerita o f Astronomy
and Director Emerita o f the Sproul
Observatory. 3 06 Bell Road, Cinnaminson,
NJ 08077-2916.

B.A . and M .S.,
University o f Colorado, Howard N. and
Ada J. Eavenson Professor Emeritus of
Engineering. Arlington # 417, Riddle Village,
Media, PA 19063.

Ifene Moll, B .S. in Ed., University o f Kansas;
M .A ., Texas University for Women, Associate
Professor Emerita o f Physical Education for
Women. P.O. Box 427, Lawrence, KS
66044-0429.
John M . Moore, B .A .,

Park College; B.D.,
U nion Theological Seminary; M .A ., Harvard
University; Ph.D., Columbia University,
Professor Emeritus o f Philosophy and
Religion. #C -3, 400 N. Walnut Street, West
Chester, PA 19380.

Kathryn L . Morgan, B .A ., Virginia State
College; M .A ., Howard University; M .A .
and Ph.D., University o f Pennsylvania,
Sara Lawrence Lightfoot Professor Emerita
o f History. A pt. 710, Strath Haven
Condominiums.
Bernard Morrill, B .S. in M .E., Massachusetts
Institute o f Technology; M .M .E., University
o f Delaware; Ph.D., University of Michigan,
Henry C . and J. A rcher Turner Professor
Emeritus o f Engineering. 1014 Strath Haven
Condominiums.
Helen F. North, B .A ., M .A ., and Ph.D.,
Cornell University, Centennial Professor
Emerita of Classics. 604 Ogden Avenue.
Martin Dstwald, B.A ., University of
Toronto; M .A ., University o f Chicago; Ph.D.,
Columbia University, W illiam R . Kenan, Jr.,
Professor Emeritus o f Classics. 408 Walnut
Lane.

Susan Snyder,

Harold E . Pagliaro, A .B., M .A ., Ph D.,
Columbia University, Alexander Griswold
Cummins Professor Emeritus o f English
Literature and Provost Emeritus. 5 36 Ogden
Avenue.

B.A ., Hunter College; M.A.
and Ph.D., Columbia University, G il and
Frank Mustin Professor Emerita o f English
Literature. 2939 Van Ness Street,
Washington, D C 20008-4607.

Dean Peabody, B .A ., Swarthmore College;
Ph.D., Harvard University, Professor Emeritus
of Psychology. 405 Rogers Lane, Wallingford,
PA 19086.

Barbara Yost Stewart, B .A ., Swarthmore
College; M .A . and Ph.D., Bryn Mawr College,
Professor Emerita o f Biology, 238 Copper
B eech Drive, Blue Bell, PA 19422.

Jean Ashmead Perkins,

B .A ., Swarthmore
College; M .A . and Ph.D., Columbia
University, Susan W. Lippincott Professor
Emerita of French. 913 Strath Haven Avenue.

Francis P. Tafoya, B .s. and M.A.,
University o f Colorado; Ph.D., Yale
University, Professor Emeritus o f French and
Spanish. 620 North Chester Road.

Ernest J . Prudente, B .S. and M .S.,
University of Pennsylvania, Professor
Emeritus of Physical Education. 9 14 Surrey
Road, Media, PA 19063.

Peter T. Thompson, B .A ., T h e Johns

David Rosen, B.A ., New York University;
M.A. and Ph.D., University o f Pennsylvania,
Professor Emeritus of Mathematics. 394
Riverview Road.

Derek Traversi,

Alburt M. Rosenberg,

B .A ., Harvard
University; M .S.,University of Florida; Ph.D.,
University of Pennsylvania, Associate
Professor Emeritus of Natural Science.
P.O. Box 1593, Harwich, M A 02645.

Robert E . Savage,

B .A ., O berlin College;
M.S. and Ph.D., University o f Wisconsin,
Isaac H. Clothier, Jr., Professor Emeritus of
Biology. 411 Vassar Avenue.

Rernard S. Smith, B.A . and M .A .,
University o f Oxford; Ph.D., Harvard
University, Professor Emeritus o f History.
David G. Smith, B .A .,

and M .A ., University
of Oklahoma; Ph.D., T h e Johns Hopkins
University, Richter Professor Emeritus of
Political Science. 448 S . Jackson Street,
Media, PA 19063.

Simone Voisin Smith, Licence et Lettres,
University of Grenoble, Professor Emerita of
French. 125 Forest Lane.

Gilmore Stott, B.A . and M .A ., University of
Cincinnati; B.A . and M .A ., University of
Oxford; M .A . and Ph.D., Princeton
University, Associate Provost Emeritus and
Associate Dean o f the College Emeritus.
318 Dartmouth Avenue.

Hopkins University; Ph.D., University of
Pittsburgh, Professor Emeritus o f Chemistry.
203 College Avenue.
B.A . and M .A ., University
of Oxford, Alexander Griswold Cummins
Professor Emeritus of English. 12 Richmond
Mansions, Denton Road, Twickinham, Midd,
T W 1, 2HH, England.

P. Linwood Urban, Jr., B .A ., Princeton
University; S.T.B ., S.T.M ., and Th.D .,
General Theological Seminary, Charles and
Harriet C ox McDowell Professor Emeritus of
Religion. 20 South Princeton Avenue.
Hans Wallach, Dr. Phil., University of
Berlin, Centennial Professor Emeritus of
Psychology. Harston Hall, 35 0 Haws Lane,
Flourtown, PA 19031.

Neal A . Weber,

B .A ., M .S., and D .Sc.,
University of North Dakota; M .A . and Ph.D.,
Harvard University, Professor Emeritus of
Zoology. 1805 Aaron Drive, Tallahassee, FL
32303.

M . Joseph WilliS, B.C .E., University of
Washington; M .S., Cornell University; Ph.D.,
T h e Johns Flopkins University, Professor
Emeritus o f Engineering. Swarthmore College.
Jerome H. Wood, J r .,

B .A ., Howard
University; Ph.D., Brown University,
Professor Emeritus o f History. 103 E.
Providence Rd., Aldan, PA 19018.

Faculty

Harrison M . Wright,

B .A ., M .A ., and Ph.D.,
Harvard University, Isaac H. Clothier
Professor Emeritus o f History and
International Relations and Provost Emeritus.
P.O. Box 209, Jamestown, R I 02855.

PROFESSORS
Robert C. Bannister,

B .A . and Ph.D.,
Yale University; B.A . and M .A ., University of
Oxford, Scheuer Professor of History.
737 Harvard Avenue.

H. Searl Bunn,2B .S.E. and M .S.E., Princeton
University; Ph.D., Brown University, Henry
C . and J. A rcher Turner Professor of
Engineering. 603 Elm Avenue.
Robert S. Du Plessis,1 B .A ., Williams
College; M .A . and Ph.D., Columbia
University, Professor o f History. 211 Rutgers
Avenue.

Middlebury College; I
M .A . and Ph.D., University of Chicago,
Professor of Philosophy. 423 Harvard Avenue. 1

John Baugh,

Thomas H. Blackburn,2B .A .,

Marion J . Faber,3B.A . and M .A ., University
o f California, Berkeley; Ph.D., Harvard
University, Professor o f German. 234
Benjam in W est Avenue.

John R. Boccio,

B .S., Polytechnic Institute
o f Brooklyn; Ph.D., Cornell University,
Professor o f Physics. 3 1 8 N orth Chester Road.

James 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.

Thompson Bradley,1 B .A .,

J . William Frost,2B .A .,

Amherst; B.A .
and M .A ., University o f Oxford; Ph.D.,
Stanford University, Centennial Professor of
English Literature. 801 Yale Avenue #1001.

Yale University;
M .A ., Columbia University, Professor of
Russian. Price’s Lane, Moylan, PA 19065.

Peter J . Ceilings,

B .A ., Amherst College;
M.Ph. and Ph.D., Yale University, Morris L.
C lothier Professor of Physics. 123 Locust
Lane, Media, PA 19063.

Michael W. Cothren,

B .A ., Vanderbilt
University; M .A . and Ph.D., Columbia
University, Professor of A rt History. 611
Strath Haven Avenue.

Susan P. Bavis,

B .S., Springfield College;
M .S., Sm ith College, Professor o f Physical
Education. 2411 W hitehouse Road, Berwyn,
PA 19312.

Lee Bevin,

B .A ., San Jose State College;
M .A . and Ph.D., Indiana University, Professor
o f English Literature and Director o f T h e
Theatre. 603 Hillbom Avenue.

1 A bsent on leave, fall semester, 1996.
2 A bsent on leave, spring semester, 1997.

298

I

Richard Eldridge, A .B.,

Randall L . Exon, B.F.A., Washburn
University; M .A . and M.F.A., University of
Iowa, Professor of Studio Arts. 431 Rogers
Lane, Wallingford, PA 19086.

B .A ., Temple University; M .A.
and Ph.D., University o f Pennsylvania, Lang
Visiting Professor o f Social Change.
Swarthmore College.

I

I

DePauw University; |
M .A . and Ph.D., University o f Wisconsin,
Howard M. and Charles F. Jenkins Professor of
Quaker History and Research, and Director of I
the Friends Historical Library. Swarthmore
College.

John E . Gaustad, A .B .,

Harvard University;
Ph.D., Princeton University, Edward Hicks
Magill Professor o f Astronomy. 4 3 0 S. Chester
Road.

Kenneth J . Gergen,

j

r

B .A ., Yale University;
|
Ph.D., Duke University, G il and Frank Mustin
Professor of Psychology. 331 Rogers Lane,
Wallingford, PA 19086.

Scott F. Gilbert,

B.A ., Wesleyan University;
M .A . and Ph.D., T h e Johns Hopkins
University, Professor of Biology. 224 Cornell
Avenue.

3

Absent on leave, 1996-97.

Stephen S. Golub,

B .A ., Williams College;
M.A. and Ph.D., Yale University, Professor of
Economics. 600 Elm Avenue.

Charles M. Grinstead, B.A ., Pomona
College; M.A. and Ph.D., University of
California, Los Angeles, Professor of
Mathematics. 8 W hittier Place
James H. Hammons,

B .A ., Amherst
College; M .A . and Ph.D., T h e Johns Hopkins
University, Professor o f Chemistry. 17 Furness
Lane, Wallingford, PA 19086.

John J . HaSSett, B .A .,

St. Francis College;
M.A., University of Iowa; Ph.D., University
of Wisconsin, Professor of Spanish. 514 S.
Providence Road, Wallingford, PA 19086.

Wulff D. HelntZ,

Dr. rer. nat. Mudnchen
University, Professor o f Astronomy. 540
Riverview Avenue.

Robinson G. Hollister,3Jr| B.A ., Amherst
College; Ph.D., Stanford University,
Joseph W harton Professor of Economics.
1 W hittier Place.
Raymond F. Hopkins, B .A ., O hio Wesleyan
University; M .A ., O hio State University;
M.A. and Ph.D., Yale University, Richter
Professor of Political Science. 308 Ogden
Avenue.
Constance Cain Hungerford,3B.A .,
Wellesley College; M .A ., Ph.D., University of
California, Berkeley, Professor of A rt History.
410 Dickinson Avenue.

Gudmund R. Iversen,

M .A ., University of
Michigan; Ph.D., Harvard University,
Professor of Statistics, and Director, Center
for Social and Policy Studies. 212 Elm
Avenue.

John B. Jenkins,

B .S. and M .S., U tah State
University; Ph.D., University of California,
Los Angeles, Professor of Biology. 330 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. Kemler Nelson, B.A ., M .A .,
and Ph.D., Brown University, Professor of
Psychology. 211 Benjam in W est Avenue.
T. Kaori Kitao, B .A .

and M .A ., University of
California, Berkeley; Ph.D., Harvard
University, W illiam R. Kenan Jr. Professor of
A rt History. 540 Westminster Avenue.

Eugene A . Klotz,

B .S., A ntioch College;
Ph.D., Yale University, A lbert and Edna
Pownall Buffington Professor of Mathematics.
735 Yale Avenue.

Mark Kuperberg,

B.A ., Amherst College:
M .A . and Ph.D., Massachusetts Institute
o f Technology. Professor of Economics.
147 Park Avenue.

James R. Kurth,3B .A ., Stanford University;
M .A . and Ph.D., Harvard University,
Professor of Political Science. 100 Rutgers
Avenue.

Hugh M . Lacey,1 B.A .

and M .A ., University
o f Melbourne; Ph.D., Indiana University,
Eugene M. Lang Research Professor of
Philosophy. 4 W hittier Place.

Gerald Levinson,

B .A ., University of
Pennsylvania; M .A . and Ph.D., University of
Chicago, Professor of Music. 307 Maple
Avenue.

Mark Jacobs,3B .A .,

Lillian M . Li,

Charles L . James,3B .S.,

Nelson A . Macken, B .S., Case Institute of
Technology; M .S., Ph.D., University of
Delaware, Professor o f Engineering.
250 Haverford Avenue.

1 Absent on leave, fell semester, 1996.
2 Absent on leave, spring semester, 1997.

3 Absent on leave, 1996-97.

Harvard University;
Ph.D., Stanford University, Centennial
Professor of Biology. 6 06 N orth Chester Road.
+ State University
of New York at New Paltz; M .S., State
University of New York at Albany, Professor
of English Literature. 402 Laurel Lane,
Wallingford, PA 19086.12

A .B., Raddiffe College; A.M .
and Ph.D., Harvard University, Professor of
History. 308 Chestnut Avenue.

299

Faculty

Jeanne Marecek,

B .S., Loyola University;
Ph.D., Yale University, Professor of
Psychology. 325 S. Monroe Street, Media, PA
19063.

Stephen B. Maurer,

B .A ., Swarthmore
College; M .A . and Ph.D., Princeton
University, Professor of Mathematics.
206 Benjam in W est Avenue.

Arthur E . McGarity,

B .S., Trinity University;
M .S.E., Ph.D., T h e Johns Hopkins University,
Professor o f Engineering. 135 Rutgers Avenue.

Brian A . Meunier, B.F.A., University of
Massachusetts, Amherst; M.F.A., Tyler School
of A rt, Temple University, Professor o f Studio
Arts. 5 W hittier Place.
Genrge Moskos, B.A ., Davidson College;
M .A . and Ph.D., University o f Wisconsin,
Madison, Professor o f French. 730 Yale
Avenue.
Braulio Munoz,

B. A ., University o f Rhode
Island; M .A . and Ph.D., University of
Pennsylvania, Professor o f Sociology. 500
Harvard Avenue.

Bonna Jo Hapoli,

B .A ., M .A ., and Ph D.,
Harvard University, Professor o f Linguistics.
226 Park Avenue.

Hans F. Oberdiek, B.S. and Ph D.,
University o f W isconsin, Professor of
Philosophy. 4 1 0 Dickinson Avenue.
Frederick L . Orthlieb,

B .S. and M .S.,
Massachusetts Institute o f Technology; Ph.D.,
Cam egie-M ellon University, Professor of
Engineering. 13 G reen Valley Road,
Wallingford, PA 19086.

Robert F. Pasternack, B.A . and Ph.D.,
Cornell University, Edmund A llen Professor
of Chemistry. 8 00 Avondale Road,
Wallingford, PA 19086.
Steven i. Piker,

B .A ., Reed College; Ph.D.,
University o f Washington, Professor of
Anthropology. 125 Rutgers Avenue.

1 A bsent on leave, fall semester, 1996.
2 A bsent on leave, spring semester, 1997.
3 A bsent on leave, 1996-97.

300

Frederic L . Pryor, B.A ., Oberlin College;
M .A . and Ph.D., Yale University, Professor of
Economics (part-time). 740 Harvard Avenue.
Charles Raff,

B.A ., University o f Rochester;
M .A . and Ph.D., Brown University, Professor
o f Philosophy. 214 Rutgers Avenue.

Gilbert P. Rose, B.A . and Ph.D., University
of California, Berkeley, Professor of Classics.
551 Marietta Avenue.
Robert Roza,910B .A ., University o f 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,1 B .A ., City College of
New York; Ph.D., University o f Minnesota,
Franklin and Betty Barr Professor of
Economics. 201 G arrett Avenue.
Peter J . Schmidt, B .A ., Oberlin College;
M .A . and Ph.D., University o f Virginia,
Professor o f English Literature. 606 Elm
Avenue.
Allen M . Schneider, B .S., Trinity College;
Ph.D., Indiana University, Professor of
Psychology. 608 Elm Avenue.
Richard Schuldenfrei, b .a . and M .A .,
University o f Pennsylvania; Ph.D., University
of Pittsburgh, Professor o f Philosophy.
2 Furness Lane, Wallingford, PA 19086.
Barry Schwartz, B .A ., New York University;
M .A . and Ph.D., University o f Pennsylvania,
Dorwin P. Cartwright Professor o f Social
Theory and Social A ction. 210 Garrett
Avenue.
Helene Shapiro,12
3B .A .,

Kenyon College;
M .A ., Princeton University; Ph.D., California
Institute o f Technology, Professor of
Mathematics. Swarthmore College.

9 Campus coordinator, Swarthmore Program
in Grenoble, spring semester, 1997.
10 Program Director, Swarthmore Program in
Grenoble, fall semester, 1997.

Kenneth E . Sharpe, B .A .,

Dartmouth
College; M .S., London School o f Economics
and Political Science; Ph.D., Yale University,
Professor of Political Science. 521 Elm
Avenue.

Donald K. Swearer, B .A .,

M .A ., and Ph.D.,
Princeton University; B.D. and S.T.M ., Yale
Divinity School, Charles and Harriett Cox
McDowell Professor o f Religion. 109
Columbia Avenue.

ASSOCIATE PROFESSORS
Mathalie F. Anderson,

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,

M .A ., University of
Toronto; Ph.D., University o f California,
Berkeley, Associate Professor of History.
614 Yale Avenue.

M .A ., University o f St.
Andrews; M .A ., University o f Toronto; Ph.D.,
Cambridge University, Professor o f Classics.
410 North Swarthmore Avenue.

Alan Berkowltz,3M .A .

Judith G. Voet,

B .S., A ntioch College;
Ph.D., Brandeis University, Professor of
Chemistry. 368 Trevor Lane, Bala Cynwyd,
PA 19004.

Berkeley; B.A . and M .A ., Cambridge
University; Ph.D., Yale University, Associate
Professor of English Literature. 400 Walnut
Lane.

Philip M . Weinstein, A .B., Princeton
University; A .M . and Ph.D., Harvard
University, Alexander Griswold Cummins
Professor o f English Literature. 510 Ogden
Avenue.

Karen Borbee,

William N. Turpin,

Douglas M . Weiss, A .T.C .,

Professor of
Physical Education. 117 S . Chester Road.

Larry E . Westphal,

B .A ., O ccidental
College; Ph.D., Harvard University, Professor
of Economics. Swarthmore College.

Robert E . Williams, B .S., Delaware State
College; M .S., Rutgers University, Marian
Snyder Ware Professor o f Physical Education
and Athletics. 507 O ak Crest Lane,
Wallingford, PA 19086.
Timothy C. Williams,3B .A ., Swarthmore
College; A .M ., Harvard University; Ph.D.,
Rockefeller University, Professor o f Biology.
314 Rutgers Avenue.
Craig Williamson, B.A ., Stanford
University; M .A ., Harvard University;
Ph.D., University o f Pennsylvania, Professor
of English Literature. 602 Elm Avenue.12

1 Absent on leave, fall semester, 1996.
2 Absent on leave, spring semester, 1997.

and Ph.D.,
University of Washington, Associate Professor
of Chinese. Swarthmore College.

Abbe Blum, B .A ., University o f California,

B.S., University of Delaware;
M.Ed., Widener University, Associate
Professor o f Physical Education. 933 M itchell
Avenue, Morton, PA 19070.

Amy L.R . Bug,

B.A ., Williams College;
Ph.D., Massachusetts Institute o f Technology,
Associate Professor o f Physics. 302 Cornell
Avenue.

John P. Caskey,1 B.A .,

Harvard University;
Ph.D., Stanford University, Associate
Professor o f Economics. 220 W est Rittenhouse
Square, Apt. 23C , Philadelphia, PA 19103.

Joy Charlton,

B.A ., University of Virginia;
M .A . and Ph.D., Northwestern University,
Associate Professor of Sociology. 503 North
Chester Road.

Erik Cheever,

B .S., Swarthmore College;
M .S.E. and Ph.D., University o f Pennsylvania,
Associate Professor of Engineering. 423 S.
Olive Street, Media, PA 19063.

Miguel Díaz-Barriga, B .A ., University
o f Chicago; M .A . and Ph.D., Stanford
University, Associate Professor o f Sociology.
8B W hittier Place.

3 Absent on leave, 1996-97.

301

Faculty

Erich Carr Everbach, A .B., Harvard
College; M .S. in M .E., and Ph.D.,
Yale University, Associate Professor of
Engineering. Swarthmore College.

B .A ., Princeton University;
M .A . and Ph.D., Harvard University, Visiting
Associate Professor o f Religion. 332 Llandrillo
Road, Bala Cynwyd, PA 19004-

Sharon Friedler,3 B .A ., Colby College;

Frank A . Moscatelli, B.S., C. w. Post
College; M.S. and Ph.D., New York
University, Associate Professor o f Physics.
302 Avondale Road, Wallingford, PA 19086.

M.F.A., Southern Methodist University,
Associate Professor o f Dance and Director of
the Dance Program. 2 20 Vassar Avenue.

Maribeth Graybill, B .A ., College of
Wooster; M .A . and Ph.D., University of
Michigan, Associate Professor o f A rt History.
5 15 Elm Avenue.
Piator M . Jlldson,’ B .A ., Swarthmore
College; M .A . and Ph.D., Columbia
University, Associate Professor o f History.
4 8 6 Prospect Road, Springfield, PA 19064.
Brigitte Lane,3Licence ebs d’Enseignement,
Universitea de Paris, Sorbonne; M .A .,
University o f Kansas; Ph.D., Harvard
University, Associate Professor o f French.
739 Harvard Avenue.
Ellen B . Magenheim, B.A ., University
o f Rochester; M .A ., Ph.D., University of
Maryland, Associate Professor o f Economics4 1 0 N orth Swarthmore Avenue.
Michael Marissen,3B .A ., Calvin College;
Ph.D ., Brandeis University, Associate
Professor o f Music. 9 15 Harvard Avenue
#1301.
Ann Kosakowski McNamee,

B .À .,
W ellesley College; M .Phil. and Ph.D., Yale
University, Associate Professor o f Music.
6 W hittier Place.

Rachel Merz, B .A ., Western New Mexico
University; M .S., University o f Florida; Ph.D.,
University o f Chicago, Associate Professor of
Biology. 515 Elm Avenue.
Karl Miran, B .A ., Middlebury College; M .A .,
Lehigh University, Associate Professor of
Physical Education. Swarthmore College.
Lynne A . Molter, B .S. and B .A ., Swarthmore
College; S.M . and Sc.D ., Massachusetts
Institute o f Technology, Associate Professor
o f Engineering. Swarthmore College.

3 A bsent on leave, 1996-97.

302

Vera B. Moreen,

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.
401 Rogers Lane, Wallingford, PA 19086.
Rosaria V. Munson, Laurea in Lettere
Classiche, Universitab degli Studi, Milano;
Ph.D., University of Pennsylvania, Associate
Professor o f Classics. Swarthmore College.
Marjorie Murphy, B .A ., Jersey City State
College; M .A ., San Jose State University;
Ph.D., University o f California, Davis,
Associate Professor o f History. 723 Yale
Avenue.
Carol Nackenoff,

A .B., Sm ith College;
M .A . and Ph.D., University of Chicago,
Associate Professor o f Political Science.
222 Vassar Avenue.

Stephen A . O’Connell, A .B.,

Oberlin
College; Ph.D., Massachusetts Institute of
Technology, Associate Professor o f Economics.
Swarthmore College.

K . Ann Renninger, B.A ., University of
Pennsylvania; M .A . and Ph.D., Bryn Mawr
College, Associate Professor o f Education.
20 President Avenue, Rutledge, PA 19070.
Ellen M. Ross,3B.A ., Princeton University;
M .A. and Ph.D., University o f Chicago,
Associate Professor o f Religion. 604 Elm
Avenue.
Don Shimamoto,3B .S.,

Stanford University;
M .A . and Ph.D., Brandeis University,
Associate Professor o f Mathematics.
^Swarthmore College.

Faruq M. A. Siddiqui, B.S., Bangladesh
Unversity of Engineering and Technology;
M.S. and Ph.D., University of Pittsburgh,
Associate Professor o f Engineering.
636 Yale Avenue.
Kathleen K. Siwicki,

B .S., Brown
University; M. Phil., Cambridge University;
Ph.D., Harvard University, Associate
Professor o f Biology. 109 Barley M ill Road,
Wallingford, PA 19086.

Usa Smulyan, B .A ., Swarthmore College;
M.A.T., Brown University; Ed.D., Harvard
Graduate School of Education, Associate
Professor o f Education. 115 College Avenue.
Thomas Stephenson,12B .S.,

Furman
University; Ph.D., T h e University o f Chicago,
Associate Professor o f Chemistry. 221
Woodward Road, Moylan, PA 19065.

Robert E . Weinberg,

B .S., Cornell
University; M .A ., Indiana University; Ph.D.,
University o f California, Berkeley, Associate
Professor of History. 940 Harvard Avenue.

Hansjakob Werlen, M .A ., University of
Notre Dame; Ph.D., Stanford University,
Associate Professor of German. 515 Elm
Avenue.
R . Tyrene White,

B.A ., Middle Tennessee
State University; M .A ., Ph.D., O hio State
University, Mari S . M ichener Associate
Professor of Political Science. 318 N . Chester
Road.

Lee Wimberly, B.A . Stanford University;
J.D ., University o f California at Berkeley,
Associate Professor o f Physical Education.
Swarthmore College.

Janet C. Talvacchia,

M .A ., Bryn Mawr
College; Ph.D., University of Pennsylvania,
Associate Professor o f Mathematics.
Swarthmore College.

Eva F. Travers,

B.A ., C onnecticut College;
M.A. and Ed.D., Harvard University,
Associate Professor of Education.
416 Park Avenue.

Richard Valelly,1 B .A .,

Swarthmore College;
Ph.D., Harvard University, Associate
Professor of Political Science. Swarthmore
College.

Amy Cheng Vnllmer, B .A .,

W illiam Marsh
Rice University; Ph.D., University o f Illinois,
Associate Professor of Biology. Swarthmore
College.

Rabin E . Wagner-Pacifici,

B.A ., Brown
University; M .A . and Ph.D., University of
Pennsylvania, Associate Professor of
Sociology. 330 North Princeton Avenue.

Mark I. Wallace,2B.A ., University of
California at Santa Barbara; M. Div.,
Princeton Theological Seminary; Ph.D.,
I University o f Chicago, Associate Professor
i of Religion. 604 Elm Avenue.

1 Absent on leave, fall semester, 1996.
2 Absent on leave, spring semester, 1997.

ASSISTANT PROFESSORS
John Alston,

B.M ., Yankton College; M.M .,
University of Northern Iowa; Ph.D., Indiana
University, Assistant Professor o f Music.
Swarthmore College.

Kim 0. Arrow,

B .S., Temple University;
M.F.A., New York University, Assistant
Professor o f Dance (part-time). Swarthmore
College.

Amanda Bayer,1 B .A ., Williams College;
M .A ., M .Phil, and Ph.D., Yale University,
Assistant Professor of Economics.
548 Westminster Avenue.

Elizabeth Bolton,

B .A ., Middlebury College;
M. Phil, and Ph.D., Yale University, Assistant
Professor of English Literature. 4 Crum Ledge
Lane.

Michael R. Brown,

B.A ., Pomona College;
Ph.D., Dartmouth College, Assistant Professor
of Physics. 409 Turner Road, Wallingford, PA
19086.

Timothy Burke,

B.A ., Wesleyan University;
M .A . and Ph.D., Johns Hopkins University,
Assistant Professor of History. Swarthmore
College.

3 Absent on leave, 1996-97.

303

Faculty

Syd Carpenter,2B.F.A.

and M.F.A., Tyler
School o f A rt, Assistant Professor o f Studio
Arts. Swarthmore College.

Michael L . Catalano-Johnson, B .A ., New
College; Ph.D., Brandeis Univeisity, Visiting
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 o f Religion.
6 00 Elm Avenue.

Lisa Cohen,

B .A ., Brown University; M .Phil.
and Ph.D., Yale University, Visiting Assistant
Professor o f English Literature. Swarthmore
College.

Nathaniel Deutsch,

B .A ., M .A ., and
Ph.D., T h e University o f Chicago, Assistant
Professor o f Religion. Swarthmore College.

Thomas Donnelly, B .A ., Middlebury
College; M .A . and Ph.D., University of
California at Berkeley, Visiting Assistant
Professor o f Physics. 7 South Providence
Road, Wallingford, PA 19086.
Bruce A . Dorsey,3B.A .,

Biola University;
A .M . and Ph.D., Brown University, Assistant
Professor o f History. Swarthmore College.

Philip J . Everson, B.A ., Pomona College;
M .A . and Ph.D., Harvard University,
Assistant Professor o f Statistics. Swarthmore
College.
Theodore Fernald, B .A ., O hio State
University; Ph.D., University o f California at
Santa Cruz, Assistant Professor o f Linguistics.
Swarthmore College.
Sibelan Forrester, B .A ., Bryn Mawr College;
M .A . and Ph.D., Indiana University, Assistant
Professor o f Russian. Swarthmore College.
Cheri Goetcheus, B .S. and M .S., Ithaca
College, Assistant Professor o f Physical
Education. Swarthmore College.
Bruce Grant,2B .A ., M cG ill University;
M .A . and Ph.D., R ice University, Assistant
Professor o f Anthropology. Swarthmore
College.
Carl H. Grossman, B .Sc. and Ph.D.,
University o f Pennsylvania, Assistant.
Professor o f Physics. 405 Rogers Lane,
Wallingford, PA 19086.
Maria Luisa Guardiola, Licenciada,
University o f Barcelona; Ph.D., University of
Pennsylvania, Assistant Professor o f Spanish.
Swarthmore College.

Todd A . Drumm,

B .S., Westminster College;
Ph.D., University o f Maryland, College Park,
Assistant Professor o f Mathematics.
Swarthmore College.

Lisa Hajjar, B .A ., Tufts University;
M .A ., Georgetown University; Ph.D.,
T h e American University, Assistant Professor
of Sociology. Swarthmore College.

Robert Dufour, B.A ., M cG ill University;
A .M ., Ph.D., University o f Illinois,
Champaign-Urbana, Assistant Professor of
Psychology. 708 Colwell Road.

Cynthia Perwin Halpern, b .a ., Tulane
University; M .A ., T h e London School of
Economics; Ph.D., Princeton University,
Assistant Professor o f Political Science.
Swarthmore College.

Frank H. Durgin, B .A ., St. Joh n’s College;
M .A ., University o f Pennsylvania; Ph.D.,
University o f Virginia, Assistant Professor
o f Psychology. 6 Crum Ledge.
Silvio P. Eberhardt,

B .S. and B.S.E.E.,
Lehigh University; M .S. and Ph.D., Johns
Hopkins University, Assistant Professor of
Engineering. Swarthmore College.

2 Absent on leave, spring semester, 1997.
3 Absent on leave, 1996-97.

304

Jnhn Hawthorn,3B .A .,

Brasenose College,
Oxford; M .A . and Ph.D., M cG ill University,
Visiting Assistant Professor o f Philosophy.
Swarthmore College.

Christopher M . Herald, B .A . and Ph D.,
University o f California, Berkeley, Visiting
Assistant Professor o f Mathematics.
Swarthmore College.

4 Fall semester, 1996.

Sally Hess,

B.A ., Barnard College; M .Phil.,
Yale University, Assistant Professor of Dance
(part-time). Swarthmore College.

S3f3 Hiebert,

B .S., University o f St.
Andrews; Ph.D., University o f Washington,
Assistant Professor of Biology. Swarthmore
College.

Steven P. Hopkins.

B .A . and M .A .,
University o f California, Santa Barbara; A.M .
and Ph.D., Harvard University, Assistant
Professor o f Religion. 8 Crum Ledge Lane.

Wendy A . Horwitz,

A .B ., Harvard
University; M .A . and Ph.D., Temple
University, Assistant Professor o f Psychology.
502 Westview S t., Philadelphia, PA 19119.

Thomas J . Hunter,

B .S ., University of
Chicago; Ph.D., Massachusetts Institute
of Technology, Assistant Professor of
Mathematics. Swarthmore College.

Ahamindra Jain,

S.B ., Massachusetts
Institute of Technology; Ph.D., Harvard
University, Visiting Assistant Professor of
Chemistry. Swarthmore College.

Robert H. Jinks,

B .S. and Ph.D., Syracuse
University, Assistant Professor o f Biology.
Swarthmore College.

Aimee S.A . Johnson, B .A ., University of
California, Berkeley; Ph.D., University of
Maryland, College Park, Assistant Professor
of Mathematics. Swarthmore College.
Noia Johnson, B .A .,

University o f
California, Los Angeles; M .A . and Ph.D.,
University o f California, Berkeley, Assistant
Professor of English Literature. Swarthmore
College.

Haili Kong,

M .A ., People’s University,
Beijing; Ph.D., University o f Colorado at
Boulder, Assistant Professor o f Chinese.
Swarthmore College.

Allen KuhaiSki,’

B .A ., University of
Wisconsin-Madison; M .A . and Ph.D.,
University o f California, Berkeley, Assistant
Professor of English Literature. Swarthmore
College.

2 Absent on leave, spring semester, 1997.

Roger E . Latham, B.A ., Swarthmore
College; Ph.D., University o f Pennsylvania,
Assistant Professor o f Biology. Swarthmore
College.
Colin W. Leach,

B.A . and M .A ., Boston
University; Ph.D., University o f Michigan,
Assistant Professor of Psychology. 20 Oberlin
Avenue.

Grace Ledbetter,

A .B ., Bryn Mawr College;
M .A ., University o f Virginia; Ph.D., Cornell
University, Assistant Professor of Classics and
Philosophy. Swarthmore College.

Carolyn Lesiak,

B.A ., Swarthmore College;
M .A ., Duke University; Ph.D., Duke
University, Visiting Assistant Professor of
English Literature (part-time). Swarthmore
College.

Hathaniel Longley,

B .A ., Carleton College;
Ph.D., University o f Minnesota, Visiting
Assistsant Professor o f Physics. 445 Rogers
Lane, Wallingford, PA 19086.

Tamsin Lorraine,2B .A .,

Middlebury College;
Ph.D., University o f Massachusetts, Assistant
Professor of Philosophy. 318 N. Chester Road.

Eric McCloud,

B .S. and B .A ., University of
Maryland; M .S., University of Delaware;
Ph.D., University o f Illinois, Assistant
Professor o f Biology. Swarthmore College.

Li-ching Chang Mair,’ B.A . and M .A .,
National Taiwan University; M .A ., University
of Washington, Assistant Professor of Chinese
(part-time). 23 Oberlin Avenue.
William Marshall, B.F.A., University of
Florida; M.F.A., Virginia Tech, Assistant
Professor of English Literature and Resident
Designer of T h e Theatre. Swarthmore
College.
Lisa Maadan,

B .A ., G rinnell College;
M .S. and Ph.D., Indiana University,
Assistant Professor o f Computer Science.
41 6 North Chester Road.

3

Absent on leave, 1996-97.

Faculty

Meta Mendel-Reyes,3B .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 Menke,

B.A ., San Francisco State
University; M .A . and Ph.D., Harvard
University, Assistant Professor o f French.
Swarthmore College.

Karin Myhre,

B.A ., Williams College,
Visiting Assistant Professor o f Chinese.
Swarthmore College.

Deepa M . Ollapally, B .A ., Horida State
University; M .A . and Ph.D., Columbia
University, Assistant Professor o f Political
Science. Swarthmore College.
Rnbert S. Paley,

B .S., M cG ill University;
M .S. and Ph.D., University o f Michigan,
Assistant Professor o f Chemistry. Swarthmore
College.

Ryne Palombit,

B .S. and B .A ., New M exico
State University; Ph.D., University of
California, Davis, Assistant Professor of
Biology. Swarthmore College.

Peter Parolin,; B .A ., University o f British
Columbia; M .A . and Ph.D., University of
Pennsylvania, Visiting Assistant Professor of
English Literature (part-time). 333 Walnut
Street, Box 232, Philadelphia, PA 19104.
Emilie Passow, B .A ., City College o f New
York; M .A . and Ph.D., Columbia University,
Assistant Professor o f English Literature
(part-time). 5 0 Belm ont Avenue,
Bala Cynwyd, PA 19004.
Christopher Pavsek,

B .A ., Cornell
University; Ph.D., Duke University, Visiting
Assistant Professor o f German. Swarthmore
College.

Paul R- Rabien,

B .A ., Haverford College;
M .A ., Columbia University; Ph.D., Yale
University, Assistant Professor o f Chemistry.
Swarthmore College.*1

3 A bsent on leave, 1996-97.
5 Spring semester, 1997.

306

Terrence L . Reese,

B .S. and Ph.D., Texas
Christian University, Visiting Assistant
Professor o f Physics. 800 Avondale Road,
Apt. 4N , Wallingford, PA 19086.

Cecelia B. Reisman,

B •F.A., CamegieM ellon University; M.F.A., Yale University,
Assistant Professor o f Studio Arts. 49
Merbrook Lane, Merion Station, PA 19066.

Micheline Rice-M axim in,1 Licence

and
Maitrise Universite de la Sorbonne, Paris-IV;
M .A ., University o f N orth Texas; Ph.D.,
University o f Texas-Austin, Assistant
Professor o f French. 525 Elm Avenue.

Aurora Camacho de Schmidt,

M .A . and
Ph.D., Temple University, Assistant Professor
o f Spanish. Swarthmore College.

Wesley Shumar,

B .A ., University of
Pennsylvania; M .A ., New York University;
Ph.D., Temple University, Visiting Assistant
Professor o f Education. 577 W est Orange
Street, Media, PA 19063.

Sunka Simon,

M .A ., Universitadt Hamburg;
Ph.D., T h e Johns Hopkins University,
Assistant Professor o f German. Swarthmore
College.

Christopher Towse,

B.S., Massachusetts
Institute of Technology; M .S. and Ph.D.,
Brown University, Visiting Assistant'Professor
o f Mathematics. Swarthmore College.

Beatriz Urraca, Licenciada, Universidad
Complutense Madrid, Spain; M .A . and Ph.D.,
University of Michigan, Visiting Assistant
Professor of Spanish. Swarthmore College.
Elizabeth A . Vallen, B .A ., Case Western
Reserve University; Ph.D., Princeton
University, Assistant Professor o f Biology.
Swarthmore College.
Patricia White,

B .A ., Yale University;
Ph.D., University o f California, Santa Cruz,
Assistant Professor o f English Literature.
Swarthmore College.

8 Campus coordinator, Swarthmore Program
in Grenoble, fall semester, 1996.
11 Program Director, Swarthmore Program in
Grenoble, spring semester, 1997.

Thomas Whitman,

B .A ., Swarthmore
College; Ph.D., University o f Pennsylvania,
Assistant Professor o f Music. Swarthmore
College.

Shelagh Johnston,

Judith Wilson,

B .A ., Stanford University;
M.S., Western Michigan University; Ph.D.,
University of W isconsin'M adison, Visiting
Assistant Professor of Computer Science
(part-time). 2428 Brown Street,
Philadelphia, PA.

Evgeniya L . Katsenelinboigen,

INSTRUCTORS

Paul H. King, B.F.A., Philadelphia College of
Arts; Certificate, Pennsylvania Academy of
Fine Arts; M.F.A., Boston University, Visiting
Instructor o f Studio Arts. Swarthmore
College.

Annick Applewhite, Université de Paris,
Ecole Supérieure d’interprètes et de
Traducteurs: Terminal Degree, Instructor in
French (part-time). Philadelphia, PA.

Darlene D. Bramucci,

b .a

. and M .S.,
University o f Maryland, Laboratory Instructor
in Biology, 532 M ilmont Avenue, Milmont
Park, PA 19033.

Han Chen, Ph.D., University o f Texas,
Instructor in Chinese (part-time).
Swarthmore College.
Leslie J . Delauter,

B.A ., University of
California, Berkeley; M .A ., University of
California, Berkeley, Visiting Instructor in
English Literature (part-time). Swarthmore
College.

Juan Friedman,

M .A ., University of
Wisconsin, Instructor in Spanish (part-time).
421 Cornell Avenue.

Jacqueline Goldsby, A .B.,

University of
California, Berkeley; M .A ., Yale University,
Visiting Instructor in English Literature.
Swarthmore College.

Jürgen W.W. Heinrichs,

B .A ., University of
Hamburg; M .A ., Yale University; M-A.,
University of Hamburg; M .Phil. and Ph.D.,
Yale University, Visiting Instructor of A rt
History. Swarthmore College.

Francis L . Higginson,

M .A ., University of
California at Berkeley, Instructor in French
(part-time). Philadelphia, PA

B.A ., Wellesley College;
M .S., Drexel University, Laboratory Instructor
in Biology. 917 Winding Lane, Media,
PA 19063.
Moscow
Polygraphic Institute, Instructor in Russian
(part-time). 133 Deerpath Lane, Media,
PA 19063.

Mary K. Kenney, A .B ., Chestnut Hill
College; M .A ., Villanova University,
Instructor in Spanish (part-time). Swarthmore
College.

Grace Ledbetter, A .B .,

Bryn Mawr College;
M .A ., University o f Virginia, Instructor in
Classics and Philosophy. Swarthmore College.

Jason McGill, A .B.

and B.S., Cornell
University; A .M ., University o f Michigan,
A nn Arbor, Visiting Instructor in History.
Swarthmore College.

Carole Netter, Maitrisse and DEA,
University o f Paris, Instructor in French
(part-time). Swarthmore College.
John Niedzwiecki,

B .S., University of
Shippensburg, Biology Department Laboratory
Instructor. Swarthmore College.

Elke Plaxton,

B.A ., Brigham Young
University; M .A ., University o f Colorado,
Instructor in Germ an (part-time). 2022
Brandywine Street, Philadelphia, PA 19103.

Donna T. Perrone,

B .S., University of
Delaware, Laboratory Instructor in Chemistry.
1002 Beech Road, Wallingford, PA 19086.

Megan Streams, B .s. and M .S., T he
Pennsylvania State University, Laboratory
Instructor in Biology. Swarthmore College.
Jennifer Thompson,

B .A ., Knox College;
A .M ., Brown University; M. Div., Yale
Divinity School, Visiting Instructor in
Religion. Swarthmore College.

Thomas Valente, B .S., Montana State
University, Laboratory Instructor in Biology.
Swarthmore College.
307

Faculty

Sheryl A . Whitlock,

B .S., University of
Delaware; M .A ., Beaver College, Laboratory
Instructor in Chemistry. Swarthmore College.

Brands L . Wido, B .S., Elizabethtown
College; M .C .C ., Hahnemann University,
Laboratory Instructor in Chemistry.
705 Erlen Road, Norristown, PA 19401.
Sujane Wu,

B .A ., Soochow University,
Taipei, Taiwan; M .A ., University of
Wisconsin-Madison, Instructor in Chinese
(part-time). Swarthmore College.

Thomas Klein,

B.A ., University o f Saarland;
M .A ., University of Maryland; Ph.D.,
University o f Delaware, Lecturer and
Laboratory Assistant in Linguistics.
Swarthmore College.

Jeanette Owen,

M .A ., Bryn Mawr College,
Visiting Lecturer in Russian. 629 Walnut
Lane, Haverford, PA 19041.

Bevya Rosten,

M .A ., CU N Y, Visiting
Lecturer in Theatre (part-time). Swarthmore
College.

Mary E . Roth,

LECTURERS

B .A ., Kenyon College;
Ph.D., Massachusetts Institute o f Technology,
Lecturer in Chemistry. 119 Chapel Hill Drive,
Newark, DE 19711.

Abigail Adams, Diploma, Royal Academy
o f Dramatic A rt; Certificate, Wielopolska
Training School, Visiting Lecturer in Theatre.
603 H illbom Ave.

B.A . and M .A ., University
of Pennsylvania, Lecturer in Sociology and
Anthropology (part-time). 2201 Pennsylvania
Avenue, Philadelphia, PA 19130.

Diane Anderson,

Charles F. Stone, III, B .A ., Swarthmore
College; Ph.D., Yale University. Visiting
Lecturer in Economics. 1214 Strath Haven
Condominiums.

B .A ., M ontclair State
College; M .S., Drexel University, Lecturer
in Education. 210 Yale Avenue.

Roger Babb, B .A ., Empire State University,
Visiting Lecturer in Theatre (part-time).
Swarthmore College.
Carla Belver,

B .A ., Temple University;
M .A ., Villanova University, Visiting Lecturer
in Theatre. 121 Dundee Mews, Media, PA
19063.

Wendy Chmielewski,! B .A .,

Goucher
College; M .A . and Ph.D., State University of
New York at Binghamton, Cooley Curator of
the Swarthmore College Peace Collection
and Lecturer in History. Swarthmore College.

Peggy deProphetis, A .B ., Vassar; M .B.A .,
W harton School, University o f Pennsylvania;
Ph.D., University o f Pennsylvania. Visiting
Lecturer in Economics. Swarthmore College.
Virginia M . indivero,

B .S., Elizabethtown
College; M .S., Villanova University, Lecturer
in Chemistry. 2915 Wakefield Drive, Holmes,
PA 19043.

5

308

Spring semester, 1997.

Michael Speirs,

ASSISTANTS AND ASSOCIATES
Ananya Chatterjea,

B .A ., Presidency
College, Calcutta, India; M .A ., Jadaupur
University, Calcutta, India; M .A ., Columbia
University, Associate in Performance
(D ance). Swarthmore College.

LaDeva Davis,

B.M.Ed., Temple University,
Associate in Performance (D ance). ■
Swarthmore College.

Ted Dixon,

B.A ., Bates College; M .S., United
States Sports Academy, Assistant in Physical
Education. Swarthmore College.

Dorothy K. Freeman, B.M ., M .M .,

Boston
University, Associate in Performance (Music).
206 Martroy Lane, Wallingford, PA 19086.

Brad Hoffman, B .A ., Swarthmore College,
Assistant in Physical Education. Swarthmore
College.

Michael Johns, Associate

in Performance
(Music). Swarthmore College.

M

Jon McHutchison,

Assistant in Physical

Education.

Wayne McKinney,4Assistant in

Physical

Education. Swarthmore College.

Brian Kloppenberg,

B .A ., Swarthmore
College; M.F.A., O hio State University,
Associate in Performance (Dance).
Swarthmore College.

I

C. Kemal Nance, B .A ., Swarthmore College;
M.A., Temple University, Associate in
Performance (D ance). Swarthmore College.
LaiTy Perry, B .A .,

■

■

Pennsylvania State
University, Assistant in Physical Education.
Swarthmore College.

Mireille Tronel Peyroz, Maictrise d’Anglais,
Universitea Stendhal, Grenoble III, Assistant
in French. Swarthmore College.
Arne Running, Associate

in Performance
(Music). Swarthmore College.

Dan Sears,
■

I

B .S., Pennsylvania State
University, Assistant in Physical Education.
Swarthmore College.

Paula Sepinuk, B .A ., Bennington College;
M.A., Villanova University, Adjunct
Associate in Performance (Dance).
Swarthmore College.
Jon Sherman,

■

B .A ., Temple University,
Associate in Performance (D ance).
Swarthmore College.

Adrienne Shibles,

B .A ., Bates College;
M.A., Sm ith College, Assistant in Physical
Education. Swarthmore College.

I

Leah Stein, B .A .,

■

Ronald A . Tirpak, B.A ., Millersville
University; M .A ., Temple University,
Assistant in Physical Education.
440 Strath Haven Avenue.

Wesleyan University,
Associate in Performance (Dance).
Swarthmore College.

»
4 Fall semester, 1996.

309

Faculty

*

I
Standing Committees of
the Faculty 1996-97
Academic Requirements

Physical Education and Athletics
DEVIN , Davis, Meeden, Borbee, McNamee,
R . Hopkins, Dunn, Ramirez, R . W illiam s*,
2 students

L Y T H C O T T *, Gross, Schwartz*, W arner*,
Ledbetter, M oscatelli, L. Westphal (fall),
Halpem

Promotion and Tenure

Admissions
W A G N ER-PA CIFICI, Aslanian, Maurer,
McNamee, Siddiqui, Turpin, Gilbert,
Lythcott*, Talbot*, M am let*, Simeone,
3 students

Research Ethics

Bookstore
K ITA O , Cleland, Voet, Heintz, Weir, G race*,
Sch a ll*, 2 students

Council on Educational Policy
K E IT H *, Anderson, Bloom *, Cothren,
Kelemen, Kuperberg, Vollmer, Werlen,
Harvey ’97, 2 students

Committee on Faculty Procedures

B LO O M *, K eith *, Eldridge, Merz, Saffian
(spring), W einstein
IVERSEN , A . Johnson, Femald

Research Support
G A U ST A D , M eunier.

Women’s Concerns
TRAVERS/W ELBON (co-chairs), Weinberg,
Goetchus, Graybill, Nackenoff, Henry*,
Robinson*, Mamlet, Carter, Untereker,
2 students

Secretary to the Faculty
Orthlieb

M arshal
Hungerford

B L O O M *, K eith *, deSchmidt, Diaz-Barriga,
Molter, O ’Connell, Swearer, Travers

------------------------------- ;—

Computing Services

Faculty Representatives
to Other Committees

KLO TZ, Meeden, Bannister, Forrester,
McNamee, Morrison, J. Downing*, Francis,
W arner*, 3 students

C ooper
G RAYBILL, M. ELD R ID G E,* (co-chairs),
A lston, Blum, Marshall, Hassen, Voet, R.
Hopkins, Meunier, Amy Morrison, Echols,
Sm ythe*, 2 students

Curriculum Committee
K E IT H *, Smulyan, Pasternack, W einstein,
W arner*, 2 students

Fellowships and Prizes
S T O T T * , Gross, Jenkins, Halpem, Paley,
Deutsch, Hunter, Lacey, Exon, Voet

Foreign Study
PIKER, Femald, G rant, Paley, Moskos,
McGarity, Rice-M axim in (fall), Roza (spring),
Evans*, Gross, Warner

Health Science and Advisory
SIM E O N E *, Gross, W arner*, Rablen, Weiss,
Schneider, Jenkins

Library
M O R R ISO N *, J . Downing*, Kitao, Raff,
Macken, Bannister, Dumic

1

Academic Support Committee
G R O S S *, R EN N IN G ER (Co-Chairs),
C obo*, Hiebert, Hunter, Miran, Passow,
Lacey, Sharpe, Goundie, Sim eone, Echols*,
1 Student

Alcohol Policy
G O U N D IE*, Echols*, Leigh*, M . Mullan,
Schuldenffei, Ramirez*, Redgrave*, 2 students

College Planning
B LO O M *, A slanian*, M. Eldridge*,
Gotwals*, Grossman, Kuperberg, Talvacchia,
R . Williams, Pasternack, Smulyan, Weinstein,
Schwartz*, K eith *, Lythcott*, Dean,
M am let*, 2 students

College Judiciary
L Y T H C O T T *, Swearer (Regular- fall),
Weinberg (Regular), Munson (Regular),
Talbot (Regular), Goundie (Observer)*,
Cheever (A lternate), N . Johnson (A lternatefall; Regular- spring), Schuldenffei
(A lternate- spring), Schall (A lternate),
Judy Downing (A lternate), 2 students i

»

-»

*staff ex officio

College Budget Committee
n

f

A SL A N IA N *, Bloom *, Boecio, M. Eldridge*.
Gotwals*, O ’Connell, Li, Schwartz*, K eith*,
Lythcott*, Muñoz, Smythe, Nikelly, Schall*,
Mamlet*, W elsh*, 2 students

Equal Opportunity Committee
MOLTER, SO W A R D S (co-chairs), M.
Eldridge*, Henry*, Carpenter (fall), Turpin,
Wimberly, Lorraine, Nackenoff, Robinson*,
M. Westphal, Armstrong, Kalwaic, Los

Exchange
■

HIEBERT, Schneider, Rawson, Brenda
Perkins, DVM , Phyllis Lachs (Counsel, Bryn
Mawr College)

A d H oc Review o f Registration Procedures
W ILLIA M SO N , R . Eldridge, Gross, Jenkins,
W arner*
Ad Hoc Committee on ADA Planning
SC H A L L *, Bock, Brown, Evans*, Pryor,
Robinson, M. W estphal*, Director o f Human
Resources*

W ARNER, Dunn (fall), Gergen

Faculty and S taff Benefits
D IREC TO R O F H U M A N R E S O U R C E S*,
Gaustad, Bolton, Wagner-Pacifici,
L. Westphal (both sems even though on
leave), Gloner, Francis, Risoli, Femberger*,
Aslanian*, Schwartz*

Honorary Degrees

4

Animal Use and C are Committee

College Planning
Committee Task Force
Speech in the Academic Community
OBERD IEK (fall), Goundie, Lythcott, N.
Johnson, L. Westphal (fall), 4 students

Cultural Diversity Task Force

BLO O M *, G O T W A L S * (co-chairs),
Freeman, Klotz, Magenheim, Muñoz, 3 Board
Members

SCH M ID T, Nackenoff, Schwartz*, Siddiqui,
Cobo, Director o f B C C *, students

Lang Scholarship

Librarian Search Committee

LYT H C O T T *, Renninger (fall), Caskey
(spring), G rant, Weinberg, Bradley (spring),
Webb, M. Westphal

SC H W A R TZ *, Bolton, Burke, Kitao, Klotz,
Morrison*, Masterpasqua, Sowards,
J. Downing

Luce
FRA N CIS, Brown, Kong, T. W hite
Sager
MOSKOS/LORRAINE (co-chairs), Ayers*,
Dean’s Office, Huber*, N . Johnson, Sowards,
P. W hite

Faculty Representatives to
Committees of the Board
Board Observers

Watson

Golub, Ledbetter

G R O SS, A lston, G ilbert, Napoli

Property

Suiarthmore Foundation

M acken, Levinson

G R O SS, Charlton, Eberhardt, Stillw ell*,
Sto tt*, T. W hite

Brown, Munson, Rablen

Suiarthmore Asian-American, Latino, Native
American and African Heritage Concerns
Committee
ANDERSON , Evans, Bradley (spring),
Camacho de Schm idt, Siddiqui, Chijioke,
Cobo, M. Westphal, Collins, Mullen
(Marsha), 2 students

Student Life

Divisions and Departments
I.

D IV ISIO N O F T H E H U M A N ITIES
Philip W einstein, Chair

Alt

Community Services Advisory Board

Randall L. Exon, Chair

G R O SS, Francis, P. W hite, Stillw ell*,
W ebb*, Cheever, W ylie*

Asian Studies (Program)
Lillian Li, Program Coordinator

*staff ex officio

311

Faculty

Classics

Physics and Astronomy

G ilbert Rose, Department Head

Peter Collings, Chair
Joh n Boccio, A cting Chair

English Literature
Craig Williamson, Chair

Psychology

History

Deborah Kemler Nelson, Department Head

M arjorie Murphy, Chair

Mathematics and Statistics
C hair to be named

Modern Languages and Literatures
Marion ]. Faber, Chair
George Moskos, A cting Chair

Music and Dance
Gerald Levinson, C hair

Philosophy
Richard Eldridge, Chair

Psychology
Deborah Kemler Nelson, Department Head

Religion
Ellen M . Ross, C o-C hair
Mark I. W allace, C o-C hair
Donald Swearer, A cting C hair (spring)

III.

D IV ISIO N O F T H E SO C IA L
SC IEN C E S
Lisa Smulyan, Chair

Economics
Stephen Golub, Chair

Education (Program)
Eva Travers, Program Director

Engineering
Frederick O rthlieb, Chair

History
Marjorie Murphy, Chair

Linguistics (Program)
Donna Jo Napoli, Program Director

Mathematics and Statistics
C hair to be named

Philosophy
II.

D IV ISIO N O F T H E N A TU RA L
SC IE N C E S A N D EN G IN EERIN G
Robert F. Pasternack, Chair

Biology
R achel A . Merz, Chair
Jo h n B. Jenkins, Associate Chair

Chemistry
Thom as A . Stephenson, Chair

Richard Eldridge, Chair

Political Science
Kenneth E. Sharpe, Chair

Psychology
Deborah Kemler Nelson, Department Head

Sociology and Anthropology
Joy Charlton, Chair

Computer Science (Program)
Charles F. Kelemen, Program Director

Engineering
Frederick O rthlieb, Chair

Linguistics (Program)
Donna Jo Napoli, Program Director

Mathematics and Statistics
C h air to be named

Philosophy
Richard Eldridge, Chair

*staff ex officio

Rose Maio, Division Administrative
Assistant.

Administration

PRESIDENT’S OFFICE
Alfred H. Bloom, B.A ., Princeton
University; Ph.D., Harvard University,
President and Professor o f Psychology and
Linguistics.
Maurice G. Eldridge, B .A ., Swarthmore
College; M.Ed., University o f Massachusetts,
Associate Vice President and Executive
Assistant to the President.
Stephen Estelle,

B .A ., Swarthmore College,
Social Coordinator.

Margaret M . Giovannini, Administrative
Coordinator for the President.

Marcia C. Brown, B .A ., Villanova
University; M.Ed., University of
Pennsylvania, Assistant to the Provost.
Cathy Pescatore, Gina M . Pirocchi,
Administrative Assistants.

DEAN’S OFFICE
Ngina Lythcott,

A .B., Simmons College;
M .S.W ., Sm ith College; M.P.H. and Dr.P.H.,
University of California at Los Angeles, Dean
of the College.

Robert J . Gross,

B .A ., Swarthmore College;
M .A.T., Ed.D., Harvard University, Associate
Dean o f the College for Academic Affairs.

Paul J- Aslanian, B .A ., M .B.A ., University
of Washington; C.P.A., Vice President for
Finance and Planning.

Gilmore Stott, B.A . and M .A ., University of
Cincinnati; B.A . and M .A ., University of
Oxford; M .A . and Ph.D., Princeton
University, Associate Provost Emeritus and
Associate Dean of the College.

Harry D. Gotwals,

Tedd R. Goundie,

VICE PRESIDENTS’ OFFICE

B .A . and M .A .S., Johns
Hopkins University, Vice President-Alumni,
Development, Public Relations.

Suzanne P. Welsh,

B .A ., B .S., University of
Delaware; M .B.A ., University of
Pennsylvania, Treasurer.

Louisa C. Ridgway,

B .A ., Vassar College;
M .B.A., University o f Pennsylvania, Assistant
Treasurer.

Shirley Averill,

Administrative Assistant to
the Vice President for Finance and Planning
and the Treasurer.

Cindy Rossley,

B .S., Muhlenberg College;
M .S., Bowling G reen State University,
Associate Dean of the College for Student
Life.

Anna M . Coho,

B .A ., St. John’s University;
M .A ., New York University, Assistant Dean
o f the College and Director o f the
Intercultural Center.

Linda Echols, R .N ., B .S.N ., and M .S.N .,
University o f Pennsylvania; M .B.A ., W harton
School; CRNP, Johns Hopkins Hospital,
Interim Associate Dean of the College and
Interim Director o f the Black Cultural Center.

Administrative Coordinator
for the Vice President— Alumni,
Development, Public Relations.

Gloria Carey Evans,

PROVOST’S OFFICE
Jennie Keith,

Myrt Westphal, A .B ., Occidental College;
Ed.M., Boston University, Director of
Residential Life and Coordinator for Services
for Students with Disabilities.

Barry Schwartz,

Karen M . Henry, B .A ., Swarthmore College;
M .S.S., Bryn Mawr College Graduate School
o f Social Work, Gender Education Advisor.

B .A ., Pomona College; M .A .
and Ph.D., Northwestern University, Provost
and Centennial Professor of Anthropology.
B .A ., New York University;
M.A. and Ph.D., University o f Pennsylvania,
Associate Provost and Dorwin P. Cartwright
Professor of Social Theory and Social A ction.

B.A ., Western
Washington College of Education; M .S.,
University o f Washington; Ph.D., Stanford
University, Consultant for Testing and
Guidance and Adviser to Foreign Students.

313

Administration

Jennifer Leigh,

B .A ., Swarthmore College,
Coordinator o f Student Activities.

Alexandra Mariko Webb, B .A ., Swarthmore
College, Co-Coordinator o f Volunteer
Programs.
Carolyn Stillwell,

B .A ., Swarthmore
College, Co-Coordinator o f Volunteer
Programs.

Patricia A . Coyne, Alma E . Stewart,
Administrative Coordinators.

Sheila Y. Gonzales, Joanna K. Nealon,
A .B ., Immaculata College, Diane E . WatSOn,

Frances M . Cuneo, B .S., W est Chester
University; M .A ., Widener University,
Assistant to the Dean and Supervisor o f
Office Operations.
Ellen Dolski, Bernadette Carroll, Maureen
McKeon, Maureen Plummer, Dianna
Mullen, B .S., Millersville State University;
M .A ., West Chester State University,
Matthew Hurford, B .A ., Swarthmore
College, Administrative Assistants.

Arlene K. Mooshian, B.S., W est Chester
University, Receptionist.

Administrative Assistants.

ADMISSIONS OFFICE

ALUMNI RELATIONS, PUBLIC RELATIONS,
AND PUBLICATIONS
Barbara Haddad Ryan,

Susan K. Untereker,

B .A ., Swarthmore
College; M .S., Columbia University Graduate
School o f Journalism, Associate Vice
President for External Affairs.

Wallace Ann Ayres,

Pam KnitOWSki, B .A ., Kutztown University;
M .A ., Seton Hall University, Assistant
Director o f Alum ni Relations.

Robin G. Mamlet,

A .B ., O ccidental College,
Dean o f Admissions.
B .A ., Sm ith College;
M .A ., Columbia Teachers College, Director of
Admissions.
B .A ., Swarthmore
College; Ed.M., Harvard University, Associate
Dean o f Admissions.

James L . Dock,

B .A ., Swarthmore College;
M.Ed., University o f Virginia Curry School of
Education, Associate Dean o f Admissions.

Dracy R. Collins,

B .A ., Swarthmore College;
M .A ., Syracuse University, Associate Dean of
Admissions.

William P. Dickley,

B .A ., Haverford
College; M.Ed., University o f Delaware;
Ed.D., Harvard University, Assistant Dean o f
Admissions.

Ida Leader Miller, B .A ., Princeton
University, Assistant D ean o f Admissions.
Wendy R . Evans,

B .A ., Dickinson College,
Admissions Officer.

Margaret T. Kingham,

B.A ., Mary
W ashington College, Admissions Officer.

Jesse Murphy,

B .A ., Swarthmore College,
Admissions Counselor.

David A . Walter,

B .S., Swarthmore College;
M.Div., Princeton Theological Seminary,
Admissions Computer Coordinator.

314

Astrid Devaney,

Executive Assistant to the
Associate Vice President.

Matt Lawlor, B .A ., Swarthmore College,
Alumni Relations Assistant.
Tom Krattenmaker,

B.A ., University of
Minnesota, Director o f Public Relations.

Marsha Mullan, B .A ., Washington State
University, Associate Director o f Public
Relations.
Adam Preset,

B .A ., Swarthmore Collegé,
World Wide W eb Editor/Intemet
Coordinator.

Jeffrey B. Lott,

B .A ., Middlebury Collège;
M .A .T., Rhode Island School o f Design,
Director o f Publications and Editor o f the

Swarthmore College Bulletin.

Catherine Downing, B .A ., K ent State
University, Associate Director o f Publications.
Miml Geiss, Associate

Director of

Publications.

Nancy L.T . Lehman, B.A ., Swarthmore
College, Assistant Director o f Publications.

Carol Brévart, B.A ., University College,
London, Class Notes and Copy Editor.

CAREER PLANNING AND PLACEMENT

Audree Penner,

B.A ., University o f
Missouri-Columbia, Desktop Publishing
Assistant.

H. Thomas Francis, B .A ., Kalamazoo
College; M .A ., Western Michigan University,
Director.

Millie Dappollone, Jackie Fink,

Jane Ziegler McGarity,

Administrative Assistants.

B.A ., Johns Hopkins
University; M .S.S., Bryn Mawr College,
Assistant Director.

Patricia E . Trinder, A .B ., Oxford College o f
Technology, Recruitment Coordinator/Office
Manager.

BOOKSTORE
Kathleen K. Grace,

B .S., Elizabethtown
College; M .B .A ., Philadelphia College o f
Textiles and Scien ce, Director.

Leslie M . Brubaker, B .A ., Cedar Crest
College, Administrative Assistant.

Linda L . Levin,

B .A ., Colorado State
College, Trade Book Buyer.

Linda Bordley,

Accounts Payable Clerk.

BUSINESS OFFICE

CENTER FOR SOCIAL AND POLICY STUDIES
Raymond F. Hopkins, B .A ., O hio Wesleyan
University; M .A ., O hio State University;
M .A . and Ph.D., Yale University, Director of
Public Policy Program.
Gudmund R . Iversen,

Accounting

Lori Ann Keeley, B.A ., Rutgers University,
Restricted Funds A ccountant.
Kebede Teferi, C.P.A .,

M .Sc., University of
Timishoara, Assistant Controller.

M .A ., University of
Michigan; Ph.D., Harvard University,
Director.

Cathy Wareham, A .S .,

Wesley College,
Administrative Assistant.

Judith F. Valori,

B .A ., University of
Maryland, Systems Coordinator.

Business O ffice

Nancy E . Sheppard,

Business Office

Manager.

Karen Phillips, Payroll Coordinator.
Tom Biumenthal, Payroll Administrator.
Jean English, Administrative Assistant.
Kathryn Timmons, Accounts Payable Clerk.
Catherine Cinquina, Purchasing
Coordinator.

Monique Constantino, Bursar.
Linda Weindel, Assistant to the

CHESTER/SWARTHMORE COLLEGE
COMMUNITY COALITION
Neilda E . Mott, B.A . and M.Ed., Long Island
University, Director.

COMPUTING AND COMMUNICATION
SERVICES
Judy R. Downing,

Director o f Computing
and Communication Services.

John R. Boccio,
Bursar.

Word Processing Center

Diane Stasiunas, Director.
Joann M . Massary, Cheryl Robinson,

B .S., Polytechnic Institute
o f Brooklyn; Ph.D., Cornell University,
Faculty Consultant and Professor o f Physics.

Mark J . Dumic, B .A ., M .B .A ., University of
Rochester, Manager o f Networking and
Systems.

A .A .S., Delaware County Community
College, Secretaries.

315

Administration

■

a
Rose Martin,

Jane F. James, B .S., State University of
New York at New Paltz, User Services and
Training Coordinator.

Stewardship

Robin Jacobsen,

Susan Winslow Hodge,

B .B .S ., Temple University,
Manager, User Services.

R. Glenn Stauffer,

B .B .A ., Temple
University, Database Manager.

Administrative Assistant.

B .A ., W heaton
College; M .A ., University o f Pennsylvania,
Development Associate for Stewardship.

M ajor Gifts

i-i

Mary K. Hasbrouck,

Carol F. Rufus,

Michael A . Gelman,

Sandra D. Yates, Special Gifts Officer.
Day Evans, B .A ., University of New

B.A ., O berlin College,
Natural Sciences Computing Coordinator and
Manager, Academic Computing.
B .S ., Cam egie M ellon
University, Social Sciences Computing
Coordinator.

John P. Speno,

B .A ., Rutgers University,
U N IX System Manager.

Frank Yue, B .A .,

B .A ., Rosemont College,
M ajor Gifts Officer.

Hampshire, Senior Research Associate/Writer.

Margaret 0 . Mahoney, B .A ., Mt. Vem on
College, Research Associate.
Mary Henderson,

Administrative Assistant.

University of
Pennsylvania, Network/Unix Manager.

Annual Funds

Sherri Johnson,

Thomas W. Dymek,

B .A ., Cam egie M ellon
University, User Services Coordinator.

Frank Milewski,

B .S., Sain t Joh n’s
University, Banner Application Support
Manager.

Robert Velez, B .S ., Liberty University,
Telecommunications Services Coordinator.
Karen V. Roop, A .S ., Brandywine College,
B .A ., W idener University, User Services
Analyst.
Heather Dumipan,

Computer Store Sales
Hardware Support

Technician.

Eric Behrens,

B .A ., Swarthmore College,
Humanities Computing Coordinator.

Alice H. McGovern,

B .S., Fordham
University, A IM S Associate.

Lisa Brunner-Bireley, A .A .S .,

Delaware

County Community College,
Purchasing/Accounting.

BEVELOPMENT
Martha Meier Dean,

B .A ., Swarthmore
College; M .A ., University o f Michigan,
Director o f Development.

316

■

Carmen Duffy, Bonnie Lytle,
Administrative Assistants.

Foundation and Corporate Relations

Ellen Wylie, B .A ., Colgate University; M.A.,
Temple University, Director.
Sonya Pappas,

B .A ., Franklin and Marshall
College, Assistant Director.

Lorna Wilson,

Assistant.

Michael W. Rapp,

B .A ., Pennsylvania
State University, Assistant Director of
Annual Funds. .

Administrative Assistant.

Planned Giving

Margaret W. Nikelly,

B .A ., Upsala College,

Director.

Anne Bonner,

B .A ., University o f Wyoming;
M .A ., University of Washington, Associate
Director.

m

Patti SantOVitO, Administrative Assistant.
Alumni and G ift Information Systems

Diane C. Crompton, Director.
Irene Martin, B .A ., Lock Haven University,

H

Senior G ift Recorder.

Jacqueline West,

Assistant Alumni

Recorder.

Barbara Mann, B .S., W est Chester
University, Assistant G ift Recorder.'

s»

m

m

■»

Ruthanne Krauss, Office Manager.
Marcia L . Fawcett, Administrative

Sarah Porter,

Assistant.

Services.

EQUAL OPPORTUNITY OFFICE

Patricia Fitzgerald, Supervisor.
Judy Majors, Supervisor.
Patti Shields, Supervisor.
Roy Sawyer, Supervisor.

Maurice G. Eldridge, B .A ., Swarthmore
College; M.Ed., University o f Massachusetts,
Associate Vice President, Executive Assistant
to the President, and A cting Equal
Opportunity Officer.

FACILITIES AND SERVICES
5

Lawrence M . Schall,

B .A ., Swarthmore
College; J.D ., University of Pennsylvania,
Associate V ice President.

a

Karen Mazza, Auxiliary Services Assistant.
Oidi Beebe, B .A ., Gettysburg College,
Administrative Coordinator.

Environmental Services
Director o f Environmental

Grounds

Jeff JabCO, B .S.,

Penn State; M .S., North
Carolina State University, Director of
Grounds.

Richard Evans, Foreman.
Paul ErikSOn, B .S., University o f Delaware,
Crew Leader.

Jim McKenna,

Motor Pool Foreman.

Planning and Construction

Mark C. Evans,

R .A ., B.A rch., Cornell
University, Director of Planning and
Construction.

Michael Boyd,

Assistant Director of

Construction.

FACILITIES MANAGEMENT

Kelly Ewald,

Facilities Resource Coordinator.

C. Stuart Hain,

B .A ., Roanoke College,
Director of Facilities Management.

Alice Balbierer,

Assistant Director for

FINANCIAL AID DFFICE

Special Projects.

Laura Talbot,

Claire Ennis, Administrative Assistant.
Paula Dale, Space U se Coordinator.
Steve Borger, Crew Leader, Support Services

Patricia Serianni,

B.A ., W heaton College,
Director o f Financial Aid.
B.A ., M.Ed.,
Pennsylvania State University,

Crew,

Associate Director o f Financial Aid.

Maintenance

Joanne Barracliff, Helen Elmer, Linda
Ivanovic, B .S., Virginia Polytechnic

Ralph P. Thayer, Director o f Maintenance.
Tom Cochrane, Foreman— Mechanical/

Institute; M .A ., Kean College, Administrative
Assistants.

Utilities.

Gary Morrissey,

Foreman— Painting and

Faculty Housing.

FOOD SERVICE

John Rill, W ork Order Coordinator.
Eleanor Breischaft, Accounting.

Linda McDougall,

B .A ., Temple University^
Director o f Dining Services.

Laurie Dibeler,

B .A ., Pennsylvania State
University, Catering Manager.

317

Administration

Janet A . Kassab, Director o f Purchasing.
John Giannantonio, Culinary Institute,
Service Manager.

Barbara Boswell, Catering Chef.
Susan Bell, B .S., W idener University,
Dining Hall Manager.

Honda Kirby,

B .A ., University o f Delaware,
O ffice Manager.

Marie Dalton,

Cash Operations Manager.

Mari Clements, R .D ., B .S., Immaculata
College: M. H.Ed., S t. Joseph’s University,
Nutrician C linical Specialist.
Andrea Sconier LaBoo,

B .A ., Swarthmore
College; M .A ., Pennsylvania State University,
H IV Test Counselor.

James E . Clark,

B .A ., West Virginia
University; M .D ., Jefferson Medical College,
Medical Director, Crozer Chester Medical
Center.

Alan Zweben,
FOREIGN STUDY OFFICE

B .S., SUNY, Stoney Brook;
M .D ., New York Medical College,
Consultant, Internal Medicine.

Steven I. Piker,

Paul S. Zamostien, B .S., Ursinus College;
M .D ., Jefferson Medical College, Consulting
Gynecologist.

Rosa M . Bernard, A .A .S.,

Frank P. Giammattei, B.A ., Williams
College; M .D ., University o f Cincinnati,
Orthopedic Consultant.

B .A ., Reed College; Ph.D.,
University o f Washington, Professor of
Anthropology, Foreign Study Adviser.
Queensborough
Community College; B .S., Pace University,
Administrative Assistant.

HEALTH SCIENCE ADVISORY PROGRAM

Rlma Himelstein,

B .S., University o f
Pennsylvania; M .D ., University of
Pennsylvania; Internship Residency Mount
Sinai Hospital; M .D ., Adolescent Medicine;
Consultant.

Angela M . Simeone,

Charles 0. Hummer, III, M .A ., B.A .,
Amherst College; M .D ., Jefferson Medical
College; Internship, Pennsylvania Hospital;
Residency, Thomas Jefferson University;
Fellowship, Univeristy o f Cincinnati/The
Christ Hospital; Orthopedic Consultant.

HEALTH SERVICES

Kim Paterson,

A .B., Wellesley
College; Ed.M., Boston University; Ph.D.,
University o f Pennsylvania, H ealth Sciences
Advisor.

Linda Echols, R .N ., B .S.N ., and M .S.N .,
University o f Pennsylvania; M .B .A ., W harton
School; CRNP, Johns Hopkins Hospital,
Director o f W orth H ealth Center.
Donna Bartenbach, R .N., Delaware County
Community College, C o n sta n ce C. JOIICS,
R.N ., Hospital o f University of Pennsylvania,
Barbara Krohmer, R .N., Delaware County
Community College, Ethel Kaminski, A .S.,
M t. Aloysius Junior College; B .S.N .,
University of Pennsylvania, GcraldinO ColC,
A . A .S ., Delaware County Community
College; B.S.N . and M .S.N ., Widener
University, Nurses.
Beth Kotarski,

R.N ., M .S.N ., C.R.N .P.;
B. S.N ., W est Chester University; M .S.N .,
University o f Pennsylvania, Nurse Practioner.

318

B .S., Cornell University;
M.D., Temple Medical School, Residency/
Internship, Pennsylvania Hospital,
Consultant, Internal Medicine.

Bonnie Ermel, Nursing Assistant.
Carolyn 0. Evans, Health Services
Administrative Assistant.

HUMAN RESOURCES
Lee Robinson,

B.A ., Rhode Island College,
Employee Relations Manager.

Ellen W. Fernberger, B .S., B .A ., Wagner
College, Benefits Manager.

k

»
B .A ., Pennsylvania
State University, Associate Director of
Human Resources.

So-Young Jones,

Mildred L . Connell,

Pamela Julian-Smyers, B .S., W est Chester
University; M .S., Bloomsburg University,
Monographs Specialist.

Joan K. Krehnbrink,

Human Resources

Administrator.

Theresa Handley,

Administrative

Coordinator.

Carole Forsythe,

Administrative Assistant.

LANG PERFORMING ARTS CENTER

B .A ., Euha Womens
University, Korea; M .L.S., Simmons College,
Monographs Specialist.

Sandra M . Vermeychuk,

B .A ., Swarthmore
College; M .S. in Ed., University of
Pennsylvania, Monographs Specialist.

Margaret Rivello, Monographs Specialist.
Gretchen Stroh, B .S., Philadelphia College

Susan Dinsmore Smythe,

o f Textiles and Science, Materials Processing
Specialist.

James P. Murphy,

Elizabeth Woolson, A .B ., Chestnut Hill
College, Serials Specialist.

B .A ., Wesleyan
University, Managing Director.
B.F.A., State University
of New York at Albany, Manager of
Operations.

Andrew Metherall,

B.S., Lyndon State
College, Manager of Media Services.

Justin Paulson,

B .A ., Swarthmore College,
Production Intern.

Louise Petrilla,

A .A ., Delaware County
Community College, Serials Specialist.

Jacqueline Magagnosc,

B.A ., University of
California, Berkley; M .S., Drexel University,
Governm ent Documents Specialist.

Rose Marie Johnson,

Technical Service

Assistant.

Circulation and Reserve

LIBRARIES

Elizabeth Amann, B .A ., Swarthmore
College; M .S. in L.S., Rutgers University,
Circulation Librarian.

C ollege lib ra ry

Amy V. Morrison, B .A . and M .L.S., Rutgers
University, A cting College Librarian.
Ann S. Blackburn, Administrative Assistant
to the College Librarian.

Denise A . Risoli,

B .S., La Salle College,
Accounts Manager.

David A . LoyndS,

B .S ., Swarthmore College,

Assistant.

Technical Services

Barbara J . Weir,

B .S ., Pennsylvania State
University; M .L.S., Drexel University, A cting
Technical Services Librarian.

Amy 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.

Nancy C. Bech, Reserves Specialist.
Alison J . Masterpasqua, B .S., MUlersville
State College, Circulation Specialist.

Julie T. M in n ,

B.A ., Bates College,
Circulation Specialist.

Pauline E . Hallman, Receptionist.
Anna M . Agenbroad, Receptionist.
Viola G. Holdsworth, B .S ., Westminster
College; M.Ed., Temple University,
Receptionist.

Lisa F. Infante,

B .A ., Pennsylvania State
University; M .L.S., Widener University,
Receptionist.

Benedict A . Criscuolo,

Receptionist.

Special Collections and Audio-Visuals

Edward H. Fuller,

B .A ., Widener College;
M .S. in L .S., Drexel University, Special
Collections Librarian.

319

Administration

Steven W. Sowards,

Patricia Chapin O’Bonnell, B.A . and M .A .,
University o f Pennsylvania; M .A ., University
o f Delaware, Archivist.

Kathryn M . Cleland,

Susanna K. Morikawa, B.A ., Dickinson
College; M.F.A. and Ph.D., Syracuse
University, Archival Specialist.

Minda Hart,

Assistant.

Bibliographic Instruction and Reference
B .A ., Stanford
University; M .A ., M .L.S., Ph.D., Indiana
University, Humanities Librarian.
B .A . and M .A ., SU N Y
at Albany; M .A ., University o f Chicago,
Social Sciences Librarian.
B .A ., Pennsylvania State
University; M .S., Drexel University,
Interlibrary Loan Coordinator.

Kerry McElrone, B .A ., St. Joseph’s
University, Reference/ILL Assistant.
Cornell L ibrary o f S cien ce an d E ngineering

Emi K. Horikawa, B .S., University of
Nevada; M .A ., University of U tah, Science
Librarian.
Meg E . Spencer, B .A ., University of
Richmond; M .S., Drexel University, Science
Libray Coordinator.
Teresa E . Heinrichs,

B.A ., Waynesburg
College, Science Periodicals Specialist.

Underhill Music 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
W estern Reserve University, Coordinator.
FRIEN D S H IST O R IC A L LIBRA RY

J . William FrOSt,

B.A ., DePauw University;
M .A . and Ph.D., University o f Wisconsin,
Director.

F rien ds H istorical L ibrary o f
Sw arthm ore C ollege

Mary Ellen Chijioke, B .A ., Swarthmore
College; M .A ., University o f California, Los
Angeles; Post-Graduate Diploma in
Librarianship, University o f Ibadan;
Advanced Certificate o f Librarianship,
Columbia University, Curator.
Claire B. Shetter, Cataloguing and
Acquisitions Librarian.

Charlotte A . Blandford,

Administrative

Honorary Curators o f the Friends Historical
Library

Margaret Hope Bacon, Esther Leeds
Cooperman, Virginia Stratton Cornell,
David C. Elkinton (emeritus), Philip L .
Gilbert, Valerie Gladfelter, Adalyn Purdy
Jones, John M . Moore (emeritus), Lyman
W. Riley, Jane Rittenhouse Smiley, Alson
D. VanWagner.
Sw arthm ore C ollege P ea ce C ollection

Wendy E . Chmielewski,

B .A ., G ouchet
College; M .A . and Ph.D., State University of
New York at Binghamton, Cooley Curator.

Barbara E . Addison, B .S., University of
W isconsin (Milwaukee); M .S. in
Librarianship, University o f W isconsin
(Madison), Cataloger and A rch ivist.. Anne Yoder,

B .A ., Eastern M ennonite
College; M .L.S., K ent State University,
Archivist.

Tina S. Henry,

B .A ., Eastern College, i
Periodicals and Archival Specialist.

Advisory Council o f the Swarthmore College
Peace Collection

Harriet Hyman Alonso, Irwin Abrams
(emeritus), Asia Bennett, Katherine Camp,
Helen M . Carroll (em erita), Kevin
Clements, Hilary Conroy (emeritus),
Virginia S. Cornell (honorary member),
Kendall Landis, Donald B. Lippincott,
Hannah and Felix Wasserman.

LIST GALLERY
Andrea Packard,

B.A , Swarthmore College;
Certificate, T h e Pennsylvania Academy of
the Fine Arts; M.F.A., Am erican University,
Director.

POST OFFICE
Vincent J . Vagnozzi,

B.S., W est Chester

University, Supervisor.

Joseph Quinn, Assistant Supervisor.
John Quinn, Window Clerk.
Mary Hamilton, Clerk.
John Flanagan, John Steel, Couriers.

PSYCHOLOGICAL SERVICES
David E . Ramirez,

B .A ., M .A ., and Ph.D.,
University o f Texas, Director o f Psychological
Services.

Paula S. Rosen,

Maltha D. Worlon, B .A ., Guilford College;
Doctoral Candidate, Bryn Mawr College
Graduate School of Social Work and Social
Research, Psychology Intern.
Birgitte Haselgrove,

Administrative

Assistant.

PUBLIC SAFETY
Owen Redgrave, B .S., W est Chester
University; A .A .S ., Delaware County
Community College, Director o f Public
Safety.
Lean Francis, Assistant Director o f Public
Safety.

B .A ., University of
Rochester; M .S.S., Bryn Mawr College; Ph.D.,
Bryn Mawr College Graduate School of
Social Work and Social Research, Senior
Clinical Social Worker.

Geerge Iredale, Patrol Lieutenant.
Rrian Harris, Patrol Sergeant.
John Kelley, B .S. and M .S., Widener

Sabrina Ford,

Fred Kohlbrenner, Patrol Corporal.
B. Kelly DodSOn, A .A .S., New River
Community College, Jim Ellis, John
Ireland, A .A .S., Delaware County
Community College, Jeff Johnson, Mark
McGinnis, A .A .S., Delaware County
Community College, Christopher Smith,
B .S., Shippensburg University, Sam ZlViellO,

B .S., University o f Michigan;
M.A., University o f Iowa; Ph.D., University
of Iowa, Clinical Psychologist.

Jack L. Solomon,

B .S., Villanova
University; M.D., Hahnemann University,
Consulting Psychiatrist.

Paul B. Anderson,

B .A ., Haverford College;
M.A., Widener University; Doctoral
Candidate, Widener University Institute for
Graduate Clinical Psychology, Psychology
Intern.

Marjory Roberts Gray, B .A ., Syracuse
University; Doctoral Candidate, Temple
University Clinical Psychology Program,
Psychology Intern.

University, Patrol Sergeant.

Public Safety Officers.

Sheila A . Carter,

A .A .S., Delaware County
Community College, Ellie Jamison,
Communications C enter Staff.

TeiTi Narkin,

Administrative Assistant.

Lisa Hebner-Vila, B .Sc., Santa Clara
University; M .A ., W idener University;
Doctoral Candidate, W idener University
Institute for Graduate C linical Psychology;
Psychology Intern.

REGISTRAR’S OFFICE

Richard Leffel, B .A ., Temple University;
M.A., Widener University; Doctoral
Candidate, Widener University Institute for
Graduate Clinical Psychology, Psychology
Intern.

Nancy Ochs, Senior Recorder.
Evelyn G. Huk, Agnes Kennedy, Kimberly
Terrell, Recorders.

Martin 0. Warner, B.A ., University o f North
Carolina at Chapel Hill; M .A ., Duke
University, Registrar.

Administration

SAFETY
Donald L . Abramowitz, B.A ., La Salle
University; M .S., Harvard School o f Public
Health, Occupational and Environmental
Safety Officer.
Did! Beebe,

THE

Administrative Coordinator.

scon ARBORETUM

Claire Sawyers, B .S. and M .S., Purdue
University; M .S., University o f 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,
Helen DiFeliciantonio,

Office Manager.
Arboretum

Secretary.

Andrew Bunting,

A .A .S., Joliet Junior
College; B .S., Southern Illinois University,
Curator.

Timothy Tilghman,

B .S., University of
Missouri, Assistant Curator.

Claire Andorka,

B .A ., Hiram College,

Education Intern.

Art: June V. Cianfrana, A .A .S.,

Delaware
County Community College, Administrative
Assistant; W illiam H. Bishop, Jr., B.F.A.,
Colorado State University; M.F.A., University
o f Cincinnati; M .L.S., University of Texas at
Austin, Slide Curator.

Biology: Maria E. Musika, Administrative
Assistant; A nne M. Rawson, B .A .,
Swarthmore College; M .S., Cornell
University, Manager o f M artin Laboratories;
Joh n Kelly, A .A .S., Community College of
Philadelphia; B .A ., T h e W harton School,
University o f Pennsylvania, Instrumentation
Specialist.
Chemistry: Kay McGinty, B .A ., M .A .,
California State University at Long Beach,
Administrative Assistant; James W. Bell,
Instrument Coordinator.
Classics: Sarah Seastone, B.A . and M.A.,
University of Wisconsin, Administrative
Assistant.
Computer Science-Astronomy Research:
Joan M. M cCaul, Administrative Assistant.

Economics: Rose Maio, Mary A nne Stewart,
Administrative Assistants.
Education: Kae Kalwaic, B .S ., Shippensburg
University; M.Ed., Temple University,
Administrative Assistant.
Engineering: R uth Gilroy, Administrative
Assistant; G rant Lee Sm ith, Mechanician;
Charles A . W hite, Electronics Technician.

UPWARD BOUND
DeLoiS M . Collins,

DEPARTMENT SECRETARIES, ASSISTANTS
AND TECHNICIANS

B .A ., Temple University,

Associate Director.

English Literature: Carolyn Anderson,
Administrative Assistant.

Sharon 0 . White,

History: Theresa Brown, Administrative
Assistant.

C. Kemal Nance,

Linguistics: Stephanie Strassel, B.A ., George
Washington University, Administrative
Assistant.

B .A ., Eastern College,
Academic Coordinator.
B.A ., Swarthmore College;
M .A ., Temple University, Administrative
Assistant.

Mathematics and Statistics: Joyce A.
G lackin, Administrative Assistant.
Modern Languages and Literatures:
Eleonore Baginski, B .S ., St. Joseph’s
University, Administrative Coordinator;
M ichael Jones, B .A ., SU N Y, Buffalo,
Language Resource Center Director.

322

MllSiC and Danes: Judy Lord, A .A ., Wesley
College, Administrative Assistant.
Philosophy: Jacqueline Robinson,
[Administrative Assistant.

Physical Education and Athletics: Sharon
[]. Green, 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 and Astronomy: Kathy Quinn,
,B.A., Temple University, Administrative
[Assistant; Steven Palmer, M echanician; Mary
Ann Hickman, B .A ., Agnes S co tt College;
M.S., University o f Wyoming, Laboratory
Coordinator; John J. Dougherty, Electronics
Technician.
Political Science: Kathleen Kerns, B .A .,
University of 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).

Psychology: Donald Reynolds,
Instrumentation Technician; Julia L. Welbon,
B.A., William Sm ith College, Academic
Coordinator; Joanne M. Bramley,
Administrative Assistant.

Religion: Eileen M cElrone, Administrative
Assistant.

Sociology and Anthropology: To be named.
Special Projects: Pauline M. Carroll,
Administrative Assistant.

Visiting Examiners 1996

ART HISTORY

Professor Valerie Traub, University o f Michigan

Professor M ichael T. Davis, M t. H olyoke

HISTORY

College
Professor A lison Kettering, Carleton College
Professor A nne McCauley, University o f
Massachusetts, Boston
Professor Robert McVaugh, Colgate University

RiOLOGY
Professor Barbara Best, Colby College
Professor Heidi B . Kaplan, University o f Texas,

M edical School at Houston
Professor Joh n Olson, Villanova University
Professor Barry S . Selinsky, Villanova

University
Professor Shirley Tilghman, Princeton

University

CHEMISTRY
Professor Susan W hite, Bryn M awr College

CLASSICS
Professor Joseph Farrell, University o f

Pennsylvania
Professor Charles Fomara, Brown University

ECONOMICS
Professor Janet Ceglowski, Bryn M awr College
Professor Steve Fazzari, Washington University
Professor Jeffrey Miller, University o f Delaware
Professor Harriet Newburger, Bryn Mawr

College
Professor W alter Nicholson, Amherst College
Professor David Ross, Bryn Mawr College
Professor Christopher, Tilly University o f

Massachusetts

EDUCATION
Professor A rlene Kaplan Daniels*,

Northwestern University

Professor David Abraham, University o f Miami

Law School
Professor Theopolis Fair, LaSalle University
Professor Dana Frank, University o f California,

Santa Cruz
Professor Christopher R. Friedrichs, University

o f British Columbia
Professor Paul Landau, Yale University
Professor Gary Marker, SUNY-Stony Brook
Professor Howard Rabinowitz, University o f

N ew Mexico
Professor Daniel Segal, Fitter College

LINGUISTICS
Professor Cynthia Fischer, University o f Illinois
Professor B ill Ladusaw, University o f California,

Santa Cruz
Professor Katya Zubritskaya, N ew York

University

MATHEMATICS
Professor William Abikoff, University o f

Connecticut
Professor G arth Isaak, Lehigh University
Professor Joh n Palmieri, M IT
Professor Lisa Traynor, Bryn Mau>r College

MODERN LANGUAGES
GERMAN
Professor Liliane Weissberg, University o f

Pennsylvania

MUSIC
Professor Mark Alburger, Dominican College
Professor Ruth van Baak, Griffioen College of
William & Mary

Professor David Karen, Bryn M awr College

PHILOSOPHY

ENGLISH LITERATURE

Professor Joh n M. Carvalho, Villanova

Professor R ita Barnard, University o f

Pennsylvania
Professor Herman Beavers, University o f

Pennsylvania
Professor Cheng-Lok Chua, California State

University, Fresno
Professor Maria DiBatista, Princeton University
Professor Elaine Hansen, H averford College
Professor Vicki L. Mahaffey, University o f

Pennsylvania
Professor Siobhan Somerville, Purdue

University
Professor Barbara Traister, Lehigh University

University
Professor Ted Cohen, University o f Chicago
Professor Robert P. George, Princeton

University
Professor Philip Mitsis, N ew York University
Professor Richard Velkley, Stonehill College
Professor Cynthia W illett, University o f Kansas
Professor Mark L. W ilson, O hio State

University

POLITICAL SCIENCE
Professor David F. Ericson, W ichita State

University

Dr. David Gordon, Overseas Development
Council
■ Professor Joh n Mark Hansen, University o f

I

Chicago
■ Professor Jeffrey Hart, Indiana University
I Professor W illiam Leogrande, American
University
I Professor Donald Moon, W esleyan University
■ Professor A lan Ryan, Princeton University

I PSYCHOLOGY
■
I

Professor Kimberly W right, Cassidy Bryn
Maivr College
Professor David K nill, University o f

I

Professor Colin W. Leach, University o f

I
I

Professor Steven J. Robbins, University o f

Pennsylvania
California, Berkeley
Pennsylvania

I RELIGION
I
I
.I
I

Dr. Jorunn Jacobsen, Buckley
Professor Eteivid Haberman, Indiana University
Professor Joel Kaminsky, St. Ola/ College
Professor W illiam J. Werpehowski, Villanova

University

I SOCIOLOGY & ANTHROPOLOGY
■ Professor Nadia Abu El-H aj, University o f

Pennsylvania
■

Professor Arlene Kaplan Daniels*,

Northwestern University
Professor Jamer Hunt, Rice University
M Professor Philip L. Kilbride, Bryn M a w
College
I Professor Claire Mathews, Loyola College in
Maryland
I Professor Gary McDonogh, Bryn M a w College
I Professor Adam Weisberger, Colby College
I

] THEATRE
I
1

Professor John Lutterbie, SUNYStony Brook
Professor Judith Miller, University o f

Wisconsm-Madison
*A n examiner for Education and Sociology &
Anthropology

Degrees Conferred
June 3, 1996

BACHELOR OF ARTS
Joh n M ill Ackerman, Philosophy
Jason Gary Adler, Religion
Eliselle Mae Anderson, Theatre Studies
Carlin Shanley Andrus, Sociology &

Anthropology1
Gerardo A ntonio Aquino, Political Science
Elizabeth A nne Armstrong, Biology
M anik Arora, Economics
David Peter Augustine, Political Science1,8
Ethan Nagler Aumack, Biology
Rajasekhara Rao Ayyagari

Special M ajor: Psychobiology,
Nurjana Bachman, Biology
Meredith Harrison Baker, Philosophy
Maria Teresa Barker, Sociology &

Anthropology9
A aron Dale Bartley, Political Science
C olleen Teresa Bartley, Special M ajor: Dance

and English Literature'0
Travis Barrett Beck, English Literature
Rebeccah Bennett, Political Science'*
Daniel Harlan M ax Berenberg, History
Gypsyamber Berg-Cross, Biology
M ichael Gad Bernstein, Religion
Diana Rae Bieber, Sociology & Anthropology
and English Literature1
Stephanie A nne Bishop, Sociology &
Anthropology6
Emily A nton Bobrow, Art
Patrice Nannette Bone, English Literature

and Sociology & Anthropology
Cam eron Brooks Boyd, Sociology &
Anthropology3
Sarah Lewis Boyer, Biology and English

Literature
Robert W illiam Brooks, Music?
Emily Rachel Brown, Sociology &

Anthropology
Justin Ham ilton Brown, History and Political
Science5
Benjam in Daniel Bryson, Sociology &

Anthropology
Solai Zatalina Buchanan, Biology1
234
Corinna Rachael Lyall Bums, English

Literature

1 with the concentration in Black Studies
2 with the concentration in Computer Science
3 with the concentration in Environmental Studies
4 with the concentration in Germ an Studies
5 with the concentration in International Relations

326

R ebecca Karen Bush, Sociology & Anthropology
R obin Elizabeth Canada, Special M ajor:

Biological Anthropology
Robert C onant Carmichael, English Literature
M ichael Howard Casel, Economics
Jean Marie Chen, Biology9
Herbert Garland Chissell, IV, Psychology
Pauline C ho, History
Richard Yong Choe, Economics and Political

Science

I

K
1

Yujuan Choy, Special M ajor: Psychobiology
Melissa A n n Clark, Political Science and
Economics8
Andrew Douglass Clayton, Economics
Geoffrey Lee C line, Economics and Political

Science5*
Margaret Elissa Cohen, Religion
Neal Stefan Cohen, Economics8 R ebecca Caroline Cole, Psychology
Kesia Frisca Constantine, Sociology &

Anthropology and Psychology
W illiam Winford Craig, Special M ajor:
Psychology & Education'0
Leonard David Cuello, Political Science
Guy Nicholas Danilowitz, Economics6
Sutopa Dasgupta, Philosophy
Christian Stuart Davis, History
Elizabeth Brewster Davis, Biology
M ollie Morse Davis, Religion and Biology
Cristy A n n DeLaCruz, Special M ajor:
Psychobiology
Mabet Suzanne de Lange, Special M ajor:
Psychobiology
Salvatore David DePasquale, Art History
A hna Dewan, Economics and Biology
Jenny Lizeth Diaz, Spanish
Jason S co tt Dougal, Economics and
Political Science
Steven Gary DuBois, Chemistry and
Special M ajor: Psychobiology
A llen Tyrone Dupree, Political Science'
Mary H elen DuPree, English Literature
Deirdre Renee Edwards, Biology
Eric Matthew Ellingson, Biology
Esther Elizabeth Elliott, Biology
Travis James Elliott, Biology
Katharine A n n Ellsworth, English Literature9

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 in Women’s Studies
10 Pennsylvania Teacher Certification

I
I

I
i
m

é

Eric Capen Engstrom, Economics and Physics
Diego ¿ c o b a r, Biology
Marcela Xim ena Escobari, Economics5
Jonathan H ilton Evans, Psychology
Sarah Laird Evascu, Sociology & Anthropology
Lara Elizabeth Ewens, Religion
Joshua A llen Thom son Fairfield, History
Beck Pick Feibelman, Art History and French’
Andrew Ross Feldman, Economics8
Cavan N. Fleming, Chemistry
Nathan Samuel Florence, Art
Annie Elisabeth Fox, Biology
Sara Debora Fox, Art
Natasha Sonya Franceschi, History’
Rachel Arthur Frank, Psychology
Kevin Gregory Frazer, Biology
John David Freeman, English Literature
Patrick W illiam Friel, Mathematics
I Elizabeth Everett Frost, Biology
I Skye Elizabeth Fulkerson, Biology
Joshua Anthony G alban, Sociology &

I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I

Anthropology
I

Alexis Anne Gander, Art History and
Theatre Studies
Nisha Garg, Religion
Timothy Leslie Gasperoni, Psychology
Ruth Gauchman, Psychology
Hilary Beth G ehlbach, Special Major:

Sociology & Education
Elizabeth Erin Geiger, English Literature and

Psychology
Andrea Ruth Gibbons, Sociology &
Anthropology
Heather Elizabeth Goff, Special Major:

Biochemistry
Jonas Isaac Goldsmith, Chemistry,
■
Maria-Alejandra Gonzalez, Political Science5
Jessica Anne Gorman, Special Major:
Chemical Physics
Daniel Isaac G ottlieb, Religion
Marcia Maria G ovem ale, Special Major:
Psychobiology
John Harvey Graham, Theatre Studies
Laura Meredith Green, Literature and History
Augustus Merrimon Gregory, 111, Economics
| Erik Edmund Griffin, Biology

Matthew Rogers Grossman, Special Major:

Psychobiology
Sarah Catherine Guroff, History and Spanish
Elise Marie Hagen, History'
Brian Earl Hall, Special M ajor: Psychobiology
Elizabeth A nn Hallworth, Mathematics
Lis Kristen Hammel, English Literature and

Mathematics9
Ian G rant Hansen, Philosophy
M ichael Clemens Hansmeyer, Economics
Robert Lee Harris, Political Science and
Sociology & Anthropology
Sally Page Hart, Economics8
Ye He, Economics
Carl Erik Heiberg, Economics and Special
M ajor: Chinese Studies
Daniel Arthur Heider, Philosophy8
W illiam Lowe Hennenlotter, Biology
Christian Garver Henry, Biology
Edward Benjam in Hull Heuston, Biology and

English Literature
Heather Lyn Anderson Heuston, Biology
Elizabeth Newman Hirshfield, Political Science
Thomas Joseph Hooper, Political Science9
Catherine Helen Horwitz, Chemistry
Christopher Sim on Hourigan, Biology
Brandon Augustus Howard, Physics and Music
Charles Wesly Hudson II, History10
Alexander Christopher Huk, Psychology
James Thomas Hunt Jr., Political Science
Lucy Katherine Hunt, Special M ajor:
Psychology & Education 10
Matthew Owen Hurford, Political Science
Eric VanCampen Jansson, Political Science
Kimberly N icole Jefferson, Political Science
Joel Richard Johnson, Theatre Studies
M aximilian Rupert Johnson, Economics8
Brenn Anthony Jones, Political Science1
Eunkyung Jennifer Joo, English Literature and

Psychology
Athanasia Nancy Kakoyannis, Special M ajor:

Psychobiology
Alexandra Spring Kalb, Sociology &

Anthropology
Amy Elizabeth Karafin, Art and English

literature
Vickie Vasiliki Karkazis, Biology10

1 with the concentration m Black Studies
2 with the concentration in Computer Science
3 with the concentration m Environmental Studies
4 with die concentration in German Studies
5 with the concentration in International Relations

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 in Women’s Studies
10 Pennsylvania Teacher Certification

327

Degrees Conferred

iii

^
Amy Evelyn Karpinski, English Literature
Marla Suzanne Kaufman, Spanish
Miriam Kazansky, Psychology9
Jessica A nne Keith, Sociology & Anthropology8
Andrew N athan Keller, Political Science
Paul Hyontae Kim, Political Science
George Sam ir Khalaf, Political Science
Jerusha Leah Klemperer, Religion9
R ebecca Irene Kolasky, Biology
C o lin Kong, Biology
Paul Edward Krause, Biology
Stuart Arthur Krause, History
Alexandra Kudrjavcev-DeMilner, Biology
Maria Kyriakopoulou, Economics and Political

Science8
Catheryn A ngelica Laird, Sociology &

Anthropology9
Christine E. Landau, English Literature
Stephen Arthur Laubach, Biology
Kathleen England Lawton, English Literature
and Special M ajor: Linguistics
Daniela Alexandra Learner, Psychology
Deborah Sora Lee, Religion
Jonathan Hilder Lee, English Literature and

Special M ajor: Biochemistry
Jung Jae Lee, Philosophy
Donald Pierpont Lehr, Philosophy
Edward Pei-Hong Lin, Biology
Maria Cheng-W ei Lin, Political Science and
English Literature
Kristen Hope Lockwood, English Literature8
Brian S co tt Luetke, Biology
Derek Lumpkins, English Literature
leva Anutara Lundberg-Greenlee, Special
M ajor: Sociology & Anthropology and
Education
Jennifer Victoria Lyders, History and M edieval
Studies
Margot Kristine Lystra, Biology
James J. MacLeod IV , Religion1
234
Ethan Lane Magness, M athematics and Religion
Christian Jose Marin, Economics and Political
Science
Elise Terrell Marzluff, Latin
Robert S co tt Mascia, History
Margaret M ichaelle Mass, Sociology &

Anthropology9

1 with the concentration in Black Studies
2 with the concentration in Computer Science
3 with the concentration in Environmental Studies
4 with the concentration in German Studies
5 with the concentration in International Relations

328

“ “ “ “ “““ ^

■

Catherine Olivia Maule, Special M ajor:

Linguistics
Gabrielle Jill Maybee, Religion
Sean M ichael McBride, Biology
David James McCulley, Chemistry
Alison Louise McKenzie, Special M ajor:

Psychology & Education10
U lrik Robert McKnight, Economics5
Matthew Joshua Miller, Biology
Nicholas Christopher Milligan, Economics
Matthew Joseph Minero, Political Science
Sarny Sidney Mir,.Philosophy
G ilbert Phillip Mireles Jr., Sociology &

Anthropology
Nazanin Moghbeli, Biology and Art
Ntsekhe M ichael Moiloa, Economics8
Barry Brendan Mook, Biology
Jacqueline A inee Morais, English Literature
Vanessa Elizabeth Morrel, Theatre Studies
Vanessa Leigh M otto, Economics and

I

Mathematics
Sabrina Ruth Moyle, Art History
Angela Mrema, Political Science and

Economicss
Richard Jesse Murphy,Psychology
Neilufar Aghazadeh Naini, Physics
Stacy Kim Naked, Philosophy
Sreeja Nedungadi, Economics and English

Literature
Jennifer Esther Nichols, Special M ajor:
Psychology & Education 10
Marcella Nunez Sm ith, Psychology and Special

M ajor: Biological Anthropology
David Danny O ’Brien, English Literature
Alison Pilar O ’N eill, Special M ajor: Sociology
& Education10
Elana Paige Olitsky, Sociology & Anthropology
Krister N athaniel Olsson, Special M ajor:
Computer Science
Daniel Mark Oppenheim, Economics
Leah M ili Oppenheim, Religion9
Carol Jean Ouellette, M athematics
Anam Owili-Eger, Sociology & Anthropology
Marc Harry Pachon, Psychology
Justin Gram Paulson, English Literature
A na Jim ena Pedraza, Special M ajor:
Biochemistry

I

I

6 with the concentration in Interpretation Theory f l
7 with the concentration in Peace Studies
8 with the concentration in Public Policy
9 with the concentration in W omen’s Studies
10 Pennsylvania Teacher Certification

Morgan Tate Phillips, Theatre Studies
Rowan Ricardo Phillips, English Literature
Laura M . Pitman, Psychology
Kristin Jayne Pizzo, English Literature
Andrew Elliott Place, Biology
Mark Wayne Pletcher, Political Science and

Chemistry
Matthew Thomas Poe, Art
Jasa Mary Porciello, Art History
Adam Shane Preset, English Literature
Marcie Renee Pullman, Biology
Matthew Reed, Political Science
Scott Bartron Reents, Economics
Abbey Lynn Remaley, Biology
Heather Marie Repenning, Literature
Robert Cooper Richey, Economics
Susan Yvette Rivera, Biology
Matthew Leon Robison, Economics
Craig M ichael Rodner, Psychology
Nancy Archer Rosenbaum, Biology
Gabriel M icah Barrett Ross, Biology
Philip G arrett Ryan, Philosophy
Dominic Thomas Sagolla, English Literature
Frank Joseph Santora, Economics
John Philippe Sarreal, Economics8
Jack Charles Schecter, Political Science5
Karsten Erik Scherer-Nadal, Political Science
Theron Udaykee Schm idt, English Literature
and Physics6
Rebecca Elizabeth Schultz, Special M ajor:

Biochemistry and Special M ajor:
Psychobiology
Kirsten Berry Schwind, Economics8
Benjamin Jared Seigel, Political Science
Jonathan Willard Seitz, Chemistry and History
Heather A nn Settle, Sociology & Anthropology
Jeffrey Frank Severs, English Literature
Kelly Leilani Shannon, Economics and

Chemistry
Arbin Sherchan, Economics8
Kaori Shingledecker, Special M ajor:

Biochemistry
Allegra Lara Slyder, English Literature'0
Sonya Lisa Smallets, Economics and Political
Science8
Laura Kathleen Smid, English Literature

Lakeesha Shakiyla Renee Sm ith, English

Literature
Megan Elisabeth Sm ith, Political Science6-'0
Rebecca Corey Sm ith, literature6
Ronald David Sm ith, Economics
Joshua M ax Sperry, Biology’
Ingrid Brigitte Spies, Biology
Jeffrey David Spritzer, History
Benjam in M ichael Stem , Political Science8
R ebecca Katherine Sarah Stem , Psychology
Duncan Norman Stevens, English Literature

and Psychology9
Joh n Jason Straub, Psychology'0
Benjam in Su, English Literature6
Elliott Bernard Sulcove, Economics
Cari Marie Sundermeier, History
Adisetyantari Suprapto, Biology
Thomas Khiem M inh Ta, Economics
Veeti Tandon, Biology and Special M ajor:
Dance and Sociology & Anthropology
Richard Dias Kin-tse Tchen, Mathematics’
Charles Warren Teplin, Physics
Brian Keith Thompson, Economics and

Political Science’
Valerie Leigh Threlfall, Economics6
Reginald Irving Tilley, IV, Political Science
Vijay Kumar Toke, Biology
Sofia A nna Tolstoshev, Philosophy and English

literature
Hong-An Nguyen Tran, Sociology &
Anthropology and Special M ajor:

Russian Studies
Matthew Patrick Trebelhom , Philosophy6
Curtis Ryan Trimble, Economics6
Lesley Tsina, Theatre Studies
M ichael A nthony Turner, Jr., Economics and

Political Science
Benjam in William Vigoda, Physics
Alexandra Sarah Volin, English literature6
Samuel Jacob Voolich, Economics and

M athematics
John Byler Voss, Economics
Emily Jane Walker, Psychology9
Elizabeth Tracey Webster, English Literature
and Theatre Studies
Hanne Hughes Weedon, Sociology &

Anthropology9

1 with the concentration in Black Studies
2 with the concentration in Computer Science
3 with the concentration in Environmental Studies
4 with the concentration in German Studies
5 with the concentration in International Relations

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 in Women’s Studies
10 Pennsylvania Teacher Certification

329

Degrees Conferred

Samuel Reed Weiler, Physics and Special

M ajor: Computer Science
Joanne Weill-Greenberg, Political Science*
Daniel Bartlett Wells, Biology12345
Sarah Jane W ebb W em eck, Psychology
Diana Leslie Wessells, Latin
Matthew Clayton Wiggins, Special M ajor:
Psychobiology
Tanya G ale Wiggins, Special Major: English &
Education10
Gwendolyn A lice Wilber, Political Science’
Mara Willard, History9
Kenneth A lan Williams, M athematics
A licia Kay W ilson, Sociology & Anthropology
and Religion
Rebecca Eleanor W inthrop, Political Science0
and Special Major: Dance and Politics
Sarah Bliss W ise, Biology
Thomas Edward Wiseman, Economics
Kendrew G erhart W itt, Economics
A llaire Ellen Wohlgemuth, Special M ajar:
Elementary Education and Sociology &
Anthropology10
Brian Alan-Mingway Wong, English Literature
Peter Wong, Economics

BACHELOR OF SCIEMCE
Jonathan R . Birge, Engineering
David Eric Bradley, Engineering
M ichael Howard Casel, Engineering
Catherine Helen C hoi, Engineering
Thomas A lbert Fowler, Engineering
Jo h n Harvey Graham, Engineering
Omar Haneef, Engineering6
S co tt Allison Hassell, Engineering6
Ye He, Engineering
Derek Mallough Johnson, Engineering
Japhet Koteen, Engineering
Mpho T hato Mofokeng, Engineering
Bhekinkosi V incent Nkwanyana, Engineering
Eun Suk O h, Engineering
Carol Jean Ouellette, Engineering
Han 11 Park, Engineering
Samuel Robert Paschel, Engineering
Chloe Suzanne Reece, Engineering1 ,
Robert Cooper Richey, Engineering
Cindy W ai Chun W u, Engineering
Kathryn A n n Zyla, Engineering

Sean A nthony W right, Economics
Dana Lee M ichiko Yamate, Political Science
Katharine Sage Yanda, Sociology &

<9

Anthropology
Joshua M ichael Zeitz, History
Jason Gray Zengerle, Political Science
Sara Lillian Zimmerman, Biology1

4

1 with the concentration in Black Studies
2 with the concentration in Computer Science
3 with the concentration in Environmental Studies
4 with the concentration in Germ an Studies
5 with the concentration in International Relations

330

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 in Women’s Studies
10 Pennsylvania Teacher Certification

Awards and Distinctions

HONORS AWARDED BY THE VISITING
EXAMINERS
HIGHEST HONORS:
Diana Leslie Wessells, Joshua M ichael Zeitz

HIGH HONORS:
John Mill Ackerman, Aaron Dale Bartley,
Emily Rachel Brown, Corinna Rachael Lyall
Bums, Sutopa Dasgupta, Mary H elen DuPree,
Patrick W illiam Friel, Daniel Arthur Heider,
Alexander Christopher Huk, Jung Jae Lee,
Gabriel M icah Barrett Ross, Jeffrey Frank
Severs, Adisetyantari Suprapto, Alexandra
Sarah Volin

HONORS:
Rebeccah Bennett, Daniel Harlan Max
Berenberg, Benjam in Daniel Bryson, Pauline
Cho, Margaret Elissa Cohen, Leonard David
Cuello, Ruth Gauchman, Elise Marie Hagen,
Sally Page Hart, Donald Pierpont Lehr,
Gilbert Phillip Mireles Jr., Stacy Kim Nakell,
Elliott Bernard Sulcove, Reginald Irving
Tilley, IV, Joh n Byler Voss, K enneth A lan
Williams, Kendrew Gerhart W itt, Jason Gray
Zengerle

DISTINCTION IN COURSE AWARDED BY
THE FACULTY
Rajasekhara Rao Ayyagari, Nurjana Bachman,
Travis Barrett Beck, M ichael Gad Bernstein,
Diana Rae Bieber, Cameron Brooks Boyd,
Solai Zatalina Buchanan, Yujuan Choy,
Melissa A nn Clark, Neal Stefan Cohen,
Rebecca Caroline C ole, Guy Nicholas
Danilowitz, Elizabeth Brewster Davis, Mollie
Morse Davis, Salvatore David DePasquale,
Jason Scott Dougal, Steven Gary DuBois,
Deirdre Renee Edwards, Eric Matthew
Ellingson, Esther Elizabeth Elliott, Joshua
Allen Thomson Fairfield, Beck Pick
Feibelman, Andrew Ross Feldman, Elizabeth
Everett Frost, Timothy Leslie Gasperoni,
Jonas Isaac Goldsmith, Daniel Isaac Gottlieb,
Marcia Maria G ovem ale, Joh n Harvey
Graham, Matthew Rogers Grossman, Robert
Lee Harris, Scott A llison Hassell, Brandon
Augustus Howard, Miriam Kazansky, Paul
Edward Krause, Catheryn Angelica Laird,
Maria Cheng-W ei Lin, Jennifer Victoria

Lyders, Ethan Lane Magness, Elise Terrell
Marzluff, Catherine Olivia Maule, Gabrielle
Jill Maybee, David James McCulley, Matthew
Joshua Miller, Nazanin Moghbeli, Vanessa
Elizabeth Morrel, Sabrina Ruth Moyle, Elana
Paige Olitsky, Leah M ili Oppenheim, Carol
Jean Ouellette, Mark Wayne Pletcher, Chloe
Suzanne Reece, S co tt Bartron Reents, Abbey
Lynn Remaley, Heather Marie Repenning,
Matthew Leon Robison, Nancy Archer
Rosenbaum, Theron Udaykee Schmidt,
Rebecca Elizabeth Schultz, Kelly Leilani
Shannon, Sonya Lisa Smallets, Rebecca
Corey Sm ith, Joshua Max Sperry, Benjamin
Michael Stem , R ebecca Katherine Sarah
Stem , Duncan Norman Stevens, Veeti
Tandon, Charles Warren Teplin, Brian Keith
Thompson, Valerie Leigh Threlfall, Sofia
A nna Tolstoshev, Hong-An Nguyen Tran,
Emily Jane Walker, Elizabeth Tracey Webster,
Matthew Clayton Wiggins, Gwendolyn A lice
Wilber, Mara Willard, A licia Kay Wilson,
R ebecca Eleanor Winthrop, Sarah Bliss Wise,
Thomas Edward Wiseman

ELECTIONS TO HONORARY SOCIETIES
PHI BETA KAPPA:
John M ill Ackerman, Rajasekhara Rao
Ayyagari, Travis Barrett Beck, Emily Rachel
Brown, Solai Zatalina Buchanan, Yujuan
Choy, Melissa A n n Clark, Steven Gary
DuBois, Esther Elizabeth Elliott, Joshua
Fairfield, Beck Pick Feibelman, Ruth
Gauchman, Elizabeth Erin Geiger, Marcia
Maria G ovem ale, Joh n Harvey Graham, Ian
G rant Hansen, Alexander Christopher Huk,
Catheryn Angelica Laird, Jennifer Victoria
Lyders, Ethan Lane Magness, Sarny Sidney
Mir, Elana Paige Olitsky, Carol Jean
Ouellette, Chloe Suzanne Reece, Scott
Bartron Reents, Abbey Lynn Remaley,
Heather Marie Repenning, Craig Michael
Rodner, T heron Udaykee Schm idt, Rebecca
Elizabeth Schultz, Jeffrey Frank Severs, Sonya
Lisa Smallets, R ebecca Corey Sm ith, Joshua
Max Sperry, R ebecca Katherine Sarah Stem ,
Benjam in M ichael Stem , Elliott Bernard
Sulcove, Valerie Leigh Threlfall, Sofia A nna
Tolstoshev, Hong-An Nguyen Tran,
Alexandra Sarah Volin, Elizabeth Tracey
Webster, Diana Leslie Wessells, Matthew

331

Awards and Distinctions
r
M

The John Lockwood M emorial Fellowship to

Clayton Wiggins, Gwendolyn A lice Wilber,
R ebecca Eleanor W inthrop, Sarah Bliss Wise,
Thomas Edward Wiseman, Joshua M ichael
Zeitz, Sara Lillian Zimmerman

Elizabeth Armstrong ’96 and Joanna
Vondrasek ’94

SIGMA XI:

’96, Sarah Evascu ’96, Gabriela GomezCarcamo ’94, and Jessica Gorman ’96

Rajasekara Rao Ayyagari, Gypsyamber BergCross, Jonathan R . Birge, Catherine Helen
Choi, Yujuan Choy, R ebecca Caroline Cole,
Elizabeth Brewster Davis, Steven Gary
DuBois, Deirdre Renee Edwards, Eric
Matthew Ellingson, Eric Capen Engstrom,
Diego Escobar, Timothy Leslie Gasperoni,
Ruth Gauchman, Heather Elizabeth Golf,
Marcia Maria G ovem ale, Joh n Harvey
Graham, Matthew Rogers Grossman, Scott
A llison Hassell, Ye He, Alexander
Christopher Huk, Derek Mallough Johnson,
Athanasia Nancy Kakoyannis, Miriam
Kazansky, Japhet Koteen, Stephen Arthur
Laubach, Margot Kristine Lystra, Sean
M ichael McBride, Neilufar Aghazaeh Naini,
Eun Suk O h, Carol Jean O uellette, Han II
Park, A na Jim ena Pedraza, C hloe Suzanne
Reece, Abbey Lynn Remaley, Theron
Udaykee Schm idt, Rebecca Elizabeth Schultz,
Kaori Shingledecker, Marcella Nunez Sm ith,
Adisetyantari Suprapto, Charles Warren
Teplin, Matthew Clayton Wiggins, Sarah Bliss
W ise, Cindy W ai Chun Wu, Kathryn A nn
Zyla

TAG BETA PI:
Joh n Harvey Graham, Ye He, Carol Jean
O uellette, Chloe Suzanne Reece

T he Lucretia Mott Fellowship to Yujuan Choy

The M artha E. Tyson Fellowship to Meredith
Baker ’96, Brynnen Ford ’92, Lis Hammel ’96,
Alison McKenzie ’96, Abbey Remaley ’96,
and R ebecca Yahm ’94

AWARDS AND PRIZES
The Stanley Adamson Prize in Chemistry to
Lara Estroff ’97

The American Chem ical Society Undergraduate
Award in Polymer Chemistry to Jean-M arc
Gauguet ’98

The American Chem ical Society Undergraduate
Award in Analytical Chemistry to Reetesh Pai
’97

The American Chem ical Society Scholastic
Achievement Award to David McCulley ’96
The American Institute o f Chemists Student
H onor Award to Jonas Goldsmith ’96
The Solomon Asch Award m Psychology to
Timothy L. Gasperoni ’96 and Alexander C.
Huk ’96

The Boyd Barnard Prize to Danielle A nctil ’97
The Jam es H . Button ’72 Award to Aisha
Moss-Koonce ’97

The Paid H . Beik Prize in History to Joshua
Zeitz ’96

FELLOWSHIPS

The Tim Berman M emorial Award to Kendrew
W i t t ’96

The Jonathan Leigh Altman Summer Grant to
Deena Suh ’97

The Sarah Kaighn C ooper Scholarship to Jeremy
W einstein ’97

The Eugene M . Lang Graduate Incentive
Fellowship to Emily Bobrow ’96 and Andrew
Perrin ’93

The Hannah A . Leedom Fellowship to Quin
Bauriedel ’94, Sally C h in ’95, Steven DuBois
’96, Youngjae Lee ’95, and Diana Wessells ’96

The Joshua Lippincott Fellowship to Allison
Clark ’94, Se th Fleisher ’93, Adam Haslett
’92, Mira Seo ’95, David Shim oni '94, and
Joel Franks ’95

332

The Black Alumni Prize to Tanisha Little ’97
The Brand Blanshard Prize to Daniel Heider
’96

The CRC Press Freshman Chemistry
Achievement Award to Robert Griffin ’99
The Robert Dunn Award to Andrew Robbins
’98

The Lew Elverson Trophy to M ichael Turner
’96

The Flack Achievement Award to Sam
Schulhofer-W ohl ’98

I

The Gm zalez-Vilaplana Prize for Outstanding
Achievement in Chemistry to Jonas Goldsmith
’96 and David McCulley ’96

The John Russell Hayes Poetry Prizes to
Rebecca Giguere ’97 (translation), Jessica
Fisher ’98 (poetry); honorable m ention to Ian
Chang ’97
The Samuel Hayes III Research Grant to
Jonathan Kiang ’97
The Pete Hess Award to Danielle Duffy ’98
The Philip M . Hicks Prize for Literary Criticism
Essay to Alexandra Volin ’96; honorable
mention to Omar Haneef ’96 and Theron
Schmidt '96

The Jesse H . Holmes Prize in Religion to
Jennifer Lyders ’9 6 and Erik Henriksen ’97

The Gladys Irish Award to Skye Fulkerson ’96
The Ivy Award to Andrew Feldman ’97
The Michael Keene Award to Dzevad Sukilovic
’99

The Kwirik Trophy to Craig Rodner ’96
The Linguistics Prizes to Kathryn Kingsbury ’96
(theoretical linguistics) and Kathleen Lawton
’96 (applications o f linguistics)

The M cCabe Engineering Award to Carol Jean
Ouellette ’96

The Lois Morrell Poetry Award to Dana Yamate
’96

The A. Edward Newton Library Prizes to Omar
Haneef ’96, first prize; Joh n Freeman ’96,
second prize; Jerusha Klemperer ’96 and A na
Carolina Corrales ’97, third prize

The Oak L eaf Award to R ebeccah B ennett ’96
The May E. Parry Award to Nancy
Rosenbaum ’96

The William Plumer Potter Prizes in Fiction to
Jeffrey Severs ’96, first prize; Jessica Harbour
’99, second prize; Leah Oppenheim '96, third
prize
The Ernie Prudente Sportsmanship Award to
Nicholas Milligan ’96

The Diniry Rath Award to Sarah W em eck ’96
The Judith Polgar Ruchkin Prize to Rebeccah
Bennett ’96 and R ebecca W inthrop ’96

The Frank Solomon Jr. Student Art Prize to
Alexandra Kudrjavcev-DeMilner ’96 and
Sabrina R. Moyle ’96

The Hally Jo Stein M emorial Award for Dance
to Veeti Tandon ’96 and R ebecca W inthrop
’96
The Karen Dvonch Steinmetz ’76 M emorial
Award to Robin Elizabeth Canada ’96

The Peter Gram Swing Prize to Brandon
Howard ’96

The Melvin B . Troy Award to Kenneth
Williams ’96 (music) and Colleen Bartley ’96
(dance)

The Vollmecke Service Award to Cindy W ai
Chun W u ’96 and Chloe Suzanne Reece ’96

The Hans Wallach Research Fellowship to
Wendy Williams ’97

Enrollment Statistics

1

ENROLLMENT OF STUDENTS BY CLASSES 1995-96
MEN

W OM EN

Seniors

176

159

335

Juniors

159

166

325

TO TAL

Sophomores

138

188

326

Freshmen

164

190

354

637

703

1340

0

0

0

10

3

13

647

706

1353

Graduate Students
Special Students
TO TAL

GEOGRAPHICAL DISTRIBUTION OF STUDENTS 1995-96

California...............................107
Massachusetts........................ 93
New Jersey.............................. 91
M aryland.................................84
C onnecticut............................50
Virginia....... ............................ 44
Florida...................................... 3 8
Illinois..................

35

Oregon............................... .....32
O h io.......................................... 27
M aine........................................25
Delaware.............

23

T exas............................

23

W ashington............................23
M innesota................................21
G eorgia.................................... 19
M ich igan ................................. 19
N orth Carolina...................... 16
W isconsin................................13
District o f C olum bia............12
Verm ont................................... 12
Indiana..................................... 11
K entucky...................... .........10
New Hampshire..................... 10
Tennessee................................. 10
Colorado.................................... 9
Missouri..... ;...............................7
New M e x ico ............................. 7
Idaho......................................... 6
Iow a.............................................6

West Virginia........................6
Alaska.................. .......... .5
Hawaii...................................5
Rhode Island..................... ...5
Alabama............................... 4
Arizona..................................4
Kansas......... ..........................4
South Carolina..................... 4
Utah.......................................4
Louisiana.............................. 3
Nebraska............................... 3
Puerto Rico........................... 3
Arkansas................................2
Oklahoma....................
2
Virgin Islands........................ 2
Mississippi..............................1
Montana................
1
Unknown...............................1
Total U.S.A.....................1273
Canada.............................
7
Japan......................................5
Turkey....................................5
France.... ...............................3
Jamaica ....................:.........3
Mexico...................................3
Singapore.............................. 3
Venezuela.......................... ....3
Germany................................2
Ghana...... ........
2
Greece................................... 2
Hong Kong....................
.2
India.......................................2

N ep al.............................. ....... ..2
N igeria...........................
Pakistan....................

2
2

I
I

«1

Saudi Arabia.................
2
Sri L anka....... ........................ ..2
Taiw an........................7...,.........2

4§

Austria..........;............ ...... ....... 1
Bangladesh.................... 1
B o liv ia .................

1

Brazil...............................¡..,......1
Honduras.........................

1

Hungary.............. ..............,..... 1
Indonesia.......................... il.

1

Italy....... ...............................

1

Lesotho............ ............
Malaysia.........................

1
1

%

Netherlands..............................1
Paraguay....... .......

..1

Peoples Republic o f China... 1
Scotland..............................
1
Slovakia.................
.'.¿.......1
South A frica................. ...... ...1

w

Swaziland...... ........................1
Trinidad......................

......1

Trinidad & Tobago.................1
Turks & Caicos Islands

1

.

Pennsylvania.......................167
New York...............................164

I1

m

U ganda...................................... 1
U kraine................................ .....1
Zimbabwe......................

1

Total from Abroad........... ...,77
G R A N D T O T A L ............1350

m

1

Index

Absence from examinations, 66
Academic honesty, 36, 66
Administration and staff, 313
ADMISSION PRO C ED U R E, 18
Application dates, 19
Scholastic Aptitude and Achievem ent
Tests, 19
School subjects recommended, 18
Advanced Degrees, 69
Advanced Placement, 20
Advanced Standing, 20
Advising, 46
Alumni Association Officers, 293
Alumni Council, 293
Alumni Office, 53
Ancient History and Civilization, 107
Art/List Gallery, 80
Art History, 81
Arts, Studio, 50, 85
Asian Studies, 87
Astronomy, 246
Athletic fields, see map
Athletics, 51, 239
Attachments to Courses, 60
Attendance at Classes, 65
Automobiles, regulations, 42
Awards and Distinctions, 331
Awards and Prizes, 71
Bachelor of Arts Degree, 69
Bachelor of Science Degree, 69
Bequests, 9
Biology, 91
Black Cultural Center, 45
Black Studies, 96
Board of Managers, 289
Committees of, 291
Botany, see Biology
Calendar, College, 5
Career Planning and Placement, 47
Center for Social and Policy Studies, 12
Chemistry, 99
Chinese, 200
C IV IC , 52
Classics, 105
Code of Conduct, 36
College Entrance Examinations, 19
College, committes of, 310
College jobs, 24
Comprehensive Examinations, 55, 69
Computer Science, 110
Computing Center, 11
Cooper (W illiam J.) Foundation, 12

Cooperation with neighboring institutions, 62
Cornell Library o f Science and Engineering, 9
Corporation, officer of, 289
Courses o f Instruction, 79
Creative Arts, 62
Curriculum, 55
Dance, 51, 224
Degree Requirements, 69
Degrees offered, 69
Degrees conferred, 326
Dining Hall, 44
Directed Reading, 60
Directions for Correspondence, 2
Directions for reaching the College, 352
Distribution requirements, 55
Divisions and Departments, 312
Drama, 5 1 ,1 4 7
Du Pont (Pierre S .) Science Building, 11
Economics, 116
Education, 122
Education Abroad, 62
Emeritus Professors, 295
Endowed Chairs, 15
Endowment, 9
Engineering, 127
English Literature, 136
Enrollment statistics, 334
Environmental Studies, 153
Equal Opportunity Office, 317
Equal Opportunity Statem ent, 2
Examination regulations, 66
Exceptions to the four-year program, 59
Exclusion from College, 68
Expenses, 21
Extra-curricular activities, 50
Faculty advisers, 46, 56, 57
Faculty, committees of, 310
Faculty members, 295
Faculty Regulations, 65
Fees (tuition, residence, etc.), 21, 70
Fellowships, 76
Financial Aid, 23
Fine Arts, see A rt History
Foreign students, 334
Formats o f Instruction, 60
Francophone Studies, 155
Fraternities, 45
French, 203
Friends Historical Library, 10
Friends Meeting, 45

335

Index

Geographical distribution o f Students, 334
German, 208
Germ an Studies, 158
Gifts, 9
Grades, 65
Graduate study, 69
Graduation requirements, 69
(see also Distribution requirements)
Greek, 106
G renoble Program, 63
Handicapped Student Services, 44, 59
H ealth care, 45
H ealth Sciences Advisory Program, 61
History, 160
Honors Program, 55, 58
Honors Examiners, 5 9 ,3 2 4
Housing, 43
Insurance, 4 4 ,4 6
Intercultural Center, 45
Interdisciplinary work, 61
Interpretation Theory, 170
Judicial Bodies, 43
Kohlberg Hall, 11
Lang Music Building, 11, 51
Lang Performing Arts Center, 11
Latin, 106
Latin Am erican Studies, 172
Leaves o f A bsence, 67
Libraries, 9
Linguistics, 174
List Gallery, 11, 80
Literature Program, 181
Loans to students, 24
Madrid Program, 63
Map o f College grounds, 350
M artin Biological Laboratory, 11
Master’s degrees, 69
M athematics and Statistics, 183
M cCabe Library, 9
Media, Student, 52
Medieval Studies, 192
M odem Languages and Literatures, 194
Music, 50, 217
Music, performance, 218, 223
Normal Course Load, 59
Observatory, 11, 241

336

Papazian Hall, 11
Peace and C onflict Studies, 230
Philosophy, 234
Physical Education and A thletics, 239
Physical Education requirements, 69, 239
Physics and Astronomy, 241
Political Science, 248
Practical work, 61
Pre-medical Program, 61
Prizes, 71
P R O G R A M O F ST U D Y , 55
Freshmen and Sophomores, 56
Juniors and Seniors, 57
Honors Program, 58
Psychological Services, 46
Psychology, 257
Public Policy, 265
Public Relations, 53
Publications, College, 53
Publications, Student, 52
Registration, 66
Religion, 269
Religious life, 8, 45
Requirements for Admission, 18
Requirements for Graduation, 69
(see also Distribution requirements)
Residence Halls, 43
Residence, regulations, 43
Russian, 211
Scholarships, 23
Scholastic Aptitude Test, 19
S co tt Arboretum, 13
Security Policies and Procedures, 47
Sharpies Dining Hall, 44
Social Affairs Comm ittee, 50
Sociology and Anthropology, 2 7 6 .
Spanish, 213
Special Major, 57
Sproul Obervatory, 11, 241
Statistics, 185
Student A rt Association, 50
Student conduct, 36
Student-run courses, 60
Student Council, 50
Student employment, 24
Student Exchange Programs, 62
Student Rights, 36
Study Abroad, 62
Summer school work, 67
Swarthmore College Peace Collection, 10
Swarthmore Foundation, 52

Tarble Social Center, 44
Theatre, Courses in, 147
Transfer, application for, 20
Tuition and other fees, 21, 70
Tutorials, 60
Upward Bound, 52
Visiting Examiners, 3 24
Vocational Advising, 47
Withdrawal and Readmission
for Health Related Reasons, 67
Women’s Resource Center, 45
Women’s Studies, 284
Worth Health Center, 45

Explanation of Buildings
O ffice, administration offices, business offices,
classrooms, residence hall, and Center for Social an a Policy Studies
2 . K o h l b e r g H a ll —Economics, modem languages and literatures, sociology and
anthropology, Language Resource Center, Scheuer R o o m , Credit Union
3 . S c o t t B u il d in g — R elief map o f campus
4 . T h e E u g e n e M . a n d T h e r e s a L a n g P e r f o r m i n g A r t s C e n t e r — T h e a t r e , dance,
and English
5 . L a n g M u s i c B u il d in g — Underhill Music Library and music
6 . M a r t i n B i o l o g i c a l L a b o r a t o r y a n d A n i m a l L a b o r a t o r y —Biology and Kirby
Lecture Hall
7. C o r n e l l S c i e n c e L i b r a r y
8 . D u P o n t S c i e n c e B u il d in g — C h e m is tr y , mathematics, physics, and astronomy
9 . B e a r d s le y H a ll— A r t history and studio art, and Computing C e n te r
10. H i c k s H a ll —Engineering
11. T r o t t e r H a ll —Undergoing renovation
12. P e a r s o n H a ll —Education, history, political science, religion, faculty offices,
Human Resources, Foreign Study O ffice
13. P a p a z ia n H a ll —Linguistics, philosophy, psychology, and engineering laboratories
14. F r ie n d s M e e t i n g H o u s e
1 . P a r r i s h H a ll— A d m is sio n s

350

1 5 . W h ittie r H o u se

2 6 . C u n n in g h a m F ie ld s

1 6 . C u n n in g h a m H o u s e —

2 7 . C l o t h i e r F ie ld s

Scott Arboretum Offices and
The Shane Teaching Garden
1 7 . W is te r G re e n h o u se

3 0 . T a r b le P a v ilio n —

1 9 . O l d T a r b le

3 1 . W a r e S w im m in g P o o l

2 0 . W o r t h H e a lt h C e n t e r

3 2 . S q u a sh C o u rts

2 1 . B e n ia m in W e s t H o u s e —

Birthplace o f Benjamin
West (designated a
national historical
landmark)—Visitor information,
security, and communications
2 2 . B o n d M e m o r ia l a n d
L o d g e s —Residence hall
and meeting room s

2 9 . L a m b - M i l l e r F ie ld H o u s e —

Physical education
Physical education

1 8 . M c C a b e L ib r a r y

I

2 8 . B arn

space

Maintenance, grounds, and
environmental services

3 3 . S e r v i c e B u il d in g —
3 4 . H e a t in g P l a n t

3 5 . F ra te rn ity a n d S o c i a l L o d g e s , S h a rp ie s I II
m e e t in g r o o m

3 6 . S h a r p i e s D i n i n g H a ll
3 7 . T a r b le S o c i a l C e n t e r i n C l o t h i e r M e m o r ia l—

2 4 . A sh to n G u e s t H o u se

Snack bar, student offices, bookstore,
Intercultural Center
3 8 . S p r o u l O b s e r v a t o r y — Astronomy and computer
science

2 5 . F a u lk n e r T e n n is C o u r t s

3 9 . S c o t t O u td o o r A u d ito r iu m

2 3 . R o b i n s o n H o u s e — B la c k

Cultural Center

R e s id e n c e s
1 . P a r r i s h H a ll
A . D a n a R e s i d e n c e H a ll

B . H a llo w e ll R e s i d e n c e H a ll

C. W h a r t o n

H a ll

D . W i l l e t s R e s i d e n c e H a ll
E . W o r t h R e s i d e n c e H a ll
F . M e r t z H a ll
G . P a lm e r H a ll

H.

P i t t e n g e r H a ll

I . R o b e r t s H a ll

J . M a r y L y o n B u il d in g

i

K . W o o lm a n H o u s e
L

P ro fe sso rs’ H o u se s

M . E m p lo y e e s’ H o u se s

N . C o u rtn e y S m ith H o u se —

President's House

351

Directions for Reaching
Swarthmore College
DRIVING
From Pennsylvania Turnpike, going East
F ro m E x it 2 4 (V a lle y F o rg e ) ta k e 1 -7 6 E a st ( S c h u y lk ill E x p re s s w a y ) a b o u t 2 'A
m ile s to 1 -4 7 6 S o u th . T a k e 1 -4 7 6 a p p ro x . 1 3 m ile s to E x it 2 , M e d ia /S w a rth m o re .
A t b o tto m o f e x it ra m p , fo llo w s ig n fo r S w a rth m o re b y tu rn in g le ft o n to
B a ltim o re P ik e . (S e e b e lo w fo r “ . . . th e re st o f th e w ay.” )

From Pennsylvania Turnpike, going West
F ro m E x it 2 5 A (N o rris to w n ) fo llo w sig n s fo r 1 -4 7 6 S o u th . S ta y o n 1 -4 7 6 a p p ro x .
1 7 m ile s to E x it 2 , S w a rth m o re /M e d ia . A t b o tto m o f e x it ra m p , fo llo w s ig n fo r
S w a rth m o re b y tu rn in g le ft o n to B a ltim o re P ik e . (S e e b e lo w fo r “ . . . th e re st o f
th e w a y .” )

From the New Jersey Turnpike
T a k e E x it 6 (P A T u rn p ik e ) a n d p ro c e e d as d ire c te d a b o v e “ F ro m P e n n s y lv a n ia
T u rn p ik e , g o in g W e s t.”

From the South
T ra v e lin g n o rth o n 1 -9 5 , p ass th e C h e s te r e x its a n d c o n tin u e to E x it 7 , 1-4 76
N o rth /P ly m o u th M e e tin g . T a k e 1 -4 7 6 to E x it 2 , M e d ia /S w a rth m o re . A t b o tto m
o f e x it ra m p , fo llo w s ig n fo r S w a rth m o re b y tu rn in g rig h t o n to B a ltim o re P ik e .
(S e e b e lo w fo r “ . . . th e re st o f th e w ay.” )

. . the rest of the way”
S ta y in rig h t la n e a n d in le ss th a n X m ile tu rn rig h t o n to R o u te 3 2 0 S o u th (w a tc h
tu rn s o n R o u te 3 2 0 ). P ro c e e d th ro u g h se c o n d lig h t a t C o lle g e A v e n u e to th e firs t
d riv e w a y o n y o u r rig h t to v is it o r p a rk in g a t th e B e n ja m in W e s t H o u se . T h e
B e n ja m in W e s t H o u se is th e C o lle g e ’s v is it o r c e n te r a n d h a s so m e o n e th e re to
h a n d o u t m a p s a n d d ire c tio n s 2 4 h o u rs.

TRAIN
T h e C o lle g e is re a d ily a c c e ss ib le fro m P h ila d e lp h ia b y t ra in . A m tra k tra in s fro m
N e w Y o rk a n d W a s h in g to n a rriv e h o u rly a t P h ila d e lp h ia ’s 3 0 th S tre e t S ta tio n .
F ro m 3 0 t h S tre e t S ta tio n , th e S E P T A M e d ia L o c a l ( R 3 ) ta k e s 2 1 m in u te s to
re a c h th e ca m p u s.

AIR
A n e x p re ss tra in ru n s fro m th e a irp o rt to 3 0 t h S tre e t S ta tio n w h e re y o u c a n take
th e S E P T A M e d ia L o c a l ( R 3 ) tra in d ire c t ly to th e S w a rth m o re ca m p u s. T h e
c o m b in e d fa re is a b o u t $ 8 .0 0 , a n d th e t rip 're q u ire s a b o u t o n e h o u r. T a x i s e rv ic e
is a ls o a v a ila b le . T h e fa re is a p p ro x im a te ly $ 2 0 .0 0 , a n d th e t rip re q u ire s a b o u t 20
m in u te s. B y c a r fro m th e a irp o rt, ta k e 1-9 5 S o u th to E x it 7 , 1 -4 7 6 N o rth /
P ly m o u th M e e tin g . T a k e 1 -4 7 6 N o r t h to E x it 2 , M e d ia /S w a rth m o re . A t b o tto m
o f e x it ra m p , fo llo w s ig n fo r S w a rth m o re b y tu rn in g rig h t o n to B a ltim o re P ik e .
(S e e a b o v e fo r “ . . . re s t o f th e w a y .”

352

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Sw arthm ore, P A 19081-139
and Additional Mailing Offici
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J

Swarthmore College
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Swarthmore, PA 19081-1397
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