Swarthmore College Catalogue, 1999-2000

Swarthmore
College Bulletin 1999-2000
Volume XCVII Number 1
Catalog Issue August 1999

Directions for Correspondence

SWARTHMORE COLLEGE, 500 COLLEGE AVENUE, SWARTHMORE, PA 190814397

Alfred H. Bloom

GENERAL COLLEGE POLICY
•

President

Jennie Keith

ACADEMIC POLICY

Provost

Paul Aslanian

FINANCIAL INFORMATION

Vice President

Maurice G. Eldridge

COLLEGE AND COMMUNITY RELATIONS

Vice President

Dan C. West

ALUMNI, DEVELOPMENT, AND PUBLIC RELATIONS

Vice President

Lawrence M . Schall

FACILITIES AND SERVICES

Vice President

Robert J . Gross

STUDENT SERVICES

Dean of the College

Robin G. Mamlet

ADMISSIONS AND CATALOGS

Dean of Admissions

Martin 0. Warner

RECORDS AND TRANSCRIPTS

Registrar

Laura Talbot

FINANCIAL AID AND
FINANCING OPTIONS INFORMATION

Director of Financial Aid

Thomas Francis

CAREER PLANNING AND PLACEMENT

Director

Barbara Haddad Ryan

GENERAL INFORMATION

Associate Vice President

Martha Dean

GIFTS

Director of Development
Swarthmore College does not discriminate in
education or employment on the basis of sex,
race, color, age, religion, national origin, sexu­
al orientation, Vietman-era veteran status,
pregnancy, or disability. This policy is consis­
tent with relevant governmental statutes and
regulations, including those pursuant to Title
IX of the Federal Education Amendments of
1972 and Section 504 of the Federal
Rehabilitation A ct of 1973.
This Bulletin contains policies and program
descriptions as of July 31, 1999, the date of
publication, and should be used solely as an
informational guide. The College reserves the
right to alter or amend at any time the policies
or programs contained in the Bulletin. Students
are responsible for informing themselves of
current policies and meeting all relevant
requirements.

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

Table of Contents

CALENDAR 4
INTRODUCTION 8
EDUCATIONAL RESOURCES 9
ADMISSIONS 21
EXPENSES 24
FINANCIAL AID 26
COLLEGE LIFE 40

IV

V

VI

EDUCATIONAL PROGRAM 61
FACULTY REGULATIONS 70
DEGREE REQUIREMENTS 75
AWARDS AND PRIZES 76
FELLOWSHIPS 81
COURSES OF INSTRUCTION 84
A rt 85
Asian Studies 93
Biology 98
Black Studies 104
Chemistry 107
Classics 113
Comparative Literature 119
Computer Science 121
Economics 128
Education 135
Engineering 141
English Literature 151
Environmental Studies 178
Francophone Studies 180
German Studies 184
History 186
Interpretation Theory 201

Latin American Studies 204
Linguistics 206
Mathematics and Statistics 213
Medieval Studies 223
Modem Languages and Literatures 225
Music and Dance 252
Peace and Conflict Studies 267
Philosophy 270
Physical Education and Athletics 275
Physics and Astronomy 277
Political Science 285
Psychology 297
Public Policy 306
Religion 310
Sociology and Anthropology 318
Women’s Studies 332

THE CORPORATION and BOARD OF MANAGERS 336
ALUMNI ASSOCIATION OFFICERS and ALUMNI COUNCIL 340
THE FACULTY 342
ADMINISTRATION 361
VISITING EXAMINERS 374
DEGREES CONFERRED 377
AWARDS AND DISTINCTIONS 382
ENROLLMENT STATISTICS 385
INDEX 386
SWARTHMORE COLLEGE CAMPUS MAP 398
DIRECTIONS FOR REACHING SWARTHMORE COLLEGE 400

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College Calendar

1999

Fall Semester

August 28
September 1
September 2
September 24-25
September 25
October 8
October 18
October 22-24
November 15-23
November 24
November 24-30
November 29
December 3-4
December 9-10
December 10
December 11
December 13
December 17
December 21

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

2000

Spring Semester

January 17
February 25-26
March 3
March 13
March 17-19
April 3-13
April 7-9
April 14-18
April 27-28
April 28
May 1
May 4
May 4
May 5-6
May 13
May 15
May 15-16
May 18-20
May 28
May 29
June 2-4

Classes and seminars begin
Meeting of the Board of Managers
Spring vacation begins at end of last class or seminar
Spring vacation ends at 8:30 a.m.
Black Alumni Weekend
Advising period
Parents Weekend
Pre-enrollment period for fall semester
Advising follow-up days
Classes and seminars end
Enrollment meeting for fall semester
W ritten Honors examinations begin
Course examinations begin
Meeting of the Board of Managers
Course examinations end
W ritten Honors examinations end
Senior comprehensive examinations
Oral Honors examinations
Baccalaureate
Commencement
Alumni Weekend

5

2000
Tentative
August 29
September 2
September 4
September 29-30
October 13
October 23
November 13-21
November 22
November 22-28
November 27
December 1-2
December 11-12
December 12
December 13
December 15
December 15
December 23

2001
Tentative
January 22
February 23-24
March 9
March 19
March 23-25
April9-19
April 16-18
April 20-24
May 3-4
May 4
May 4-5
May 7
May 10
May 10
May 19
May 21
May 21-22
May 24-26
June 3
June 4
June 8-10

6

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

Spring Semester
Classes and seminars begin
Meeting of the Board of Managers
Spring vacation begins at end of last class or seminar
Spring vacation ends at 8:30 a.m.
Black Alumni Weekend
Advising period
Parents Weekend
Pre-enrollment for fall semester
Advising follow-up days
Classes and seminars end
Meeting of the Board of Managers
Enrollment for fall semester
W ritten Honors examinations begin
Final examinations begin
Final examinations end
Written Honors examinations end
Senior comprehensive examinations
Oral Honors examinations
Baccalaureate
Commencement
Alumni Weekend

Introduction to Swarthmore College

Swarthmore College, founded in 1864 by
members of the Religious Society of Friends as
a co-educational institution, occupies a cam­
pus of more than 300 acres of rolling wooded
land in and adjacent to the borough of
Swarthmore in Delaware County, Pennsyl­
vania. It is a small college by deliberate policy.
Its present enrollment is about 1,350 men and
women students. The borough of Swarthmore
is a residential suburb within half an hour’s
commuting distance of Philadelphia. College
students are able to enjoy both the advantages
of nearby rural settings and the opportunities
offered by Philadelphia. The College’s location
also makes possible cooperation with three
nearby institutions, Bryn Mawr and Haverford
Colleges and the University of Pennsylvania.

OBJECTIVES AND PURPOSES
Swarthmore students are expected to prepare
themselves for full, balanced lives as individu­
als and as responsible citizens through exacting
intellectual study supplemented by a varied
program of sports and other extracurricular
activities.
The purpose of Swarthmore College is to make
its students more valuable human beings and
more useful members of society. Although it
shares this purpose with other educational
institutions, each school, college, and universi­
ty seeks to realize that purpose in its own way.
Swarthmore seeks to help its students realize
their fullest intellectual and personal potential
combined with a deep sense of ethical and
social concern.

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

8

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

THE RELIGIOUS TRADITION
Swarthmore College was founded by members
of the Religious Society of Friends (the
Quakers). Although it has been nonsectarian
in control since 1908, and although Friends
now compose a minority of the student body,
the faculty, and the administration, the
College still values highly many of the princi­
ples of that Society.
Foremost among these principles is the indi­
vidual’s responsibility for seeking and applying
truth, and for testing whatever truth one
believes one has found. As a way of life,
Quakerism emphasizes hard work, simple liv­
ing, and generous giving as well as personal
integrity, social justice, and the peaceful settle­
ment of disputes. The College does not seek to
impose on its students this Quaker view of life,
or any other specific set of convictions about
the nature of things and the duties of human
beings. It does, however, encourage ethical and
religious concern about such matters, and con­
tinuing examination of any view which may be
held regarding them.

TRADITION AND CHANGE
A college draws strength from tradition and
energy from the necessity of change. Its pur­
poses and policies must respond to new condi­
tions and new demands. By being open to
change, Swarthmore tries to provide for its stu­
dents, by means appropriate to the times, the
standard of excellence it has sought to main­
tain from its founding.

Educational Resources

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

THE ENDOWMENT
The educational resources at Swarthmore
College have been provided by gifts and
bequests from many alumni, foundations, cor­
porations, parents and friends. In addition to
unrestricted gifts for the operating budget,
these donors have contributed funds for build­
ings, equipment, collections of art and litera­
ture, and permanently endowed professorships,
scholarships, awards, book funds and lecture­
ships. Their gifts to Swarthmore have not only
provided the physical plant but also have cre­
ated an endowment fund of approximately
$900 million at market value on June 30,1999.
Swarthmore ranks 12th in the country in
endowment per student. Income from the
endowment during the academic year 1997-98
contributed approximately $21,600 to meet
the total expense of educating each student
and provided more than 37 percent of the
College’s operating revenues.
The 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 maintain and
strengthen its resources. The vice president in
charge of development will be pleased to pro­
vide information about various forms of gifts:
bequests, outright gifts of cash or securities,
real estate or other property, and deferred gifts
through charitable remainder trusts and life
income contracts in which the donor reserves
the right to the annual income during his or
her lifetime.

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

habits of self-education so that they may use
books, libraries, and recorded communication
in all forms for a lifetime of intellectual devel­
opment. To this end the Library acquires and
organizes books, journals, audiovisuals, and
electronic information in a variety of digital
and other formats for the use of students and
faculty. Although 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 of source materials than is
typically found in undergraduate libraries.
Further needs are met through interlibrary
loan, document delivery and other cooperative
arrangements.
The Swarthmore College - Libraries together
with those of 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 Wide Web. The
URL is: http://www.swarthmore.edu/Library/.
Electronic bibliographic indexes and full-text
databases have become increasingly important
to undergraduate research. Swarthmore Col­
lege and the consortium provide a growing
selection of electronic research databases,
indexes, and full-text e-journals that are avail­
able in the Libraries and networked to dormi­
tory rooms and other campus settings.
The Thomas B. and Jeanette L. McCabe Library
is the center of the College Library system
housing the major portion of the College
Library collections, reading and seminar
rooms, an electronic resources room, a video
classroom, and administrative offices. Total
Library holdings amount to 749,000 volumes
with some 20,000 volumes added annually.
About 2,050 periodical titles are received reg­
ularly. The College participates in the Federal
Depository Library Program by selecting publi­
cations most appropriate to the needs of the
curriculum and the public, and by making
them easy to find through the Tripod system.
The Cornell Library of Science and Engineering
houses more than 54,200 volumes and serves
the scientific, academic and research needs of
students and faculty. The Daniel Underhill Music
Library contains around 19,400 books and
scores, 12,900 recordings and listening equip-

9

Educational Resources

ment. A small collection of relevant material is
located in the Black Cultural Center.
Special Library Collections
The College Library contains certain special
collections: British Americana, accounts of
British travellers in the United States; the
works of English poets Wordsworth and
Thomson bequeathed to the Library by Edwin
H. Wells; the works of Seamus Heaney, winner
of the Nobel Prize for Literature, 1995; the W.
H . Auden Collection commemorating the
English poet who taught at Swarthmore in the
mid-forties; the Bathe Collection of the history
of technology donated by Greville Bathe; the
Private Press Collection representing the work of
over 670 presses; and the Swarthmoreana
Collection of over 6,200 publications by gradu­
ates of the College.
The Audiovisual Collection with 2,800 video­
tapes and discs and 1,400 spoken word record­
ings on disc and tape includes contemporary
writers reading from and discussing their works;
full-length versions of Shakespearean plays
(both videocassettes and audiodiscs) and other
dramatic literature; the literature of earlier
periods read both in modem English and in the
pronunciation of the time; recordings of liter­
ary programs held at Swarthmore; and video­
recordings of U.S. and foreign classic feature
films, as well as educational, documentary, and
experimental films. These materials support all
areas of study and are housed in all three
libraries with the appropriate subjects.
W ithin the McCabe Library building are two
special libraries which enrich the academic
background of the College:
The Friends Historical Library, founded in 1871
by Anson Lapham, is one of the outstanding
collections in the United States of manu­
scripts, books, pamphlets, and pictures relating
to the history of the Society of Friends. The
library is a depository for records of Friends
Meetings belonging to Baltimore, New York,
Philadelphia, and other Yearly Meetings. More
than 10,000 record books, dating from the
1670’s until the present, have been deposited.
Additional records are available on microfilm.
The William Wade Hinshaw Index to Quaker
Meeting Records lists material of genealogical
interest. Special collections include materials
on various subjects of Quaker concern such as
abolition, Indian rights, utopian reform, and

10

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

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

PHYSICAL FACILITIES
When Swarthmore College opened in the fall
of 1869, it consisted of one building—Parrish
Hall—set on farmland serving 199 students.
Today, it encompasses more than 40 buildings
used by 1,350 students on 330 acres.
The College provides an impressive range of
modem facilities for students’ intellectual
growth, cultural enrichment, arid physical and
social development. A t the same time, it main­
tains an intimate campus exemplifying the
concept of academic study in an idyllic setting.

Intellectual Growth
Parrish Hall, the original College building, still
lies at the heart of the campus with classroom
buildings clustered around it. The second old­
est building on campus, Trotter Hall, was com­
pletely renovated and reopened in 1997.
Today, in a building that respects the past but
embraces modem technology and design,
Trotter provides the space for the History,
Political Science, and Classics Departments;
the Center for Social and Policy Studies; the
Women’s and Black and Asian Studies
Programs; and several classrooms and seminar
rooms. A t the center of the building is the
Tarble Atrium, an inspiring wooden staircase
crafted from cherry and birch with expansive
landings on each level that function as student
lounges and are supplied with seating and com­
puter hookups. Views from this building over­
look the Rose Garden to the south and the
Nason Garden and Outdoor Classroom to the
north.
Kohlherg Hall, an entirely new academic build­
ing completed in 1996, features spaces for use
by the entire College community on the
ground floor, including a lounge complete with
a coffee bar and fireplace; the Scheuer Room, a
popular place for lectures and gatherings with a
window wall and modem audiovisual equip­
ment; and the Cosby Courtyard, a dramatic

outdoor space with a lawn panel and stone sit­
ting walls that double as an outdoor classroom.
O n the upper two floors are modem classrooms
and intim ate seminar rooms, a language
resource center, and faculty offices. Kohlberg
Hall—home to the Modem Languages and
Literatures, Economics, and Sociology/Anthropology Departments—demonstrates that a
new building with award-winning architectur­
al design can be integrated into an established
campus.
Next door to Kohlberg lies the Lang Performing
Arts Center, home to the English, Dance, and
Theater Departments. Although most of the
spaces in this building provide for cultural
enrichment (more about that later), class­
rooms and offices are found on the second and
third floors.
Hicks, Beardsley, and Pearson Halls are clustered
together on the north end of the academic
campus, forming with Trotter Hall a quadran­
gle now known as the Nason Garden. Hicks is
home to the Engineering Department and con­
tains laboratories, with several equipped for
computer-assisted and -controlled experimen­
tation. Beardsley, renovated in 1990, houses
the A rt Department; Pearson, renovated in
1998, is home to the Linguistics, Education,
and Religion Departments. Completing the
cluster of north campus academic buildings is
Papazian Hall, which houses the Psychology
and Philosophy Departments.
Renovation studies were conducted in 1998 on
Martin Hall and DuPont Science Building, two
buildings devoted to the sciences. The College
is embarking on a major project to create a uni­
fied science center with modem laboratories
for the Physics and Astronomy, Chemistry,
Mathematics and Statistics, Biology, and
Computer Science Departments.
In 1999, the Martin Greenhouse was renovated
so it can support a broader research program.
Sproul Observatory, with its 24-inch visual
refracting telescope, is the center of fundamen­
tal research in multiple star systems, and a 24inch reflecting telescope on Papazian Hall is
used for solar and stellar spectroscopy.
In the management, design, and construction
of all physical facilities, the College recognizes
the importance of employing environmentally
sound practices, acknowledging its commit­
ment to current and future societies. A n exam-

11

Educational Resources

pie of Swarthmore’s commitment to sustain­
ability is the biostream bed, located between
McCabe Library and Willets Hall and designed
to filter runoff from upper-campus building
roofs.
The Computing Center, with offices located in
Beardsley Hall, provides computing and
telecommunication resources and support to
all faculty, registered students, and College
staff. Academic computing resources comprise
several components: a number of UNIX servers
managed by the Computing Center, a network
of SUN Sparc workstations in the Computer
Science Department, a network of HP work­
stations in the Engineering Department, a
Power Macintosh lab in the Mathematics
Department, and software servers in the
Chemistry and the Physics and Astronomy
Departments. A specialized multimedia facility
in Beardsley gives faculty a place to try out new
technology and create presentations and multi­
media projects for their courses. Servers run­
ning Oracle and SCT Banner are used for the
College’s administrative data management
needs. Fiber optic cabling ties these compo­
nents together into a campuswide network.
The campus network is linked to the Internet,
allowing communication and data access on a
global scale.
Power Macintosh computers are available in
public areas in Beardsley, DuPont, Kohlberg,
and McCabe and Cornell Libraries. Virtually
every administrative and faculty office is
equipped with computers. Students may con­
nect Macintosh or Windows computers to the
campus network from their rooms. Any
Macintosh connected to the network can be
used to gain access to electronic mail, bulletin
boards, the World Wide Web, Tripod (the
library system shared with Bryn Mawr College
and Haverford College), and a variety of soft­
ware programs. Windows computers connected
to the campus network from residence hall
rooms have access to the World Wide Web,
electronic mail, and Tripod.
Copies of several commonly used commercial
software packages are available on a restricted
basis on the public-area hard drives or on file
servers connected to the network. Some of
these file servers also contain an assortment of
shareware and public domain software.
A computer repair service is located in
Beardsley. The College Bookstore sells a vari­

12

ety of software at very reasonable prices. The
repair service provides on-campus repair ser­
vices for student-owned computers.
The Telecommunications Department of the
Computing Center provides telephone and
voice-mail services to faculty, staff, and stu­
dents. Every student residing in a college dor­
mitory room is provided with a private tele­
phone and personal telephone number as well
as a voice-mail account. Long-distance calling
is available to students.
Assistance with the use of the College’s com­
puting resources is available on several levels.
Students may seek help from student consul­
tants who are available most of the day and
night, seven days a week. Faculty may seek
assistance through a Help Desk or through
Computing Center staff assigned to their
respective division for curricular support.

Cultural Enrichment
The Lang Music Building, opened in 1973, con­
tains an auditorium seating nearly 400 while
providing an expansive view into the Crum
Woods. It also is home to the Daniel Underhill
Music Library, classrooms, ; practice and
rehearsal rooms, and an exhibition area. It is
the central facility for the Music Department
and for musical activities at the College.
Greatly enhancing performance venues, the
Eugene M. and Theresa Lang Performing Arts
Center (LPAC) opened in 1991. The building
contains Pearson-Hall Theater, with a seating
capacity of 825. The theater can be divided
with a 40-ton movable soundproof wall, which
is raised and lowered hydraulically. W hen
raised, the space may be used simultaneously as
a cinema theater seating more than 300 and a
theater space of about equal seating capacity.
The stage of the theater may also be trans­
formed from its traditional configuration into a
thrust stage.
O n the lower level of the LPAC is another
more intimate theater, the Frear Ensemble
Theater, a “black box” that serves as an experi­
mental and instructional studio as well as the
Patricia Witky Boyer Dance Studio and Dance
Lab. This building also provides an elegant
facility for changing art exhibits, student art
exhibitions, and a display of holdings of
Swarthmore College’s permanent art collec­
tion in its List Art Gallery.

Physical Development
The College maintains about 80 acres of playing fields around the academic heart of the
campus to support a wide range of sports,
including rugby, field hockey, lacrosse, base­
ball, and football. Track sports are supported by
both an outdoor track around the Clothier Field
and indoor track in the Lamb-Miller Field
House, which also provides indoor basketball
courts and exercise rooms. Next to the Field
House lies the Squash Court building and Ware
Pool, with a 50-meter pool that supports not
only swimming training but scuba diving as
well. The six outdoor Faulkner Tennis Courts
will be supplemented with the addition of The
Mulian Tennis Center, an indoor tennis and fit­
ness pavilion to open for use in the spring of
2000. Ample open lawn areas, an integral part
of the Swarthmore College campus, accommo­
dates and inspires a range of informal and
spontaneous physical activity from Frisbee
throwing to water sliding.

Social Development
Several residence halls are close to the core of
the campus. Rooms are assigned by a lottery
system. All students have private telephone
and computer hookup capabilities in their
rooms. All halls have common lounges for
socializing, and Swarthmore’s Sharpies Dining
Hall provides an impressive single dining space
ensuring students have the opportunity to
interact regularly at mealtimes. Small dining
rooms within the dining hall are frequently
used for special-interest groups such as lan­
guage discussion groups.
Other student activity and organization space
on campus includes Parrish Parlors in the heart
of campus; Parrish Commons a level up; Tarble
in Clothier, with a snack bar, game room, the
college bookstore, a large all-campus space
used for dances and other events; and Paces, a
student coffeehouse; the lntercultural Center,
with both private organization space and a
large meeting room for collective events; the
Black Cultural Center; Bond Hall, home to the
religious advisors and religious organizations;
and Olde Club, the party place.

Scott Arboretum
About 325 acres are contained in the College
property, including a large tract of woodland
and the valley of Crum Creek. Much of this
tract has been developed as a horticultural and

botanical collection of trees, shrubs, and
herbaceous plants through the provisions of
the Scott Arboretum, established in 1929 by
Mrs. A rthur Hoyt Scott and Owen and
Margaret Moon as a memorial to Arthur Hoyt
Scott of the Class of 1895. The plant collec­
tions are designed both to afford examples of
the better kinds of trees and shrubs which are
hardy in the climate of Eastern Pennsylvania
and suitable for planting by the average gar­
dener, and to beautify the campus. All collec­
tions are labeled and recorded. There are
exceptionally fine displays of hollies, Japanese
cherries, flowering crabapples, magnolias, and
tree peonies, and a great variety of lilacs,
rhododendrons, azaleas, and daffodils. Choice
specimens from the collections are displayed in
several specialty gardens including The Terry
Shane Teaching Garden, The Theresa Lang
Garden of Fragrance, the Dean Bond Rose
Garden, the Isabelle Bennett Cosby ’28
Courtyard, the Nason Garden and outdoor
classroom, and the Metasequoia allée. Many
interested donors have contributed generously
to the collections, and the Arboretum is
funded primarily by a restricted endowment
and by outside grants.
The Arboretum conducts applied research on
ornamental plants and serves as a test site for
three plant evaluation programs: the Gold
Medal Award of Garden Merit through the
Pennsylvania Horticultural Society, the perfor­
mance of hollies through the American Holly
Society, and the National Crabapple Evalua­
tion Program.
The Arboretum offers horticultural education­
al programs to the general public and Swarth­
more students. These workshops, lectures,' and
classes are designed to cover many facets of the
science/art called gardening. Tours are con­
ducted throughout the year for college people
and interested public groups.
Aiding the Arboretum’s staff, in all of its
efforts, are the “Associates of the Scott Arbo­
retum.” This membership organization pro­
vides not only financial support but also assis­
tance in carrying out the myriad operations
which make up the Arboretum’s total program,
such as plant propagation, public lectures, and
tours to other gardens. About 90 “Arboretum
assistants” aid in campus maintenance on a
regular basis by volunteering. Student mem­
berships are available. The Arboretum’s

13

Educational Resources

newsletter, Hybrid, serves to publicize their
activities and provides up-to-date information
on seasonal gardening topics. Maps for selfguided tours and brochures of the Arboretum’s
plant collections are available at the Scott
Offices (610) 328-8025, located in the
Cunningham House.
The Scott Arboretum was accredited by the
American Association of Museums in 1995,
signifying its professional standards of opera­
tion as an arboretum.

SPECIAL FUNDS AND LECTURESHIPS
The William J. Cooper Foundation provides
funding for a varied program of lectures,
exhibits, and concerts, which enriches the aca­
demic work and cultural experience of the
College and the community. Established by
William J. Cooper, a devoted friend of the
College whose wife Emma Mcllvain Cooper
served as a member of the Board of Managers
from 1882 to 1923, the Foundation provides
annual funds that are used “in bringing to the
College from time to time, eminent citizens of
this and other countries who are leaders in
statesmanship, education, the arts, sciences,
learned professions and business, in order that
the faculty, students and the college communi­
ty may be broadened by a closer acquaintance
with matters of world [interest].”
The Cooper Foundation Committee, com­
posed of students, faculty, and staff, works with
members of all campus constituencies to
arrange lectures, exhibitions, and performances
of College-wide interest as well as to bring to
the College speakers of note who will remain
in residence long enough to enter into the life
of the community. In the past, some speakers
have been invited with the understanding that
their lectures would be published under the
auspices of the Foundation. This arrangement
has produced eighteen volumes.
Thè 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, artists, and performers in
music, film, dance, and theater who show
promise of distinguished achievement.
The Alfred H. Bloom Jr. and Martha B. Bloom,

14

parents of Alfred H. Bloom, Memorial Visiting
Scholar Fund is the gift of Frank Solomon Jr.
’50. It brings visiting scholars to campus at the
discretion of the president.
The Barbara Weiss Cartwright Fund for Social
Responsibility was created in 1993 by a gift from
Barbara W. Cartwright ’37 and Dorwin P.
Cartwright ’37. The Fund supports new or
existing programs which encourage involve­
ment in addressing societal problems through
projects initiated by the College or created by
current students. In addition, it will provide
opportunities for faculty and students to partic­
ipate in volunteer service projects linked to the
academic program.
Wendy Susan Cheek '38 Memorial Fund for
Women’s Studies. Established in 1998 by Aimee
Lee and William Francis Cheek, the fund sup­
ports student and/or programming needs of the
Women’s Studies Program, including the cap­
stone seminar for Honors and Course students.
The fund shall be spent at the direction of the
Women’s Studies Coordinator.
Bruce Cratsley ’66 Memorial Fund was created
in 1998 and supports lectures about photogra­
phy and exhibitions.
The Michael J. Durkan Memorial Fund was
established by family and friends of Michael J.
Durkan, Librarian Emeritus, to support library
collections and to help bring Irish writers to
campus.
The James A. Field Jr. Memorial Fund was estab­
lished by family and friends of James A. Field
Jr. Clothier Professor Emeritus of History, to
support library collections.
The Donald J. Gordon Art Fund was established
in 1998 by a gift from his children and their
spouses, on the occasion of his 70th birthday
and the 50th anniversary of his graduation
from Swarthmore College. The fund supports
visiting artists.
The Bruce Hannay Fund was established by a
gift from the General Signal Corporation in
honor of N. Bruce Hannay ’42. The fund will
provide support for the academic program,
with special consideration given to chemistry.
Bruce Hannay was a research chemist with Bell
Laboratories and received an honorary Doctor
of Science degree from Swarthmore in 1979.

The James C. Horrnel '55 Endowment for Stu­
dent Services was established by James Hormel
’55 to support staffing and programs related to
student services and activities, including stu­
dent involvement in volunteering and pro­
grams to encourage greater understanding of,
sensitivity to, and incorporation into the great
society of the differences in culture, sexual ori­
entation, or race.
The William I. Hull Fund was established in
1958 by Mrs. Hannah Clothier Hull, Class of
1891, in memory of her late husband. Dr. Hull
was Professor of History and International Law
at Swarthmore College for 48 years. The Fund
enables the College to bring a noted lecturer
on peace to the campus each year in memory of
Dr. and Mrs. Hull who were peace activists.
The Jonathan R. Lax Fund, created by his
bequest in 1996, supports an annual Lax Con­
ference on Entrepreneurship and Economic
Anthropology. Jonathan Lax, Class of 1971,
was class agent and a reunion leader. His par­
ents, Stephen ’41 and Frances Lax, and broth­
ers Stephen G. Lax Jr. (Gerry) ’74, and
Andrew Lax ’78 have been actively involved at
the College.
The List Gallery Exhibit Fund, established
through the generosity of Mrs. Albert List, sup­
ports exhibits in the List Gallery of the Eugene
M. and Theresa Lang Performing Arts Center.
The Joanna Rudge Long ’56 Conflict Resolution
Endowment was created in 1996 in celebration
of the donor’s 40th Reunion. The stipend is
awarded to a student whose meritorious pro­
posal for a summer research project or intern­
ship relates to the acquisition of skills by ele­
mentary school or younger children for the
peaceful resolution of conflict.
The Sager Fund of Swarthmore College was
established in 1988 by alumnus Richard Sager
’73, a leader in San Diego’s gay community. To
combat homophobia and related discrimina­
tion, the fund sponsors events that focus on
concerns of the lesbian, bisexual, and gay Com­
munities and promotes curricular innovation
in the field of Lesbian and Gay Studies. The
fund also sponsors an annual three-day sympo­
sium. The fund is administered by a committee
of women and men from the student body,
alumni, staff, faculty, and administration.
Created in 1996 in honor of Robert Savage,
Professor Emeritus of Biology, the Savage Fund

supports student research and other activities
in cellular and molecular biology.
The Scheuer-Pierscm Fund, established in 1978
by Walter and Marge Scheuer ’48, supports the
Economics Department.
The Barnard Fund was established in 1964 by
two graduates of the College, Mr. and Mrs.
Boyd T. Barnard of Rosemont, Pennsylvania.
The fund has been augmented by the 50-year
class gifts from the classes of 1917 and 1919,
and other friends. The income from the fund
may be used for any activity that contributes to
the advancement of music at the College. It
has been used, for example, for concerts on the
campus, for the purchase of vocal and orches­
tral scores and other musical literature, and to
provide scholarships for students in the
Department of Music who show unusual
promise as instrumentalists or vocalists.
The Gene D. Overstreet Memorial Fund, given
by friends in memory of Gene D. Overstreet
(1924-1965), a member of the Political
Science Department, 1957-1964, provides
income to bring a visiting expert to the campus
to discuss problems of developing or moderniz­
ing nations and cultures.
The Benjamin West Lecture, made possible by
gifts from members of the class of 1905 and
other friends of the College, is given annually
on some phase of art. It is the outgrowth of the
Benjamin West Society which built up a col­
lection of paintings, drawings, and prints,
which are exhibited, as space permits, in the
college buildings. The lecture owes its name to
the American artist, who was bom in a house
which stands on the campus and who became
president of the Royal Academy.
The Swarthmore Chapter of Sigma Xi lecture
series brings eminent scientists to the campus
under its auspices throughout the year. Local
members present colloquia on their own
research.
The Lee Frank Memorial Art Fund, endowed by
the family and friends of Lee Frank, Class of
1921, sponsors each year a special event in the
A rt Department: a visiting lecturer or artist, a
scholar or artist in residence, or a special
exhibit.
The Marjorie Heilman Visiting Artist Fund was
established by M. Grant Heilman, Class of
1941, in memory of Marjorie Heilman to stim­
ulate interest in art, particularly the practice of

15

Educational Resources

art, on campus.
The Gil and Mary Roelofs Stott Concert Fund
was established in 1997 on th e 25fh
Anniversary of the Lang Music Building. The
Fund was created as an expression of deep
affection for the Stotts by Eugene M. Lang,
Class of 1938, to recognize their special artistic
talents and all that they have meant to the
Swarthmore community. Each year, a new
musical composition will be commissioned by
the College to be performed at an annual Gil
and Mary Roelofs Stott Concert at which the
Gil and Mary Roelofs Stott Resident Student
Artist will perform.
The Thatcher Fund provides individualized
assistance to students with disabilities. The
purpose of the fund is to enable such students
to take full advantage of the academic and
extracurricular life of the College and to make
Swarthmore a desirable choice for prospective
students with disabilities. The fund was estab­
lished in 1997.
Kenneth R. Wynn '74 Fund for Interdisciplinary
Programs was created in 1998 to support inter­
disciplinary, language-based programs that
embrace a more global view of language learn­
ing than traditional sources.

16

Endowed Chairs

The Edmund Allen Professorship of Chemistry
was established in 1938 by a trust set up by his
daughter Laura Allen, friend of the college and
niece of Manager Rachel Hillbom.
The Franklin E. and Betty Barr Chair m Eco­
nomics was established in 1989 as a memorial
to Franklin E. Barr Jr. ’48 by his wife, Betty
Barr.
The Albert L. and Edna Pownall Buffington Pro­
fessorship was established by a bequest from
Albert Buffington, Class of 1896, in 1964, in
honor of his wife, Edna Pownall Buffington,
Class of 1898.
The Dorwin P. Cartwright Professorship in Social
Theory and Social Action was created in 1993 by
Barbara Weiss Cartwright, Class of 1937, to
honor her husband, Dorwin P. Cartwright,
Class of 1937. The Professorship shall be
awarded for a period of five years to a full pro­
fessor who has contributed to and has the
promise of continuing major contributions to
the understanding of how social theory can be
brought to bear on creating a more humane
and ethically responsible society.
Centennial Chairs. Three professorships, unre­
stricted as to field, were created in 1964 in
honor of Swarthmore’s Centennial from funds
raised during the Centennial Fund Campaign.
The Isaac H. Clothier Professorship of History
and International Relations was created in 1888
by Isaac H. Clothier, member of the Board of
Managers. Originally in the field of Civil and
Mechanical Engineering, he later approved its
being a chair in Latin, and in 1912 he
approved its present designation.
The Isaac H. Clothier Jr. Professorship of Biology
was established by Isaac H. Clothier Jr. as a
tribute of gratitude and esteem for Dr. Spencer
Trotter,- Professor of Biology, 1888-1926.
The Morris L. Clothier Professorship of Physics
was established by Morris L. Clothier, Class of
1890, in 1905.
The Julien and Virginia Cornell Visiting Profes­
sorship was endowed by Julien Cornell ’30,
member, and Virginia Stratton Cornell ’30,
former member of the Board of Managers, to
bring professors and lecturers from other
nations and cultures for a semester or a year.
Since 1962, from every comer of the world,
Cornell professors and their families have
resided on the campus so that they might deep­
en the perspective of both students and faculty.

The Alexander Griswold Cummins Professorship
of English Literature was established in 1911 in
honor of Alexander Griswold Cummins, Class
of 1889, by Morris L. Clothier, Class of 1890.
The Howard N . and Ada J. Eavenson Professor­
ship in Engineering was established in 1959 by a
trust bequest of Mrs. Eavenson, whose husband
graduated in 1895.
The James H. Hammons Professorship was estab­
lished in 1997 by Jeffrey A. Wolfson, Class of
1975, to recognize the inspiring academic and
personal guidance provided by James H.
Hammons, Professor of Chemistry, who began
his distinguished teaching career at Swarthmore in 1964. The Professorship may be
awarded in any division, with preference given
to the Department of Chemistry.
The James C. Hormel Professorship in Social
Justice, established in 1995 by a gift from James
C. Hormel, Class o f 1955, is awarded to a pro­
fessor in any academic division whose teaching
and scholarship stimulate increased concern
for and understanding of social justice issues,
including those pertaining to sexual orienta­
tion.
The Howard M. and Charles F. Jenkins Profes­
sorship of Quaker History and Research was
endowed in 1924 by Charles F. Jenkins, Hon.
’26 and member of the Board of Managers, on
behalf of the family of Howard M. Jenkins,
member of the Board of Managers, to increase
the usefulness of the Friends Historical Library
and to stimulate interest in American and
Colonial history with special reference to
Pennsylvania. The fund was added to over the
years through the efforts of the Jenkins family,
and by a 1976 bequest from C. Marshall Taylor
’04.
The William R. Kenan Jr. Professorship was
established in 1973 by a grant from the
William R. Kenan Jr. Charitable Trust to “sup­
port and encourage a scholar-teacher whose
enthusiasm for learning, commitment to
teaching and sincere personal interest in stu­
dents will enhance the learning process and
make an effective contribution to the under­
graduate community.”
The Eugene M. Lang Research Professorship,
established in 1981 by Eugene M. Lang ’38,
member of the Board of Managers, normally
rotates every four years among members of the
Swarthmore faculty and includes one year

17

Endowed Chairs

devoted entirely to research, study, enrichment
or writing. It carries an annual discretionary
grant for research expenses, books and materi­
als.
The Eugene M. Lang Visiting Professorship
endowed in 1981 by Eugene M. Lang ’38,
brings to Swarthmore College for a period of
one semester to three years an outstanding
social scientist or other suitably qualified per­
son who has achieved prominence and special
recognition in the area of social change.
The Sara Lawrence Lightfoot Professorship was
created by the College in 1992 in recognition
of an unrestricted gift by James A. Michener,
Class of 1929. The professorship is named in
honor of Sara Lawrence Lightfoot, Class of
1966, Doctor of Humane Letters, 1989, and
former member of the Board of Managers.
The Susan W. Lippincott Professorship of French
was endowed in 1911 through a bequest from
Susan W. Lippincott, member of the Board of
Managers, a contribution from her niece
Caroline Lippincott, Class of 1881, and gifts by
other family members.
The Edward Hicks Magi'll Professorship of
Mathematics and Astronomy was created in
1888 largely by contributions of interested
friends of Edward H. Magill, President of the
College 1872-1889, and a bequest from John
M. George.
The Charles and Harriett Cox McDowell Profes­
sorship of Philosophy and Religion was established
in 1952 by Harriett Cox McDowell, Class of
1887 and member of the Board of Managers, in
her name and that of her husband, Dr. Charles
McDowell, Class of 1877.
The Mari S. Michener Professorship was created
by the College in 1992 to honor Mrs.
Michener, wife of James A. Michener, Class of
1929, and in recognition of his unrestricted
gift.
The Gil and Frank Mustin Professorship was
established by Gilbert B. Mustin ’42 and Frank
H. Mustin ’44 in 1990. It is unrestricted as to
field.
The Richter Professorship of Political Science was
established in 1962 by a bequest from Max
Richter at the suggestion of his friend and
attorney, Charles Segal, father of Robert L.
Segal ’46 and Andrew Segal ’50.

18

The Scheuer Family Chair of Humanities was cre­
ated in 1987 through the gifts of James H.
Scheuer ’42, Walter and Marge Pearlman
Scheuer ’44, and their children, Laura Lee ’73,
Elizabeth Helen ’75, Jeffrey ’75, and Susan ’78
and joined by a challenge grant from The
National Endowment for the Humanities.
The Claude C. Smith T 4 Professorship was es­
tablished in 1996 by members of the Smith
family and friends of Mr. Smith. A graduate of
the class of 1914, Claude Smith was an es­
teemed lawyer with the firm of Duane, Morris
and Heckscher, and was active at the College
including serving as Chairman of the Board of
Managers. This chair is awarded to a member
of the Political Science Department or the
Economics Department.
The Henry C. and Charlotte Turner Professorship
was established in 1998 by the Turner family.
Henry C. Turner ’93 and J. Archer Turner ’05
served as members of the Board of Managers of
Swarthmore College, as officers of the Corpor­
ation, and as members of various committees.
Henry Turner was founder of the Turner
Construction Company; his brother, J. Archer
Turner, was the firm's president. Four genera­
tions of Turners have had ties with the College,
and Sue Thomas Turner ’35, wife of Robert C.
Turner ’36 (son of Henry C. Turner) is a cur­
rent Board member. Howard Turner ’33, son of
J. Archer Turner, has also been very active as
past chair and member of the Board of
Managers over the years.
The J. Archer and Helen C. Turner Professorship
was established in 1998 by the Turner family.
Henry C. Turner ’93 and J. Archer Turner ’05
served as members of the Board of Managers of
Swarthmore College, as officers of the Corpor­
ation, and as members of various committees.
Henry Turner was founder of the Turner
Construction Company; his brother, J. Archer
Turner, was the firm's president. Four genera­
tions of Turners have had ties with the College,
and Sue Thomas Turner ’35, wife of Robert C.
Turner ’36 (son of Henry C. Turner) is a cur­
rent Board member. Howard Turner ’33,.son of
J. Archer Turner, has also been very active as
past chair and member o f the Board of
Managers over the years.
The Henry C. and]. Archer Turner Professorship
of Engineering was established with their con­
tributions and gifts from members of the
Turner family in 1946 in recognition of the

devoted service and wise counsel of Henry C.
Turner, Class of 1893 and member of the Board
of Managers, and his brother J. Archer Turner,
Class of 1905 and member of the Board of
Managers.
The Daniel VnderhiU Professorship of Music was
established in 1976 by a bequest from Bertha
Underhill to honor her husband, Class of 1894
and member of the Board of Managers.
The Marian Snyder Ware Professorship of
Physical Education and Athletics was established
by Marian Snyder Ware ’38 in 1990. It is to be
held by the Chair of the Department of
Physical Education and Athletics.
The Joseph Wharton Professorship of Political
Economy was endowed by a trust given to the
College in 1888 by Joseph Wharton, President
of the Board of Managers.
The Isaiah V. Williamson Professorship of Civil
and Mechanical Engineering was endowed in
1888 by a gift from Isaiah V. Williamson.

19

Admissions

Inquiries concerning admission and applica­
tions should be addressed to the Dean of Ad­
missions, Swarthmore College, 500 College
Avenue, Swarthmore, PA 19081-1397.

GENERAL STATEMENT
In the selection of students, the College seeks
those qualities of character, social responsibili­
ty, and intellectual capacity that it is primarily
concerned to develop. It seeks them, not in
isolation but as essential elements in the whole
personality of candidates for admission.
Selection is important and difficult. No simple
formula will be effective. The task is to choose
those who give promise of distinction in the
quality of their personal lives, in service to the
community, or in leadership in their chosen
fields. Swarthmore College must choose its stu­
dents on the basis of their individual future
worth to society and of their collective realiza­
tion of the purpose of the College.
It is the policy of the College to have the stu­
dent body represent not only different parts of
the United States but many foreign countries,
both public and private secondary schools, and
various economic, social, religious, and racial
groups. The College is also concerned to in­
clude in each class sons and daughters of alum­
ni and of members of the Society of Friends.
Admission to the first-year class is normally
based on the satisfactory completion of a fouryear secondary school program. Under some
circumstances, students who have virtually
completed the normal four-year program in
three years will be considered for admission,
provided they meet the competition of other
candidates in general maturity as well as readi­
ness for a rigorous academic program.
All applicants 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 the ACT.
4. Scores in three SAT-11: Subject Tests, one of
which must be the writing or composition
test. Applicants considering a major in
engineering must also take an SAT-II in

mathematics.
5. A brief statement about why the student is
applying to Swarthmore, a brief essay on a
meaningful activity or interest, and a longer
essay (subject specified).
6. Reading, research, work, and travel experi­
ence, both in school and out.
Applicants must have satisfactory standing in
school and SATs as well as strong intellectual
interests. O ther factors of interest to the
College include strength of character, promise
of growth, initiative, seriousness of purpose,
distinction in personal and extracurricular
interests, and a sense of social responsibility.
The College values the diversity that varied
interests and backgrounds can bring to the
community.

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

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

21

Admissions

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

All applicants for first-year admission must
take die SAT-I or the ACT. They must also
take three SAT-II: Subject Tests, one of which
must be the writing or composition test.
Applicants considering a major in Engineering
must also take an SAT-II in mathematics. It is
strongly recommended that students whose
first language is not English take the TOEFL.
Application to take these tests is usually done
through the secondary school counseling
office, but application may be made directly to
the College Entrance Examination Board, Box
6200, Princeton, NJ 08540. A bulletin of infor­
mation may be obtained without charge from
the Board. Students who wish to be examined
in any of the following western states,
provinces, and Pacific areas—Alaska, Arizona,
California, Colorado,
Hawaii, . Idaho,
Montana, Nevada, New Mexico, Oregon,
Utah, Washington, Wyoming, Alberta, British
Columbia, Manitoba, Saskatchewan, Mexico,
Australia, and all Pacific Islands including
Taiwan and Japan—should address their
inquiries and send their applications to the
College Entrance Examination Board, Western
Regional Office, 2099 Gateway Place, Suite
480, San Jose CA 95110-1017. Application
should be made to the Board at least a month
before the date on which the test will be taken.
For those students wishing to take the ACT,
information may be obtained by writing to
ACT, P.O. Box 414, Iowa City IA 52243.
Information concerning financial aid will be
found on pages 26-38.
Under certain circumstances, admitted stu­
dents may apply in writing to defer their ad­
mission for one year. These requests must
be approved in writing by the dean of
Admissions. Students granted deferment may
neither apply to nor enroll at another degree­
granting college/university program.

THE INTERVIEW
A n admissions interview with a representative
of the College is a recommended part of the
first-year application process. Transfer appli­
cants are not scheduled for interviews. Appli­
cants should take the initiative in arranging for
this interview. Those who can reach Swarth­
more with no more than a half-day’s trip are

urged to make an appointment to visit the
College for this purpose.* Other applicants
should request a meeting with an alumni representative in their own area. Interviews with
alumni representatives take longer to arrange
than interviews on campus. Applicants must
make alumni interview arrangements well in
advance of the final dates for receipt of sup­
porting materials.
Arrangements for on-campus or alumni inter­
views can be made by writing to the Office of
Admissions, by calling (610) 328-8300 or
(800) 667-3110, or by contacting the office by
e-mail: admissions@swarthmore.edu.

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

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

APPLICATIONS FOR TRANSFER
The College welcomes well-qualified transfer
students but, in fact, is able to accept very few
applicants. Applicants for transfer must have
had an outstanding academic record in the
institution attended and must present frill
credentials for both college and preparatory
work, including a statement of honorable dis­
missal. They must take the SAT-1 given by the
College Entrance Examination Board or the
A CT if one of these tests has not been taken
previously.
Four semesters of study at Swarthmore College
constitute the minimum requirement for a
degree, two of which must be those of the
senior year. Applications for transfer must be
filed by April 1 of the year in which entrance
is desired. Swarthmore does not have a mid­
year transfer application process. Need-based
financial assistance is available for transfer stu­
dents who are U.S. citizens or permanent resi­
dents. Transfer applications are not accepted
from international students who require finan­
cial aid.
Transfer applications are notified of decisions
on or before May 30.

*Directions for reaching the College can be
found on p. 400 of this catalog.

23

Expenses

STUDENT CHARGES
Total charges for the 1999-2000 academic year
(two semesters) are as follows:
Tuition
$23,964
Room
3,850
Board
3,650
Student Activities Fee
226
$31,690
These are the annual charges billed by the
College. Students and their parents, however,
should plan for expenditures associated with
books, travel, and other personal items. In
addition, the College will bill for unpaid library
fines, Health Center fees, and other fees and
fines not collected at the source.
Students engaged in independent projects
away from the College for which regular acad­
emic credit is anticipated are expected to regis­
ter in advance in the usual way and pay normal
tuition, If the student is away from the College
for a full semester, no charge for room and
board will be made; however, if a student is
away only for a part of a semester, the above
charges may be made on a pro rata basis.
Late fees of VA% per month will accrue on all
past-due balances. Students with past-due bal­
ances will not be permitted to enroll for the
following semester, participate in the room lot­
tery, graduate, nor obtain a transcript.
The regular College tuition covers the normal
program of four courses per term as well as vari­

ations of as many as five courses or as few as
three courses. Students who elect to carry more
than five courses incur a unit charge for the
additional course ($2,996) or half course
($1,498), although they may within the regular
tuition vary their programs to average as many
as five courses in the two semesters of any aca­
demic year. College policy does not permit pro­
grams of fewer than three courses for degree
candidates in their first eight semesters of
enrollment.
Study abroad: Students who wish to receive
Swarthmore credit for study abroad must, for
the semester or year abroad, pay the full
Swarthmore charges (excluding the student
activities fee). Financial aid is normally applic­
able to study abroad, with the approval of the
office for foreign study. Students contemplat­
ing study abroad should contact Steven Piker,
Foreign Study Advisor, well in advance for aca­
demic and administrative planning.

PAYMENT POLICY
Semester bills are mailed in July and Decem­
ber. Payment for the first semester is due by
August 16 and for the second semester by
January 14. A 1.5 percent late fee will be as­
sessed monthly on payments received after the
due date. Many parents have indicated a pref­
erence to pay college charges on a monthly
basis rather than in two installments. For this
reason, Swarthmore offers a monthly payment

WITHDRAWAL POLICY
Charges for tuition and fees will be reduced for students who withdraw for reasons approved by
the dean prior to or during a semester. Reductions in charges will be made in the following ways:
Board Fees Will Be Reduced
Tuition and Fees Will Be Reduced
For Students Who Withdraw
By 95 percent
To $200
Week 2 of classes
By 90 percent
By 90 percent
Week 3 of classes
By 85 percent
By 80 percent
Week 4 of classes
By 80 percent
By 70 percent
Week 5 of classes
By 75 percent
By 60 percent
Week 6 of classes
By 70 percent
By 50 percent
Week 7 of classes
By 65 percent
No further reductions
Week 8 of classes
By 60 percent
Week 9 of classes
By 55 percent
Week 10 of classes
No reductions thereafter
(continued next page)

24

plan, which provides for payment in install­
ments without interest charges. Information
on the plan is mailed to all parents in April.

HOUSING FINES
Any time you select a room in the lottery that
you do not use, the minimum fine is $100.
Other fines follow:
For Fall Semester: If you select a room in the
lottery and
1. Choose to live off-campus but are still
enrolled, you will be assessed
a. A $500 penalty unless everyone in the
space notifies the Residential Life Office
by June 1 that they will not be occupy­
ing the room. Then the fine will be $100
each.
b. Notice between June 1 and the opening
of school will cost $500 for each person
moving off campus.
c. N otice after school starts will cost

2. Take a leave of absence and notify the
Dean’s Office
a. By December 1, no penalty.
b. Between December 1 and January 5, a
$100 penalty.
c. After January 5 and before classes start,
$500.
d. By midsemester, $1,000.
e. Leave after midsemester, there will be no
room refund.
Inquiries: All correspondence regarding pay­
ment of student charges should be addressed to
Denise Risoli, Bursar (610) 328-8394.

$ 1, 000.

d. Notice after midsemester will have no
room refund.
2. Take a leave of absence and notify the
Dean’s Office
a. By August 1, a $100 penalty.
b. Between August 1 and the opening of
school, a penalty of $500.
c. After the opening of school but before
midsemester, a penalty of $1,000.
d. After midsemester, there will be no room
refund.
For Spring Semester: If you select a room in
the December lottery or already have a room
from fall semester and
1. Choose to live off-campus but are still
enrolled, you will be assessed
a. A $250 penalty unless everyone in the
unit leaves this space and notifies the
Residential Life Office by December 1.
b. N otice between December 1 and
January 5 will cost $500 each.
c. Notice after January 5 will cost $1,000
each.
d. Notice after midsemester will receive no
room refund.

25

Financial Aid

The College strives to make it possible for all
admitted students to attend Swarthmore, re­
gardless of their financial circumstances, and to
enable them to complete their education if fi­
nancial reversals take place. About 50 percent
of the total student body currently receives aid
from the College. Most financial aid awarded
by the College is based on demonstrated finan­
cial need and is usually a combination of schol­
arship, loan, and campus employment. The
College is committed to meeting all demon­
strated financial need, and demonstrated need
is assessed by a careful review of families’ fi­
nancial circumstances.
A prospective student must apply for Swarth­
more and for outside assistance while applying
for admission: admission and financial aid de­
cisions are, however, made separately. Instruc­
tions for obtaining and filing an application are
included in the admissions application. Finan­
cial assistance will be offered if a family does
not have the capacity to meet College costs.
The amount a family is expected to contribute
is determined by weighing the family’s income
and assets against such demands as taxes, living
expenses, medical expenses, and siblings’ un­
dergraduate tuition expenses, etc. Family con­
tribution also includes a $1,360 to $1,780 sum­
mer earnings contribution as well as a portion
of the student’s personal savings and assets.
For 1999-2000 the College bill, which includes
tuition, room and board, and a comprehensive
fee, will be $31,690. This comprehensive fee
covers not only the usual student services—
health, library, laboratory fees, for example—
but admission to all social, cultural, and athlet­
ic events on campus. The total budget figure
against which aid is computed is $33,410. This
allows $1,720 for books and personal expenses.
A travel allowance is added to the budget for
those who live, in the United States but more
than 100 miles from the College.
In keeping with the policy of basing financial
aid upon need, the College reviews each stu­
dent’s award annually. Mid-year, each student
who has aid must submit a new financial aid
application for the next academic year. A stu­
dent’s aid is not withdrawn unless financial
need is no longer demonstrated. Assistance is
available only during a normal-length under­
graduate program (eight semesters) and while a
student makes satisfactory academic progress.
These limitations are also applied in our con­

26

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

SCHOLARSHIPS
For the academic year 1999-2000, we awarded
more than $13 million in Swarthmore scholar­
ship funds. About one half of that sum was
provided through the generosity of alumni and
friends by special gifts and the endowed schol­
arships listed on pp. 27-38. The federal gov­
ernment also makes Pell Grants and Supple­
mental Educational Opportunity Grants avail­
able. It is not necessary to apply for a specific
College scholarship; the College decides who is
to receive endowed scholarships and others are

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

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

STUDENT EMPLOYMENT
LOAN FUNDS
Long-term, low-interest loan funds with gener­
ous repayment terms combine with Swarthmore’s scholarship programs to enable the Col­
lege to meet the needs of each student.
Although most offers of support from the Col­
lege include elements of self-help (campus
work and borrowing opportunities), the
College strives to keep a student’s debt at a
manageable level.
Aided students are expected to meet a portion
of their demonstrated need (from $1,000 to
about $5,500 each year) through the federal
Stafford Loan Programs, Perkins Loan, or the
Swarthmore College Loan (SCL); the College
determines which source is appropriate for
which student. Each of these programs allows
the borrower to defer repayment until after
leaving school, and each allows further defer­
ment of the debt if the borrower goes on to
graduate school. Up to 10 years may be taken
to repay Stafford, Perkins, or Swarthmore
College Loans. No separate application is
needed for the Perkins or SCL loans since the
College administers these funds. Stafford Loan
applications must be initiated by the student
with a bank.
Parents who wish to borrow might consider the
Federal PLUS Loan. Up to $32,000 per year is
available at a variable interest rate. Repayment
may be made over a 10-year period.
For more information about these loan pro­
grams read our Financial Aid Brochure (avail­
able from our admission office) or visit our
Website at www.swarthmore.edu.
The College also maintains special loan funds
which are listed below:
The Jay and Sandra Levine Loan Fund
The Thatcher Family Loan Fund
The Swarthmore College Student Loan Fund

Student employment on the Swarthmore cam­
pus is coordinated by the Student Employment
Office, which is under student direction. Jobs
are available in such areas as the library, de­
partmental offices, the post office, die studentrun coffee house, etc., and placements can be
arranged when students arrive in the fall. Oncampus rates of pay run from $5.75 to $6.25 per
hour. Students receiving financial aid are usu­
ally offered the opportunity to earn up to
$1,360 during the year and are given hiring pri­
ority, but there are usually jobs available for
others who wish to work on campus.
The Student Employment Office publicizes
local off-campus and temporary employment
opportunities. Students are generally able to
carry a moderate working schedule without
detriment to their academic performance. We
hope that students will not work more than
about seven or eight hours weekly.
For students who qualify under the federal
College Work-Study Program (most aided stu­
dents), off-campus placements in public or pri­
vate, non-profit agencies in the local or Phila­
delphia area can be arranged through the
Financial Aid Office during the academic year
or nation-wide during the summer (when
federal funds are sufficient). Among suitable
agencies are hospitals, schools, museums, social
service agencies and local, state or federal gov­
ernment agencies.

Scholarships
All students who demonstrate financial need
are offered our scholarship aid, some of which
is drawn from the following endowments.
Students need not worry if they do not fit spe­
cific restrictions listed below, however, for
their scholarships will be drawn from other
sources not listed here.
(Financial need is a requirement for all scholar-

27

Financial Aid

ships unless otherwise indicated. No separate ap­
plication is needed.)
The Aetna Foundation Scholarship Grant pro­
vides assistance to minority students with fi­
nancial need.
The Lisa P. Albert Scholarship is awarded to a
young man or woman on the basis of scholar­
ship and need with preference given to those
with a demonstrated interest in the humani­
ties.
The George I. Alden Scholarship Fund estab­
lished as a memorial by the Alden Trust is
awarded on the basis of merit and need with
preference to a student from New England
studying in the sciences or engineering.
The Vivian B. Alien Foundation provides schol­
arship aid to enable foreign students to attend
Swarthmore College, as part of the Founda­
tion’s interest in the international exchange of
students.
The Jonathan Leigh Altman Scholarship, given in
memory of this member of the Class of 1974 by
Shing-mei P. Altman ’76, is awarded, on the
recommendation of the Department of Art, to
a junior who has a strong interest in the studio
arts. It is held during the senior year.
The Alumni Scholarship is awarded to students
on the basis of financial need. Established in
1991, this endowment is funded through alum­
ni gifts and bequests.
The Evenor 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 Marie Aydelotte Scholarship is
awarded to a new student who shows promise
of distinguished intellectual attainment based
upon sound character and effective personality.
T he award is made in honor of Frank
Aydelotte, President of the College from 19211940, and originator of the Honors program at
Swarthmore, and of Marie Osgood Aydelotte,
his wife.
The Philip and Roslyn Barbash, M .D., Scholar­
ship was endowed in 1990 as a memorial by
their daughter and son-in-law, Babette B.
Weksler, M.D. ’58 and Marc E. Weksler, M.D.
’58. It is awarded on the basis of merit and need
and is renewable through the senior year.
Preference is given to women with interest in
the sciences and, in particular, in the environ­

28

ment.
The Philip H. Barley Memorial Scholarship, es­
tablished in memory of Philip H. Barley, ’66, by
his family and friends and the Class of 1966,
which he served as president, provides finan­
cial assistance for a junior or senior who has
demonstrated outstanding leadership qualities
at Swarthmore.
The Franklin E. Barr Jr. '48 Scholarship is
awarded to a first-year student who has broad
academic and extracurricular interests and who
shows promise of developing these abilities for
the betterment of society. This scholarship is
based on need and is renewable for three years.
The H. Albert Beekhuis Scholarship in engineer­
ing is awarded on the basis of merit and need to
a first-year student and is renewable through
the senior year as long as that student retains a
major in engineering. This scholarship is en­
dowed through the generous bequest of Mr.
Beekhuis, neighbor, friend, and successful engi­
neer.
Patty Y. and A . J. Bekavac Scholarship. Estab­
lished in 1997 by their daughter, Nancy Y.
Bekavac ’69, the scholarship is awarded on the
basis of need, with preference given to students
from western Pennsylvania.
The Brand and Frances Blanshard Scholarship is
given in their memory to a deserving student
with high academic promise.
The Curtis Bok Scholarship was established in
the College’s Centennial Year 1964 in honor of
the late Philadelphia attorney, author and ju­
rist, who was a Quaker and honorary alumnus
of Swarthmore. The scholarship is assigned an­
nually to a junior or senior whose qualities of
mind and character indicate a potential for hu­
manitarian service such as Curtis Bok himself
rendered and would have wished to develop in
young people. Students in any field of study,
and from any part of this country or from
abroad, are eligible. The scholarship is renew­
able until graduation.
The Edward S. Bower Memorial Scholarship,
established by Mr. and Mrs. Ward T. Bower in
memory of their son, Class of ’42, is awarded
annually to a man or woman student who
ranks high in scholarship, character, and per­
sonality.
The Daniel Walter Brenner Memorial Scholarship,
established by family and friends in memory of
Daniel W. Brenner, Class of 1974, is awarded

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

basis of merit and need and is renewable
through the senior year. The scholarship was
created in honor of the class’s 25th reunion.
The Class of 1969 Scholarship was established at
the 25th Reunion of the class in honor of the
contributions made by Courtney Smith, presi­
dent of Swarthmore College from 1953 to
1969. The scholarship was given with bitter­
sweet memories of the campus turmoil of the
1960s and with confidence in the power of
open discussion and reconciliation. The schol­
arship is awarded on the basis of merit and
need and is renewable through the senior year.
The Beatrice R. and Joseph A. Coleman Founda­
tion Scholarship was established by Elizabeth
Coleman ’69 to be awarded to a student with
need from a middle-income family.
The N . Harvey Collisson Scholarship established
by his family and the Olin Mathieson Chari­
table Trust in memory of N. Harvey Collisson
of the Class of 1922 is awarded to a first-year
man or woman. Selection will place emphasis
on character, personality, and ability.
The David S. Couiden Scholarship was estab­
lished by Professor David S. Cowden, Class of
1942, who taught English Literature at Swarthmore from 1949 until his death in May 1983, It
is awarded on the basis of financial need.
The Marion L. Dannenberg Scholarship is
awarded to a first-year student with financial
need who ranks high in personality, character,
and scholarship. This endowment is in memo­
ry of Mrs. Dannenberg who was mother and
grandmother of six students who attended
Swarthmore.
The Edith Thatcher ’50 and C. Russell ’47 de
Burlo Scholarship is awarded alternately to stu­
dents intending to major either in engineering
or in the humanities. It is awarded on the basis
of need and merit and is renewable annually. It
is the gift of Edith and Russell de Burlo.
The District of Columbia Scholarship was estab­
lished by alumni residents in the area of
Washington, D.C., to encourage educational
opportunity for qualified minority and disad­
vantaged' students. Awards are made on the
basis of merit and need.
Edward L. Dobbins ’39 Memorial Scholarship.
Established by Hope ]. Dobbins in memory of
her hustand, the Dobbins scholarship n is
awarded to a worthy student who demonstrates
a commitment to the betterment of society

29

Financial Aid

through involvement in community or envi­
ronmental activism. The scholarship is renew­
able through the senior year. (Preference is
given to residents of Berkshire County,
Massachusetts.)
The Francis W. D’Olier Scholarship, in memory
of Francis W. D’Olier of the Class of 1907, is
awarded to a first-year student. Selection will
place emphasis on character, personality, and
ability. It is renewable through the senior year.
The Robert K. Enders Scholarship, established by
his friends and former students, to honor Dr.
Robert K. Enders, a member of the College fac­
ulty from 1932 to 1970, is awarded annually to
a worthy student with an interest in the study
of biological problems in a natural environ­
ment.
The Philip Evans Scholarship is established in
fond memory of a member of the Class of 1948
by his friend Jerome Kohlberg ’46 and seeks to
expand the diversity of the Swarthmore com­
munity by bringing to this campus outstanding
students with need, whether from near or far.
The scholarship is awarded to members of the
first-year class and is renewable annually, and
provides a summer opportunity grant which is
awarded on the recommendation of the Dean.
The Samuel and Gretchen Vogel Feldman 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 Quartet
Scholarships, endowed by Frank W. Fetter ’20,
Robert Fetter ’53, Thomas Fetter ’56, and Ellen
Fetter Gille in memory of Elizabeth P. Fetter
’25, subsidize the private instrumental lessons
of four top-notch student string players at the
College. Interested applicants should write to
the Chairman of the Department of Music and
should plan to play an audition at the College
when coming for an interview. Membership in
the Quartet is competitive. A t the beginning
of any semester, other students may challenge
and compete for a place in the Quartet.
The Polly and Gerard Fountain Scholarship has
been established in their honor by Rosalind
Chang Whitehead ’58 in appreciation of their
kindness and support during her college years.
It is awarded to a first-year student with need
and merit, and is renewable through the senior
year.

30

The David W. Fraser Scholarship. This endowed
scholarship has been established by the Board
of Managers and friends of David Fraser in
honor of his service as President of Swarth­
more College from 1982 to 1991. This needbased scholarship will be awarded each semes­
ter to one student enrolled in an approved pro­
gram of academic study outside the boundaries
of the United States. Preference will be given
for students studying in Asian, Middle Eastern,
and African countries.
The Theodore and Elizabeth Friend Scholarship is
established as an expression of respect and ap­
preciation by Board members and others who
have been associated with them in the service
of Swarthmore College. The scholarship will
be awarded each year on the basis of need to a
worthy student.
The Ernesto Galarza Scholarship, funded in
party by the Ahmanson Foundation and John
C. Crowley ’41, is named in honor of the late
Mexican-American labor activist, scholar, and
nominee for the Nobel Prize in Literature. The
Galarza Scholarship supports students from the
Latino/a community, with preference for stu­
dents from the Western States.
The Joyce Mertz Gilmore Scholarship is awarded
to an entering first-year student, and may be
renewed for each of the following three under­
graduate years. The recipient is chosen on the
basis of mental vigor, concern for human wel­
fare, and the potential to contribute to the
College and the Community outside. The
award was established in 1976 by Harold Mertz
’26 in memory of Joyce Mertz Gilmore, who
was a member of the class of 1951.
The Barbara Entenberg Gimbel Scholarship Fund
was endowed in memory of Barbara Entenberg
Gimbel ’39 by her husband, Dr. Nicholas S.
Gimbel. The scholarship is awarded on the
basis of need to a worthy student, with prefer­
ence to a black candidate.
The John D. Goldman V I Scholarship is awarded
on the basis of need to a student with a strong
academic record and leadership qualities.
Preference is given to students from northern
California.
The Berda Goldsmith Scholarship, established
1991 in memory of Mrs. Goldsmith, is a needbased scholarship awarded annually to a music
major beginning in his or her junior year. Mrs.
Goldsmith was a music lover and patroness of

the Settlement Music School. Accordingly, in
the selection of The Berda Goldsmith Scholar,
preference will be given to a student who at­
tended the Settlement Music School; prefer­
ence also will be given to a student who shows
interest and proficiency in playing the piano.
The Lucinda Buchanan Thomas '34 and Joseph
H. Hafkenschiel '37 Scholarship Fund was estab­
lished as a memorial to Lucinda Thomas in
1989 by her husband and sons, Joseph III ’68,
B.A. Thomas ’69, Mark C. '72, and John
Proctor ’80. Lucinda’s father, B.A. Thomas,
M.D., graduated with the Class of 1899. This
scholarship is awarded to a junior and is re­
newable for the senior year, based on need.
Preference is given to students who have
demonstrated proficiency in water sports or
who have shown talent in studio arts and who
have been outstanding in service to the
College.
The Mason Haire Scholarship is given by his
wife, Vivian, in honor of this member of the
Class of 1937, a distinguished psychologist and
sometime member of the Swarthmore College
faculty. The scholarship is awarded to a firstyear student with financial need who is distin­
guished for intellectual promise and leadership.
It is renewable through the senior year.
The Margaret Johnson Hall Scholarship for the
Performing Arts is the gift of Margaret Johnson
Hall, Class of 1941. It provides financial assis­
tance based on merit and need, with preference
to students intending to pursue a career in
music or dance.
The William Randolph Hearst Scholarship Fund
for Minority Students, established by the Hearst
Foundation, Inc., provides financial assistance
to minority students with need.
The E. Dyson and Carol Hogeland Herting ’38
Scholarship was created in 1999 by Eugene M.
Lang ’38. The scholarship is awarded with pref­
erence to a junior or senior woman majoring in
political science who plans to attend law
school. The scholarship is renewable.
The Stephen B. Hitchnerjr. ’67 Scholarship was
established in 1990 by the Board of Managers
in memory of Stephen B. Hitchner, Jr. with
gratitude for his strong leadership of the
Student Life Committee and his previous ser­
vice to the College. Recipients of this needbased scholarship will be selected 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 Betty Stem Hoffenherg Scholarship, estab­
lished in 1987 in honor of this member of the
Class of 1943, is awarded to a junior or senior
with merit and need who shows unusual
promise, character, and intellectual strength.
Strong preference is given to a student major­
ing in history.
The Hollenberg-Sher Scholarship was created in
1998 and is awarded to a first-year student. The
scholarship is renewable.
The Carl R. Horten ’47 Scholarship was created
by the Ingersoll-Rand Company. Preference in
the awarding is given to students planning to
major in engineering or prelaw.
The Richard Humphreys Fund Scholarship pro­
vides assistance to a student (or students) of
African descent.
The Everett L. Hunt Scholarship, endowed by
the Class of 1937 in the name of its beloved
emeritus professor and dean, provides an unre­
stricted scholarship to be awarded annually by
the College.
The Betty P. Hunter Scholarship Fund. Betty P.
Hunter, Class of 1948, one of the first black
students to attend Swarthmore College, estab­
lished this fund through a bequest “to provide
scholarship aid to needy students.”
The William Y. lnouye ’44 Scholarship, estab­
lished in loving memory by his family, friends,
and colleagues in recognition of his life of ser­
vice as a physician, is awarded to a worthy ju­
nior premedical student with need. The schol­
arship is renewable in the senior year.
The George B. Jackson ’21 Scholarship has been
endowed by Eugene M. Lang ’38 in honor of
the man who guided him to Swarthmore. It is
to be awarded on the basis of need and merit
with preference given to a student from the
New York metropolitan area.
The Howard M. and Elsa P. Jenkins Scholarship
in engineering provides financial assistance to
a promising sophomore or junior with need
who is interested in pursuing a career in engi­
neering. It is the gift of Elsa Palmer Jenkins ’22,
Swarthmore’s first woman graduate in engi­
neering.
The Howard Cooper Johnson Scholarship, estab­
lished by Howard Cooper Johnson ’96f,., is
awarded on the basis of all-around achieve-

31

Financial Aid

ment to a male undergraduate who is a member
of the Society of Friends.
The Edmund A. Jones Scholarship Fund was ereated in 1965, awarding a grant each year to a
graduate of Swarthmore High School and,
since 1983, to a graduate of Strath Haven High
School. In 1997, this four-year, renewable
scholarship was designated for graduates of
Strath Haven High School with demonstrated
financial need who attend Swarthmore
College. Edmund A. Jones was the son of
Adalyn Purdy Jones, Class of 1940 and
Edmund Jones, Class of 1939, longtime resi­
dents of Swarthmore.
The Kennedy Scholarship is given in honor of
the parents and with thanks to the children of
Christopher and Jane Kennedy. The scholar­
ship is awarded on the basis of need and merit
and is renewable through four years.
The Florence and Melville Kershaw Scholarship is
endowed in their honor by their son Thomas
A. Kershaw, Class of 1960. It is awarded to a
first-year student on the basis of need and
merit, with preference to those intending to
major in engineering, and is renewable through
the senior year.
The William H. 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 of the Class of ’46, is awarded each year
to a junior premedical student(s) with finan­
cial need. The scholarship is renewable in the
senior year.
The Walter W. Krider ’09 Memorial Scholarship.
Established by his wife and daughter in 1965,
the Krider scholarship is awarded to a student
who ranks high in scholarship, character and
personality, and has financial need.
The Kyle Scholarship, established in 1993 by
Elena Sogan Kyle ’54, Frederick W. Kyle ’54,
and Robert B. Kyle Jr. ’52, is awarded in the ju­
nior or senior year to a student who has shown
leadership capability, made significant contri­
butions to the life of the College, and demon­
strated the need for financial assistance.
The Laurence Lafore ’38 Scholarship was estab­
lished in his memory in 1986 by family, friends,
classmates, and former students. Professor

32

Lafore, author of numerous books and essays,
taught history at Swarthmore from 1945 until
1969. This scholarship is awarded to a needy
student showing unusual promise and is renew­
able through four years.
The Barbara Lang Scholarship is awarded to a
student in the junior class whose major is in
the arts, preferably in music, who ranks high in
scholarship and has financial need. It is renew­
able in the senior year. This scholarship was es­
tablished by Eugene M. Lang ’38 in honor of
his sister.
Eugene M . Lang Opportunity Grants are
awarded each year to as many as six entering
students who are selected by a special commit­
tee on the basis of distinguished academic and
extracurricular achievement and demonstrable
interest in social change. Stipends are based on
financial need and take the form of full grants
up to the amount of total college charges. Each
Lang Scholar is also eligible for summer or aca­
demic year community service support, while
an undergraduate, up to a maximum of
$14,000. Projects, which must be approved in
advance by a faculty committee, are expected
to facilitate social change in a significant way.
The program is made possible by the gift of
Eugene M. Lang ’38.
The Ida and Daniel Lang Scholarship established
by their son, Eugene M. Lang of the Class of
1938, provides financial assistance for a man or
woman who ranks high in scholarship, charac­
ter, and personality.
The Eleanor B. and Edward M. Lapham Jr. ’30
Scholarship established in 1996, is awarded to a
first-year student on the basis of merit and
need. The scholarship is renewable for his or
her years of study at Swarthmore.
The Frances Reiner and Stephen Girard Lax
Scholarship has been established with prefer­
ence for minority or foreign students who show
both merit and need. This scholarship has been
endowed by the family of Stephen Girard Lax
’41,' who was Chairman of the Board of
Managers of Swarthmore College from 1971 to
1976.
The Stephen Girard Lax Scholarship, established
by family, friends and business associates of
Stephen Lax ’41, is awarded on the basis of fi­
nancial need every two years to a student en­
tering the junior year and showing academic
distinction, leadership qualities, and definite

interest in a career in business.
The Scott B. Lilly Scholarship, endowed by Jacob
T. Schless of the Class of 1914 at Swarthmore
College, was offered for the fust time in 1950.
This scholarship is in honor of a former distin­
guished Professor of Engineering and, there­
fore, students who plan to major in engineering
are given preference. A n award is made
annually.
The Uoyd-Jones Family Scholarship is the gift of
Donald ’52 and Beverly Miller ’52 Lloyd-Jones
and their children A nne ’79, Susan ’84,
Donald ’86, and Susan’s husband Bob Dickin­
son ’83. It is awarded on the basis of merit and
need and is renewable through the senior year.
Amy Chase Loftin ’29 Scholarship. Established
in 1998, the Loftin scholarship is awarded to a
sophomore, with preference given to Native
Americans and African Americans. The schol­
arship is renewable through the senior year.
The Joan Longer ’78 Scholarship was created as a
memorial in 1989 by her family, classmates,
and friends, to honor the example of Joan’s per­
sonal courage, high ideals, good humor, and
grace. It is awarded on the basis of merit and
need and is renewable through the senior year.
The David Laurent Low Memorial Scholarship,
established by Martin L. Low, Class of 1940,
his wife, Alice, Andy Low, Class of 1973, and
Kathy Low in memory of their son and broth­
er, is awarded to a man or woman who gives
the great promise that David himself did. The
award assumes both need and academic excel­
lence, and places emphasis, in order, on quali­
ties of leadership and character, or outstanding
and unusual promise. The scholarship is award­
ed to a first-year student and is renewable for
the undergraduate years.
The Lyman Scholarship, established by Frank L.
Lyman Jr. ’43 and his wife, Julia, on the occa­
sion of his 50th Reunion in 1993, is awarded to
a student who is a member of the Religious
Society of Friends or whose parents are mem­
bers of the Religious Society of Friends, on the
basis of need, and is renewable through the se­
nior year.
The Leland S. MacPhail Jr. Scholarship, given by
Major League Baseball in recognition of 48
years of dedicated service by Leland S.
MacPhail Jr. ’39, will be awarded annually to a
deserving student on the basis of need and
merit.

The Thomas B. McCabe Awards, established by
Thomas B. McCabe T5, are awarded to enter­
ing students from the Delmarva Peninsula, and
Delaware County, Pennsylvania. In making se­
lections, the Committee places emphasis on
ability, character, personality, and service to
school and community. These awards provide a
minimum annual grant of tuition, or a maxi­
mum to cover tuition, fees, room and board,
depending on need. Candidates for the
McCabe Awards must apply for admission to
the College by December 15.
The Charbtte Goette ’20 and Wallace M . Mc­
Curdy Scholarship is awarded to a first-year stu­
dent on the basis of need and merit, and is re­
newable annually. It has been endowed by
Charlotte McCurdy ’20.
The Cornelia Dashiell and Dino Enea Petech
McCurdy, M.D. ’35 Family Scholarship was en­
dowed by Cornelia and Dino E.P. McCurdy,
M.D. ’35. It is awarded each year to a wellrounded student with need who demonstrates
academic and extracurricular interests based
upon sound character and healthy personality
traits, with preference given to graduates of
George Shook
The Dorothy Shoemaker '29 and Hugh McDiarmid ’30 Scholarship is awarded to a first-year
man or woman on the basis of merit and need
and is renewable through the senior year. It is
the gift of the McDiarmid family in commem­
oration of their close association with
Swarthmore College.
The Helen Osier McKendree ’23 Scholarship was
created in 1998. The scholarship is awarded to
a junior majoring in a foreign language or lan­
guages.
The Norman Meinkoth Scholarship, established
by his friends and former students, to honor Dr.
Norman A. Meinkoth, a member of the Col­
lege faculty from 1947 to 1978, is awarded an­
nually to a worthy student with an interest in
the study of biological problems in a natural
environment.
The Peter Mertz Scholarship is awarded to an en­
tering first-year student outstanding in mental
and physical vigor, who shows promise of
spending these talents for the good of the col­
lege community and of the larger community
outside. The award was established in 1955 by
Harold, LuEsther and Joyce Mertz in memory
of Peter Mertz, who was a member of the class

33

Financial Aid

Emeritus of Political Science. Income from this
of 1957. It is renewable for the undergraduate
endowment is to be used to award four scholar­
years.
The Mari Michener Scholarship provides finan­ ships on the basis of merit and need, preferably
cial support to four students on the basis of to one scholar in each class.
The Winnifred Poland Pierce Scholarship Fund is
merit and need. It is the gift of James Michener
awarded on the basis of merit and financial
79.
need and is renewable through the senior year.
The Hajime Mitarai Scholarship, established in
The Cornelia Chapman and Nicholas O. Pittenger
1995 by Eugene M. Lang ’38 in memory of his
Scholarship, established by family and friends, is
close friend and the father of Tsuyoshi Mitarai
awarded to an incoming first-year man or
’98, is awarded to students with financial need.
Preference is given to students with interna­ woman who ranks high in scholarship, charac­
ter, and personality and who has need for fi­
tional backgrounds.
nancial assistance.
The Margaret Moore Scholarship Fund provides
scholarships to foreign students with a prefer­ Laurama Page Pixton ’43 Scholarship provides fi­
nancial assistance for foreign students studying
ence given to students of South Asian origin.
at Swarthmore, with preference for those from
The Florence Eising Naumburg Scholarship,
the former Soviet Union and Eastern Europe.
named in 1975 in honor of the mother of an
It is a gift of her brother Edward Page, Class of
alumna of the Class of 1943, is awarded to a
1946.
student whose past performance gives evidence
The Anthony Beekman Pool Scholarship. This
of intellectual attainment, leadership, and
scholarship is awarded to an incoming firstcharacter, and who shows potential for future
year man of promise and intellectual curiosity.
intellectual growth, creativity, and scholarship,
It is given in memory of Tony Pool of the Class
and for being a contributor to the College and
of 1959.
ultimately to society.
The Richard ’36 and Helen Shilcock Post ’36
The Thomas S. ’30 and Marian Hamming Nicely
Scholarship, established in 1995 by Helen
’30 Scholarship is awarded to a first-year student
Shilcock Post ’36, Bill ’61 and Suzanne Rekate
with need who shows promise of academic
Post ’65, Carl ’66 and Margery Post Abbott ’67,
achievement, fine character, and athletic abil­
Barbara Post W alton, Betsy Post Falconi,
ity. Preference will be given to a person who
has been on the varsity tennis, squash, rac­ Richard W. ’90 and Jennifer Austrian Post ’90
and their families, is awarded to a well-rounded
quets, golf, or swimming teams in high or
first-year student who demonstrates merit,
preparatory schools.
need, and an interest in athletic endeavors. It
The John H. Nixon Scholarship was established
is renewable through four years.
by John H. Nixon, Class of ’35, to assist Third
The Henry L. Price Jr. M.D. ’44 Scholarship in
World students, especially those who plan to
Natural Sciences was established in 1994 by
return to their country of origin.
Hal and Meme Price and is awarded to a stu­
The Edward L. Noyes ’31 Scholarship has been
dent who has declared the intention to choose
endowed in his memory by his wife, Jean
a major in the Division of Natural Sciences ex­
Walton Noyes ’32, his three sons and his many
friends. The scholarship is available to an in­ cluding engineering. It is awarded on the basis
of merit and need and is renewable through the
coming first-year student, with preference
senior year. This scholarship is in memory of
given to those from the southwest, especially
Dr. Price’s parents Sara Millechamps Anderson
Texas. It is awarded on the basis of need and
and Henry Locher Price.
merit to students with broad interests and is re­
The Raruey-Chandra and Niyomsit Scholarships
newable through four years.
are given by Renoo Suvamsit ’47 in memory of
The Tory Parsons ’63 Scholarship was established
his parents. They are given in alternate years:
in 1991 in his memory by a member of the
the Raruey-Chandra Scholarship to a woman
Class of 1964 to provide scholarship aid to stu­
for her senior year, and the Niyomsit
dents with demonstrated need.
Scholarship to a man for his senior year, who
The J. Roland Pennock Scholarships were estab­ has high academic standing and real need for
lished by A nn and Guerin Todd ’38 in honor of financial aid. Preference is given to a candidate
J. Roland Pennock 7 7 , Richter Professor

34

who has divorced or deceased parents or a de­
ceased mother or father.
The Byron T. Roberts Scholarship, endowed by
his family in memory of Byron T. Roberts, ’12,
is awarded annually to an incoming student
and is renewable for his or her years of study at
Swarthmore.
The Louis N . Robinson Scholarship was estab­
lished during the College’s Centennial year by
the family and friends of Louis N. Robinson.
Mr. Robinson was for many years a member of
the Swarthmore College faculty and founder of
the Economics Discussion Group. A member
of the junior or senior class who has demon­
strated interest and ability in the study of
Economics is chosen for this award.
The Edwin P. Rome Scholarship provides finan­
cial assistance to worthy students with need. It
was established in memory of Edwin P. Rome
’37 by his wife, Mrs. Rita Rome, and the
William Penn Foundation on whose board he
served.
The Alexis Rosenberg Scholarship Fund, estab­
lished by The Alexis Rosenberg Foundation,
provides aid for a first-year student. It is award­
ed annually to a worthy student who could not
attend the College without such assistance.
The Girard Bliss Ruddick '27 Scholarship is
awarded to a junior on the basis of merit and
need, with preference to an economics major.
It is renewable in the senior year. The Marcia
Perry Ruddick Cook ’27 Scholarship is award­
ed to a junior on the basis of merit and need,
with preference to an English Literature major,
and is renewable for the senior year. Both
scholarships are endowed by J. Perry Ruddick
in memory of his parents.
The David Barker Rushmore Scholarship, estab­
lished in honor of David Barker Rushmore,
Class of 1894, by his niece Dorothea Rushmore
Egan ’24, is awarded annually to a worthy stu­
dent who plans to major in Engineering or
Economics.
The Katharine Scherman Scholarship is awarded
to a student with a primary interest in the arts
and the humanities, having special talents in
these fields. Students with other special inter­
ests, however, will not be excluded from con­
sideration. Awarded in honor of Katharine
Scherman, of the Class of 1938, it is renewable
for the full period of undergraduate study.
The Walter Ludwig Schnaring Scholarship was es­

tablished in 1998 by a gift from the estate of
Helen Hillbom Schnaring, in memory of her
husband. The scholarship is unrestricted and
renewable.
The Howard A. Schneiderman ’48 Scholarship,
established in 1991 by his family, is awarded to
a first-year student and is renewable through
the senior year. Preference is given to students
with interest in the biological sciences.
The Joe and Terry Shane Scholarship, created in
honor of Joe Shane ’25, who was Vice Presi­
dent of Swarthmore College’s Alumni, Devel­
opment, and Public Relations from 1950-1972,
and his wife, Terry, who assisted him in count­
less ways in serving the College, was estab­
lished by their son, Larry Shane ’56, and his
wife, Marty Porter Shane ’57, in remembrance
of Joe and Terry’s warm friendship with gener­
ations of Swarthmore alumni. This award is
made to a first-year student on the basis of
merit and need. It is renewable through four
years.
The Florence Creer Shepard ’26 Scholarship, es­
tablished by her husband, is awarded on the
basis of high scholastic attainment, character,
and personality.
The William C. and Barbara Tipping Sieck Schol­
arship is awarded annually to a student showing
distinction in academics, leadership qualities,
and extracurricular activities, and who indi­
cates an interest in a career in business.
The Nancy Baxter Skallerup Scholarship, estab­
lished by her husband and children, is awarded
to an incoming first-year student with financial
need. It is renewable through four years.
The William W. Slocum ’43 Scholarship was es­
tablished in 1981 and is awarded to a deserving
student on the basis of merit and need.
The Courtney C. Smith Scholarship is for stu­
dents who best exemplify the characteristics of
Swarthmore’s N inth President: intellect and
intellectual courage, natural dignity, humane
purpose, and capacity for leadership. Normally
the award will be made to a member of the
first-year class on the basis of merit and need.
It is renewable during the undergraduate years.
Holders of this scholarship gain access to a spe­
cial file in the Friends Historical Library left by
the scholarship’s creator, the Class of 1957,
inviting them to perpetuate the memory of this
individual’s sixteen years of stewardship of the
College’s affairs and his tragic death in its ser-

35

Financial Aid

who demonstrate a particular interest in
vice.
American pre-Revolutionary War History.
The W.W. Smith Charitable Trust provides
This scholarship honors Clarence K. Streit, au­
scholarships to students who qualify on the
thor of U nion Now: A Proposal For A n
basis of need and merit.
Atlantic Federal Union of the Free, whose
The Harold E. and Ruth Calwell Snyder Preseminal ideas were made public in three
medical Scholarship is the gift of Harold E.
Cooper Foundation lectures at Swarthmore.
Snyder, Class of 1929. It provides support up to
The Katharine Bennett Tappen, Class of 1931,
full tuition and fees for junior or senior premedical students and is awarded on the basis of Memorial Scholarship, established in 1980 is
awarded to a first-year student. The scholarship
merit and need.
is renewable for four years at the discretion of
The Cindy Solomon Memorial Scholarship is the College. Preference is given to a resident of
awarded with preference to a young woman in
the Delmarva Peninsula.
need of financial assistance, and who has spe­
The Newton E. Tarble Award, established by
cial talent in poetry or other creative and
Newton E. Tarble of the Class of 1913, is
imaginative fields.
granted to a first-year man who gives promise
The Helen Solomon Scholarship is given in her
of leadership, ranks high in scholarship, char­
memory by her son, Frank Solomon Jr. of the
acter, and personality, and resides west of the
Class of 1950. It is awarded to a first-year stu­
Mississippi River or south of Springfield in the
dent on the basis of merit and need and is re­
State of Illinois.
newable through the senior year.
The Audrey Friedman Troy Scholarship, estab­
The Babette S. Spiegel Scholarship Award, given
lished by her husband, Melvin B. Troy ’48, is
in memory of Babette S. Spiegel, Class of 1933,
awarded to a first-year man or woman. The
is awarded to a student showing very great
scholarship is renewable through four years at
promise as a creative writer (in any literary
the discretion of the College. In awarding the
form) who has need of financial assistance.
scholarship, prime consideration is given to the
The English Department determines those
ability of die prospective scholar to profit from
eligible.
a Swarthmore education, and to be a contribu­
The Harry E. Sprogell Scholarship was estab­
tor to the College and ultimately to society.
lished in 1981 in memory of Harry E. Sprogell
The Robert C. and Sue Thomas Turner Scholar­
’32, and in honor of his class’s 50th reunion. It
ship is awarded to a deserving student on the
is awarded to a junior or senior with financial
basis of merit and financial need.
need who has a special interest in law or music.
The Vaughan-Berry Scholarship was established
C.V. Starr Scholarship Fund, established by The
by Harold S. Berry ’28 and Elizabeth Vaughan
Starr Foundation as a memorial to its founder,
Berry ’28 through life income gifts, to provide
provides scholarship assistance on the basis of financial assistance to needy students.
merit and need.
The Stanley and Corinne Weithom Scholarship
The David Parks Steelman Scholarship Fund, es­
Fund was established to provide financial assis­
tablished in his memory in 1990 by C. William
tance on the basis of need and merit.
’63 and Linda G. Steelman, is awarded annual­
The Elmer L. Winkler Scholarship Fund, estab­
ly to a deserving male or female student on the
lished in 1980 by a member of the Class of
basis of merit and need, with a preference for
1952, is awarded annually to a deserving stu­
someone showing a strong interest in athletics.
dent on the basis of merit and need.
The Stella Steiner Scholarship, established in
The Letitia M. Wolverton Scholarship Fund,
1990 by Lisa A. Steiner ’54, in honor of her
given
by Letitia M. Wolverton of the Class of
mother, is awarded to a first-year student on
1913, provides scholarships for members of the
the basis of merit and need. This scholarship is
junior and senior classes who have proved to
renewable through the senior year.
be capable students and have need for financial
The Clarence K. Streit Scholarship is awarded to
assistance to complete their education at
a student entering the junior or senior year and
Swarthmore College.
majoring in history. Preference is given to per­
The Frances ’28 and John Worth '30 Scholarship
sons, outstanding in initiative and scholarship,
was established by Frances Ramsey W orth in

36

1993 and is awarded to a first-year student with
strong academic credentials and with financial
need. The scholarship is renewable through
the senior year.
The Harrison M. Wright Scholarship was created
by friends, colleagues, and former students of
Harrison M. Wright, Isaac H. Clothier Pro­
fessor of History and International Relations,
upon the occasion of his retirement from the
College. The annual scholarship supports a stu­
dent for a semester of study in Africa.
The Michael M. and Zelma K. Wynn Scholarship
was established in 1983 by Kenneth R. Wynn
73 in honor of his mother and father. It is
awarded annually to a student on the basis of
need and merit.
The income from each of the following funds is
awarded at the discretion of the College.
The Barcus Scholarship Fund
The BelviUe Scholarship
The Book and Key Scholarship Fund
The Leon Willard Briggs Scholarship Fund
The John S. Brod Scholarship
The Robert C. Brooks Scholarship Fund
The Chi Omega Scholarship
The Class of 1913 Scholarship Fund
The Class of 1914 Scholarship Fund
The Class of 1915 Scholarship Fund
The Class of 1917 Scholarship Fund
The Class of 1925 Scholarship Fund
The Class of 1956 Scholarship Fund
The Susan P. Cobbs Scholarship
The Cochran Memorial Scholarship Fund
The Sarah Antrim Cole Scholarship Fund
The Charles A . Collins Scholarship Fund
The Stephanie Cooley '70 Scholarship
The Ellsworth F. Curtin Memorial Scholarship
The Delta Gamma Scholarship Fund
The George Ellsler Scholarship Fund
The J. Horace Ervien Scholarship Fund
The Howard S. and Gertrude P. Evans
Scholarship Fund
The Eleanor Flexner Scholarship
The Joseph E. Gillingham Fund
The Mary Lippincott Griscom Scholarship
The Stella and Charles Guttman Foundation
Scholarhips

The Hadassah M .L. Holcombe Scholarship
The J. Philip Herrmann Scholarship
The A . Price Heusner Scholarship
The Rachel W. HiUbom Scholarship
The Aaron B. Ivins Scholarship
The William and Florence Ivins Scholarship
The George K. and SaUie K. Johnson Scholarship
Fund
The Kappa Kappa Gamma Scholarship
The Jessie Stevenson Kovalenko Scholarship Fund
The Lafore Scholarship
The E. Hibberd Lawrence Scholarship Fund
The Thomas L. Leedom Scholarship Fund
The Sarah E. Lippincott Scholarship Fund
The Long Island Quarterly Meeting, N.Y.,
Scholarship
The Mary T. Longstreth Scholarship Fund
The Clara B. Marshall Scholarship Fund
The Edward Martin Scholarship Fund
The Franz H. Mautner Scholarship
The James E. Miller Scholarship
The Howard Osborn Scholarship Fund
The Harriet W. Paiste Fund
The Rogers Palmer Scholarships
The Susanna Haines ’80 and Beulah Haines
Parry Scholarship Fund
The T.H. Dudley Perkins Scholarship Fund
The Mary Coates Preston Scholarship Fund
The David L. Price Scholarship
The Robert Pyle Scholarship Fund
The George G. and Helen Gaskill Rathje '18
Scholarship
The Reader’s Digest Foundation Endowed
Scholarship Fund
The Fred C. and Jessie M. Reynolds Scholarship
Fund
The Lily Tily Richards Scholarship
The Adele Mills Riley Memorial Scholarship
The Edith A . Runge Scholarship Fund
The Amelia Emhardt Sands Scholarship Fund
The William G. and Mary N . Serrill Honors
Scholarship
The Clinton G. Shafer Scholarship
The Caroline Shero Scholarship
The Annie Shoermker Scholarship

37

Financial Aid

The Sarah W. Shreiner Scholarship
The Walter Frederick Sims Scholarship Fund
The Frank Solomon Memorial Scholarship Fund
The Mary Sproul Scholarship Fund
The Helen G. Stafford Scholarship Fund
The Francis Holmes Strozier Memorial
Scholarship Fund
The Joseph T. Sullivan Scholarship Fund
The Phebe Anna Thome Fund
The Titus Scholarships Fund
The Daniel Underhill Scholarship Fund
The William Hikes Ward Scholarships
The Deborah F. Wharton Scholarship Fund
The Thomas H. White Scholarship Fund
The Samuel Willets Scholarship Fund
The l.V. Williamson Scholarship
The Edward Clarkson Wilson and Elizabeth T.
Wilson Scholarship Fund
The Mary Wood Scholarship Fund
The Roselynd Atherholt Wood '23 Fund

38

College Life

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

40

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

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

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

41

College Life

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

42

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

Harassment
The College seeks to sustain an environment
in which harassment has no place. Those who
harass others will be subject to serious sanc­
tions.
Definition, Principles, and Criteria: Harassment
can take many forms, and it needs to be em­
phasized that harassment can be and often is
nonphysical, including words, pictures, ges­
tures, and other forms of expression. To count
as harassment, such expression must be reason­
ably regarded as (a) taunting,1vilifying,12 or de­
grading3 whether (b) directed at individuals or
groups (subject to the clarification and qualifi­
cation below) and (c) where reasonable people
may suppose that such expression harms its tar­
g e ts) by substantially interfering with their
educational opportunities, peaceful enjoyment
of residence and community, or terms of em­
ployment. Further, to count as harassment sub­
ject to possible formal grievance procedures,
such expression must (d) be taken either with
the intent to interfere with the protected in­
terests mentioned in (c), above, or with reck­
less disregard to the nature of the conduct.
Such intent or recklessness must be inferred
from all the circumstances. Finally, (e) such ex­
pression must be repeated and persistent. To be
“repeated and persistent,” the offending con­
duct must have been brought to the attention
of the defendant (though not necessarily by
the complainant), be of the same kind, and re­
peated. There are two reasons for adding (e):
first, the College wishes to have the opportuni­
ty to educate those who may not realize that
certain expression constitutes harassment; sec­
ond, by requiring that the expression be re­
peated and persistent, the College helps estab­
lish intent or recklessness. However: (f) before
any expression can be considered for possible
formal grievance procedures, it must be clear
that no substantial free expression interests are
threatened by bringing a formal charge of ha­
rassing expression. This strict criterion for pos­
sible formal grievance procedures must be im-

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

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

43

College Life

volving charges of sexual misconduct, whether
posed to insure that the College does nothing
that would tend to diminish free expression or formal or informal. These records will be kept
confidential to the extent permitted by law.
compromise principles of academic freedom in
the vigorous and often contentious examina­ Sexual Assault and Abuse
tion and criticism of ideas, works of art, and po­ Students are prohibited from engaging in sex­
litical activity that marks Swarthmore College.
ual assault or abuse of any kind.
Because groups have been included in (b),
Definition: Sexual assault is defined as any sex­
above, the following clarification and qualifi­
ual contact that occurs without the consent of
cation is in order. If expression that would be
the other person. Specifically, it is intentional
regarded as harassing if directed at an individ­ physical contact with an intimate part of the
ual is directed at a group—where no individu­ body or with clothes covering intimate body
als are specifically named or referred to as tar­ parts without the consent of the person
gets—any member of that group will have an
touched. Sexual assault includes but is not lim­
adjudicable complaint only if it can be estab­
ited to sexual penetration of an unwilling per­
lished that a reasonable person would regard
sons genital, anal, or oral openings; touching
that offending expression as harassing each and
an unwilling persons intimate parts such as
every member of the group as individuals.
genitalia, groin, breasts, lips, buttocks or the
clothes covering them; or forcing an unwilling
Stalking
Stalking is a form of harassment, which, fol­ person to touch another persons intimate parts
lowing the Pennsylvania Criminal Code, oc­ or clothes covering them. W hen sexual asault
curs when a person engages in a course of con­ occurs repeatedly between individuals, it is re­
duct or repeatedly commits acts toward anoth­ ferred to as sexual abuse.
er person, including following the person with­ Consent: Students have the responsibility to
out proper authority, under circumstances that
ensure that any sexual interaction occurs only
demonstrate either of the following: placing
with mutual consent. If a person indicates that
the person in reasonable fear of bodily injury;
she/he does not want sexual contact then any
or reasonably causing substantial emotional
further sexual contact is considered to be with­
distress to the person.
out the persons consent. If the person has
agreed to sexual interaction, she or he has the
3, Sexual Misconduct
Sexual misconduct represents a continuum of right to change her/his mind and indicate that
she/he no longer wants to continue the inter­
behaviors ranging from physical sexual assault
and abuse to sexual harassment and intimida­ action. A person has the right to indicate
she/he does not want any further sexual con­
tion and is a serious violation of the Colleges
tact no matter how much sexual interaction
code of conduct. Both women and men can be
subject to and can be capable of sexual mis­ has already taken place. Valid consent cannot
be obtained from someone who is asleep, un­
conduct. It can occur between two people
conscious, coerced, or is otherwise unable to
whether or not they are in a relationship in
which one has power over the other, or are of give informed, free, and considered consent. It
must be emphasized that the consumption of
different sexes.
alcohol and other drugs may substantially im­
Charges of sexual misconduct may be handled
pair judgment and the ability to give consent.
according to either informal or formal proce­ Those who willingly permit themselves to be­
dures. Regardless of whether or not options for come impaired by alcohol or other drugs may
resolution are pursued within the College sys­ be putting themselves at greater risk, but this
tem, complainants always have the option of impaired state provides no defense for those
filing charges in civil or criminal court. It is im­ who take advantage of people whose judgment
portant to note that discussing concerns with
and control are impaired.
or seeking clarification or support from the
Sexual Harassment
Gender Education Advisor, a dean, or others
does not obligate a person to file a formal com­ The following definition is based on that for­
mulated by the Federal Equal. Opportunity
plaint initiating judicial procedures. The
Commission. Sexual harassment, a form of dis­
Gender Education Advisor will register each
request for assistance in resolving a case in­ crimination based on sex, gender, or sexual ori­

44

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

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

45

College Life

place to respond and to provide support
throughout the resolution process.
Support
Support is available through the Gender
Education Advisor, a group of trained faculty
and staff members comprising the response
team, and the deans for students who feel that
they have been subjected to any form of sexual
misconduct. Consultation with any of these in­
dividuals in no way limits a students options
for resolution nor commits the student to a
particular course of action. The College also
provides support when requested through the
Deans Office to those students charged with
sexual misconduct. There are specific rights for
complainants of sexual misconduct and for
those students accused of sexual misconduct;
these rights are listed in detail in the Student
Handbook. In addition, students are encour­
aged to discuss their concerns with a dean
when deciding whether to file a formal com­
plaint.
Related Policies
The College also has sexual misconduct poli­
cies as they relate to staff-student behavior and
faculty-student behavior. The College policy
governing staff and the related grievance pro­
cedure can be found in the Staff Handbook.
The College policy governing faculty and the
related grievance procedure can be found in
the Faculty Handbook.
4. Actions Potentially Injurious to
Oneself or Others
Alcohol and Other Drugs
The possession and use of alcoholic beverages
on the campus are regulated by federal, state,
and local law and are limited to those areas of
the campus specified by Student Council and
the dean. The observance of moderation and
decorum with respect to drink is a student
obligation. In addition to accountability for
specific behavior and guidelines described in
the College policy on alcohol and other drugs,
it is important to note that being under the in­
fluence of alcohol or other drugs is not an ex­
cuse for violation of the Statement of Student
Rights, Responsibilities, and Code of Conduct and
does not reduce a students accountability. For a
complete description of the Colleges alcoholic
beverage policy guidelines, please see the sec­
tion in the Student Handbook.
The use, possession, or distribution of injurious

46

drugs or narcotics without the specific recom­
mendation of a physician and knowledge of the
deans subjects a student to possible suspension
or expulsion.
Smoking
Smoking is prohibited in all public spaces
throughout the College: meeting rooms,
lounges, offices, and halls. A $25 fine will be
charged for violating this policy, and students
can be removed from nonsmoking College
housing if they smoke in rooms on nonsmoking
halls. Smoking is allowed outdoors and in the
student’s room (in certain residence halls), pro­
vided 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 Public Safety Department.
Fire Safety Equipment and Alarms
Tampering or interference with, as well as de­
struction or misuse of, fire safety and fire pre­
vention equipment is prohibited and is a viola­
tion of state law. A n automatic fine of $125 for
each piece of equipment plus the cost of re­
placement of equipment is charged to any stu­
dent violating this regulation, and further dis­
ciplinary action may be taken. Any student
who causes an alarm to be set off for improper
purposes is liable for the expenses incurred by
the fire department(s) in responding to the
alarm. If no individuals accept responsibility
when a violation of this policy occurs in a res­
idence hall, all residents of that residence hall
are subject to fines and charges for costs in­
curred by the College and/or fire department(s).
Firearms; Fireworks
No student may possess or use a firearm on
Swarthmore College property or its environs.
Firearms, including rifles, shotguns, handguns,
air guns, and gas-powered guns and all ammu­
nition or hand-loading equipment and supplies
for the same, are not allowed in any student
residence or in any College building. Requests
for exceptions must be made to the Dean. No
student may possess or use fireworks on
Swarthmore College property or its environs.
Reckless Conduct
Conduct which places oneself or another in

imminent danger of bodily harm is prohibited.
The standard as to what constitutes imminent
danger is solely at the discretion of the Dean
and/or the judicial body hearing the case.
5. College and Personal Property
Illegal Entry
Unauthorized entry into or presence within
enclosed and/or posted College buildings or
areas, including student rooms or offices, even
when unlocked, is prohibited and may subject
a student to fines and other sanctions.
Locks and Keys
Tampering with locks to College buildings,
unauthorized possession or use of College keys,
and alteration or duplication of College keys is
against college policy.
Theft or Damage
Theft and negligent or intentional damage to
personal or College property will subject a stu­
dent to paying for the repair or replacement of
the damaged property as well as to disciplinary
action. In the event that damage occurs in a
residence hall for which no one assumes re­
sponsibility, payment for damages will be di­
vided equally among all residents of that hall.
For damage that occurs during a student event
in a space other than a residence hall and for
which no individual student(s) accept(s) re­
sponsibility, the sponsoring students and/or or­
ganization will be held accountable for the
money for replacement or repair of the dam­
aged property and may be subject to further
disciplinary action.
Parking
No student may park an automobile on
College property without permission from the
Car Authorization Committee, a student-ad­
ministration group.
6. Guests
Friends of Swarthmore students are welcome
on campus. If a guest of a student will be stay­
ing in a residence hall over night, the resident
assistant and the housekeeper must be notified.
A guest is not permitted to stay in a residence
hall more than four consecutive nights.
Requests for exceptions must be made to the
director of residential life.
Student hosts are responsible for the conduct
of their guests on campus and will be held ac­
countable for any violation of the code of con­
duct or other rules of the College committed

by a guest.
7. Disorderly Conduct
Students at Swarthmore College have the right
to express their views, feelings, and beliefs in­
side and outside the classroom and to support
causes publicly, including by demonstrations
and other means.
These freedoms of expression extend so far as
conduct does not impinge on the rights of
other members of the community or the order­
ly and essential operations of the college. Dis­
orderly conduct is not permitted.
Violation of the orderly operation of the col­
lege includes but is not limited to (1) 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
prevents faculty or staff from performing their
duties; (4) failure to maintain clear passage
into or out of any college building or passage­
way.
8. Violation of Local, State, or
Federal Law
Violation of the laws of any jurisdiction,
whether local, state, federal or (when on for­
eign study) foreign, may at the discretion of the
dean subject a student to College disciplinary
action. A pending appeal of a conviction shall
not affect the application of this rule.

STUDENT JUDICIAL SYSTEM
The formal judicial system at Swarthmore
College has two main components: ( 1) adjudi­
cation by individual deans of minor infractions
of College regulations, where a finding of guilt
would result in a sanction less severe than sus­
pension; and (2) adjudication by the College
Judicial Committee of serious infractions of
College regulations, including all formal
charges of academic dishonesty, assault, harass­
ment, or sexual misconduct. The College
Judicial Committee is composed of faculty,
staff, and administrators who have undergone
training for their role.
In all cases of formal adjudication, whether by
a dean or by the College Judicial Committee,
the deans will keep records of the violation(s)

47

College Life

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

HOUSING
Swarthmore is primarily a residential college,
conducted on the assumption that the close as­
sociation of students and instructors is an im­
portant element in education. Most students
live in College residence halls. New students
are required to live in the residence halls.
Residence Halls
Twelve residence halls, ranging in capactiy
from 21 to 214 students, offer a diversity of
housing styles. Several of the residence halls
are a 5- to 15-minute walk to the center of
campus. Swarthmore’s residence halls are Dana
and Hallowell Halls; one building on the Mary
Lyon School property; Mertz Hall, the gift of
Harold and Esther Mertz; Palmer, Pittinger,
and Roberts Halls on South Chester Road; the
upper floors in the wings of Parrish Hall;
W harton Hall, named in honor of its donor,
Joseph W harton, at one time president of the
Board of Managers; Willets Hall, made possible
largely by a bequest from Phebe Seaman and
named in honor of her mother and aunts;
Woolman House; and W orth Hall, the gift of
William P. and J. Sharpies Worth, as a memor­

48

ial to their parents.
About 85 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 deter­
mine their own visitation hours up to and in­
cluding 24-hour visitation.
First-year students are assigned to rooms by the
deans. Efforts are made to follow the prefer­
ences indicated, and to accommodate special
needs, such as documented disabilities. Other
students choose their rooms in an order deter­
mined by lot or by invoking special options—
among these are block housing, allowing
friends to apply as a group for a section of a par­
ticular hall. There is also the opportunity to re­
side at neighboring Bryn Mawr and Haverford
Colleges in a cross-campus housing exchange
that proceeds on a matched one-for-one basis.
First- and second-year students typically reside
in one-room doubles while juniors and seniors
have a wider selection of room types. All stu­
dents are expected to occupy the rooms to
which they are assigned or which they have se­
lected through the regular room choosing
process unless authorized by the Deans to
move. Permission must also be obtained from
the deans to reside outside College housing.
Resident assistants, selected from the junior
and senior classes, are assigned to each of the
residence hall sections. These leaders help cre­
ate activities for students, serve as support ad­
visers to their hallmates, and help enforce
College rules for the comfort and safety of the
residents.
Residence halls remain open during October,
Thanksgiving, and spring breaks but are closed
to student occupancy during winter vacation.
No meals are served during October and spring
breaks. A t the end of the fall semester students
are expected to vacate their rooms within 24
hours after their last scheduled examinations.
Freshmen, sophomores, and juniors are expect­
ed to leave immediately after their last exami­
nation in the spring so that their rooms may be
prepared for use by Commencement visitors.
Storage areas are provided in each residence
hall plus a limited-access storage room for valu­
ables.
The insurance program for the College is
designed to provide protection for College

property and does not include the property of
students or others. Students and their parents
are strongly urged to review their insurance
program in order to be sure that coverage is
extended to include personal effects while at
college.
More detailed housing rules and regulations are
found in the Student Handbook, updated and
distributed each year, and in the Guide to the
Housing Lottery published before the spring
housing lottery.
Sharpies Dining Hail
All students living on campus are required to
subscribe to the College board plan for meals
in the Philip T. Sharpies Dining Hall. Students
living off campus may purchase the board plan
if they wish or a $400 debit card available from
the dining services. W ithin the contracted 20meal program, each student has access to three
admissions to Sharpies Dining Hall Monday
through Saturday and two admissions on
Sunday, based on our weekly meal program­
ming. Dining Services offers a 14-meal plan
with a $100 declining balance per semester for
sophomores, juniors and seniors. There are 14
meals offered per week which can be used at
Sharpies for a meal or Essie Mae’s in Tarble in
exchange for meal credit. The $100 per semes­
ter declining balance can be used as cash at
Sharpies, Essie Mae’s or the Cappucino Bar at
Kohlberg. If you do not use the $100 in a se­
mester, there is no refund or credit.
Although an effort is made to meet the dietary
needs of 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. The dining hall
is closed during the fall, winter, and spring
breaks.

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

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

49

College Life

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

RELIGIOUS ADVISORS
Religious advisors are located in the Interfaith
Center in Bond Hall and currently consist of
Jewish, Catholic, and Protestant profession­
als. The advisors and the Interfaith Center
provide members of the Swarthmore commu­
nity opportunities and resources, in an atmos­
phere free from the dynamics of persuasion, in
which they can explore a variety of spiritual,
ethical and moral meanings, pursue religious
and cultural identities and engage in inter­
faith education and dialogue. The center
comprises offices, a large common worship
room, and a private meditation room.
Student groups of many faiths also exist for
the purpose of studying religious texts, partic­
ipating in community service projects, and
exploring common concerns of religious faith,
spirituality, and culture.
Various services are available on campus, and
area religious communities welcome Swarth­
more students.

50

HEALTH
Worth Health Center
The W orth Health Center, a gift of the Worth
family in memory of William Penn W orth and
Caroline Hallowell, houses offices of the
nurses, consulting physicians, nutritionist,
HIV test counselor, outpatient treatment fa­
cilities, offices of Psychological Services staff,
and rooms for students who require inpatient
care. Psychological Services is administered
separately from the Health Service and is
housed in the North Wing of Worth Health
Center. Health and Psychological Services
open with the arrival of the first year class in
the fall and close for the winter break and for
the summer following commencement in the
spring. Students must make their own
arrangements for health and psychological
care when the Health Center is closed. The
College contracts with the Crozer Keystone
Health System for physician services. Should
in-hospital treatment be indicated, one of
these consultant physicians will oversee the
care if the student is admitted to Crozer
Chester Medical Center, a medical schoolaffiliated teaching hospital.
The medical facilities of the College are avail­
able to students who are ill or who are injured
in athletic activities or otherwise, but the
College cannot assume additional financial
responsibility for medical, surgical, or psycho­
logical expenses which are not covered by an
individual’s health insurance. We expect most
students to be insured through family or other
plans'. For those who have no health insur­
ance, we offer a new and more comprehensive
plan at a cost of $357. Students on financial
aid may have the cost of the premium de­
frayed. Please remember that students and
family are responsible for medical expenses
incurred while students are enrolled at col­
lege. Students who have no insurance, or stu­
dents with insurers who have no local office
or arrangements with local HMOs, do not
provide for emergency and urgent care locally,
do not cover hospital admissions locally, or,
do not provide coverage while studying
abroad, should enroll in the College Plan.
The College provides health insurance for
students who are actively participating in in­
tercollegiate and club sports. For further in­
formation, please consult the insurance leaflet

mailed to all students at the beginning of each
academic year or the Health Center administrative assistant.
Health Services
Physicians and nurse practitioners hold hours
every weekday at the College, where students
may consult them without charge. Students
should report any illness to the Health Center
staff but are free to seek treatment at another
facility if they prefer to do so. Also, the Health
Service staff are willing to coordinate care with
personal health care providers.
As a part of the matriculation process each stu­
dent must submit a brief medical history and
health certificate prepared by the family physi­
cian on a form supplied by the College.
Pertinent information about such matters as
medical problems, handicaps, allergies, med­
ications, or psychiatric disturbances will be es­
pecially valuable to the College Health Service
in assisting each student. All this information
will be kept confidential.
Each student is allowed ten days in-patient
care in the Health Center per term without
charge. Students suffering from communicable
disease such as chicken pox may not remain in
their residence hall room and therefore must
stay in the Health Center or go home for the
period of their illness. Ordinary medications
are furnished without cost up to a total of $300
per semester. A charge is made for special med­
icines and immunizations, certain laboratory
tests, and transportation when necessary to
local hospitals.
The Health Center staff cooperates closely
with the Physical Education and Athletics De­
partment. Recommendations for limited activ­
ity may be made for those students with physi­
cal handicaps. Rarely are students excused en­
tirely from the requirements of the Physical
Education Department because adaptive pro­
grams are offered.
Psychological Services
Services for students include counseling and
psychotherapy, after-hours emergency-on-call
availability, consultation regarding the use of
psychiatric drugs or other concerns, and educa­
tional talks and workshops. Psychological
Services participates in training resident assis­
tants and provides consultation to staff, facul­
ty, and parents.
The staff of Psychological Services represents a

diverse group of psychological, social work, and
psychiatric professionals. The director and staff
are all part-time but collectively provide regu­
lar appointment times Monday through Friday.
Students may be referred to outside mental
health practitioners at their request or when
long-term or highly specialized services are
needed.
We maintain a strict policy of confidentiality
except where there may be an imminent threat
to life or safety.
Requests for service may be made in person or
by phone (x8059) between 8:30 a.m. and 4:30
p.m., Monday through Friday. In the event of
an after-hours emergency, contact the Health
Center (x8058) or Public Safety (x8333).
Information regarding readmission after with­
drawal for health related reasons may be found
in the section on Student Leaves of Absence,
Withdrawal, and Readmission, pp. 72-73.
For more detailed information about our
services, please check our pages on the World
Wide Web @http://www.swarthmore.edu/
Admin/health/.

STUDENT ADVISING
Each first-year student is assigned to a faculty
member or administrator who acts as course
adviser until this responsibility falls to the
chair, or the chair’s designate, of the student’s
major department at the end of the sophomore
year. Requests for a change of adviser should be
addressed to the associate dean and will be
freely granted, subject only to equity in the
number of advisees assigned to individual fac­
ulty members.
The deans hold overall responsibility for the
advising system. They are themselves available
to all students for advice on any academic or
personal matter, and for assistance with special
needs, such as those arising from physical dis­
abilities.
Career Planning and Placement
The Career Planning and Placement Office
works with students to help them develop
knowledge of themselves and of careers, to ad­
vance their career planning and decision-mak­
ing abilities, and to help them develop job­
finding and application skills. Individual coun-

51

College Life

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

52

grams include time management workshops;
test-taking workshops; special review sections
and clinics attached to introductory courses in
the natural sciences, philosophy, and econom­
ics; a mathematics lab; an expository writing
course; a reading and study skills workshop;
and tutors. These programs are overseen by the
Deans in cooperation with the academic de­
partments. There are no fees required for any of
these supportive services.
To meet the needs of writers who would like to
get assistance or feedback, a Writing Center
has been established. The center is staffed by
writing associates, students trained to assist
their peers with all stages of the writing
process. The center is located in Trotter Hall
and operates on a drop-in basis. Writing associ­
ates are assigned on a regular basis to selected
courses.

STATEMENT OF SECURITY POLICIES AND
PROCEDURES
Swarthmore College is a coeducational institu­
tion founded in 1864 by members of the
Religious Society of Friends. It occupies ap­
proximately 300 acres of privately owned land
adjacent to the borough of Swarthmore in
Delaware County, Pennsylvania. There were
1,396 undergraduate students enrolled for the
1998-99 academic year with approximately
1,281 occupying college housing. Approxi­
mately 649 nonstudent personnel are em­
ployed on campus either in a part-time or full­
time capacity.
The Department of Public Safety is primarily
responsible for the overall security of the cam­
pus. Its mission is to “protect persons and prop­
erty, to preserve the peace, to deter crime, to
apprehend criminal offenders, to recover lost
and stolen property, to perform services as re­
quired, to enforce appropriate college regula­
tions, and to maintain a sense of community
security and confidence in the department.” It
endeavors to accomplish this task through a
department comprising a director, assistant di­
rector, lieutenant, three sergeants, one corpo­
ral, five full-time and four part-time patrol offi­
cers. All full-time patrol officers undergo a
thorough background check, psychological
screening and physical examination before hir­

ing. They are subsequently sworn in as special
officers after completing a recognized Penn­
sylvania State Police Training Academy course
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
maintained. Campus officers also enforce col­
lege rules and regulations. Swarthmore College
is considered private property, and trespassers
are escorted off campus or arrested.
Additionally, current certification in cardio­
pulmonary resuscitation, obstructed airway,
and standard first aid is minimally required.
Many officers have advanced medical certifica­
tions. Ongoing training after the Police
Academy is provided for all full-time officers.
The Department of Public Safety maintains a
24-hour Communications Division. Trained
staff members perform a variety of tasks includ­
ing operating the college’s telephone console
and dispatching calls over the mobile radio sys­
tem. Criminal incidents and other emergencies
can be reported directly by dialing x8333 from
any college telephone. Nonemergency matters
should be reported on extension x8281. These
numbers are conspicuously placed on or near
all college phones. They are also prominently
listed in the college telephone directory and
included on the department’s printed publica­
tions and correspondence. The information re­
ceived by the Communications staff is broad­
cast to on-duty patrol officers who respond to
the problem. Swarthmore Borough Police ve­
hicles are equipped with transceivers and may
also respond. Other appropriate assistance is
summoned by the College Communications
Officers.
The Department of Public Safety notifies one
of the College’s student deans in the event of
any serious incident involving a student. The
dean may mobilize any number of support op­
tions for victims of a crime. The W orth Health
Center (x8058) is professionally staffed 24
hours a day, seven days a week, while classes
are in session. Psychological Services (x8059),
the Equal Opportunity Office (x8061), and
Resident Assistants round out available on
campus options. Women Against Rape (WAR)
maintain active chapters near Swarthmore and
a 24-hour hot line (566-4342). A n up-to-date
listing of local therapists including clinical psy­

chologists, social workers, and psychiatrists in
private practice is available in the Health
Center on request. College employees may use
a free, confidential Employee Assistance
Program (ACORN) that provides professional
counseling to cope with a variety of issues.
They can be contacted 24 hours a day by call­
ing (800) 223-7050 or (610) 664-8350.
Public telephones are located on the campus.
These are connected to a countywide 911 net­
work for toll-free connection to Delaware
County Communications Center which would
dispatch Swarthmore Borough fire or police
departments to a campus incident.
Significant criminal incidents, arrests by cam­
pus police, and suspicious activity are reported
to Swarthmore Borough Police on a regular
basis. Similarly, criminal events occurring in
Swarthmore Borough that could impact the
College community are transmitted to the
Department of Public Safety. The College does
not have any off-campus organizations.
The College community is kept apprised of se­
curity matters in a number of ways. Serious in­
cidents are detailed in flyer form and are im­
mediately posted in residence halls, libraries,
dining areas and other key locations through­
out the campus. Information is also sent via
electronic mail to all faculty, staff, and stu­
dents. A Resident Assistant phone tree system
assists in the rapid dissemination of critical in­
formation as does the College’s radio station
(WSRN 91.5 FM). The Office of News and
Information works closely with the local news
media when any significant College event
transpires. Less serious criminal activity is pub­
lished weekly in the Phoenix (the student news­
paper).
Signs are posted on all College buildings so as
to restrict all others but students, employees,
and invited guests. These facilities are locked
on a flexible schedule dictated by the College
calendar.
The possession and use of alcoholic beverages
on the campus is regulated by state law and
limited to those areas of the campus that are
specified by the Student Council and the dean.
The observance of moderation and decorum
with respect to drink is a student obligation.
Disorderly conduct is regarded as a serious of­
fense. The College’s alcoholic beverage policy
can be found in its entirety within the annual

53

College Life

publication of the Student Handbook.
The College’s drug-free campus policy is avail­
able in the Student Handbook and in the
Human Resources office for employees. It is
also included in the staff Employee Handbook,
as Appendix E and is distributed annually to all
students, faculty, and staff.
The use or possession of firearms or other dan­
gerous weapons is not permitted by students,
staff, or College Public Safety officers. Known
criminal records of students and employees are
taken into consideration before admission
and/or hiring.
Swarthmore is primarily a residential college in
recognition that the close association of stu­
dents and instructors is an important element
in education. Most students live in College res­
idence halls. Single, double, and group rooms
are available. There are no graduate or married
housing accommodations. Many members of
the faculty and staff live on or near the campus
and are readily accessible to students.
New students are assigned to rooms by the
Office of Residential Life. Efforts are made to
follow the preferences indicated by the stu­
dents and to accommodate special needs.
O ther students choose their rooms in an order
determined by lot or by invoking special op­
tions. Requests for room changes can be made
by notifying the Director of Residential Life of
room preferences under guidelines distributed
by the Residential Life Office throughout the
year.
Students are permitted guests in College hous­
ing so long as their resident assistants and
housekeepers are duly notified. Guests of the
College are housed separately in facilities apart
from the main campus. Residence Halls (ex­
cept Parrish Hall) are normally locked 24
hours a day. Automatic locks on outside resi­
dence hall doors are supplemented by posted
warnings that these facilities are private prop­
erty, and access is restricted. Students’ resi­
dence hall room doors are individually keyed.
Cores are changed in response to any signifi­
cant security breach such as a stolen room key.
Residence hall room doors are augmented with
safety chain locks. Residence hall windows are
equipped with screens and locking devices to
deter unauthorized entry. Regular interior and
exterior patrols are made by College Public
Safety officers. Resident assistants are selected

54

to serve in all residence halls and have on-site
responsibility for security, fire protection, and
general safety. A review of security concerns,
procedures, and services are published yearly in
the Swarthmore College Student Handbook.
The Department of Public Safety operates
under the philosophy that it is preferable to
prevent crime from occurring than to react to
it after the fact. The principal instrument for
accomplishing this goal is the College’s Crime
Prevention program. It is based upon the dual
concepts of eliminating or minimizing criminal
opportunities whenever possible and encourag­
ing community members to be responsible for
their own security and the security of others.
T he following is a listing of the Crime
Prevention programs and projects employed by
Swarthmore College.
Swarthmore College Shuttle Bus: A student op­
erated, radio equipped van transports students
free of charge in and around the main campus
during the evening and early morning hours.
Tricollege 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 a.m. to 2 a.m.
Escort Service (Garnet Patrol): The Student
Garnet Patrol program provides a deterrent to
assault on campus and increases security con­
sciousness in the College community. Members
escort people after dark, notice and report to
Public Safety suspicious strangers or incidents,
increase the Public Safety Department’s aware­
ness of students’ concerns, and increase the
level of traffic along key walkways on campus.
Crime Prevention Publicity: Articles and mater­
ial are routinely published and distributed. Fire
and Crime Prevention films are shown to
R.A.’s and student groups on request.
Electronic Alarm Systems: A proprietary elec­
tronic alarm system monitors a network of in­
trusion detection and duress alarm systems.
Security Surveys: Comprehensive security sur­
veys are made for a number of campus offices
and facilities each year.
Operation Identification: This community ven­
ture into property identification works to deter
thefts and assist in the recovery of stolen items.
Bicycle Registration: The Department of Public
Safety encourages bicycle owners to register
their bikes. Decals and engraving are part of

this free program. High-security bike locks are
carried by the college Bookstore.
Rape Awareness, Education, and Prevention:
Presentations and publications are made each
year to members of the college community.
Crime statistics and rates for the most recent
three-year period are available on request from
the Department of Public Safety.
Swarthmore College’s Statement of Security
Policies and Procedures is written to comply
with the (PA) College and University Security
Information A ct - 24 P.S., Sec. 2502-3 (c), and
the Federal “Crime Awareness and Campus
Security Act.” For a full copy of this document,
or to discuss any questions or concerns, contact
Owen Redgrave, director of Public Safety.

COCURRICULAR ACTIVITIES
Student Council
The 13-member, semiannually elected Student
Council is the chief body of student govern­
ment and exists to serve and represent the stu­
dents of Swarthmore College. The powers and
responsibilities of the Student Council are: (1)
the administration of the Student Activities
Fund; (2) the appointment of students to those
committees within the college community
upon which student representatives are to
serve; (3) the oversight of those students of
those committees; (4) the operation of just
elections; (5) the execution of referendums;
(6) the representation of the student body to
the faculty, staff, and administration, and to
outside groups, as deemed appropriate; (7) the
formulation of rules needed to exercise these
powers and to fulfill thses responsibilities.
Student Council provides a forum for student
opinion and is willing to hear and, when
judged appropriate, act upon the ideas, griev­
ances, or proposals of any Swarthmore student.
Major committees of the Student Council in­
clude the Appointments Committee, Budget
Committee, and Social Affairs Committee.
The five member Appointments Committee
selects qualified student applicants for posi­
tions on student, faculty, and administration
committees. The Budget Committee, made up
of ten appointed members, a Treasurer, and two
Assistant Treasurers, allocates and administers
the Student Activity Fund. The Social Affairs

Committee (SAC) allocates funds to all cam­
pus events, maintains a balanced social calen­
dar and is responsible for organizing formats
and various other activities that are designed
to appeal to a variety of interests and are open
to all students free of charge. SAC consists of
10 appointed members and two co-directors
who are hired by the Concessions Committee.
Music
The Music Department administers and staffs
several performing organizations. The College
Chorus, directed by John Alston, rehearses
three hours per week. The College Chamber
Choir, a select small chorus drawn from the
membership of the Chorus, rehearses an addi­
tional two hours twice a week. The College
Orchestra, directed by Sarah loannides, re­
hearses once a week. The Chamber Orchestra
gives one concert each semester; its rehearsals
closely precede the concert, and its members
are drawn from The College Orchestra. The
Orchestra (Chamber Orchestra), Chorus
(Chamber Choir), 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 di­
rection of Michael Johns. The Early Music
Ensemble, directed this year by guest Richard
Stone, meets each week and gives two concerts
during the year. Gamelan Semara Sana performs
traditional and modem compositions for
Balinese Gamelan (Indonesian percussion or­
chestra) under the direction of Thomas
Whitman. This group rehearses three hours per
week and gives one concert each semester. The
Jazz Ensemble, the department’s large jazz group
directed by John Alston, rehearses weekly and
gives two concerts each year. More information
about joining these performing groups can be
found on the bulletin boards on the upper level
of 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. These concerts
also provide an opportunity for student com­
posers to have their works performed.
The Swarthmore College String Quartet, com­
posed of four outstanding student string players
who also serve as principal players in the
College Orchestra and Chamber Orchestra,

55

College Life

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 pp. 76-83 (Awards and Prizes and Fellow­
ships) and p. 253 (Music Department, 048).
The Orchestra each year sponsors a Concerto
Competition, open to all Swarthmore College
students. Auditions for the competition are
normally held right after winter vacation. The
winner performs the entire concerto with the
Orchestra at its spring concert.
Practice and performance facilities in the Lang
Music Building include sixteen practice rooms
(most with at least one piano), a concert and a
rehearsal hall (each with its own concert
grand), two organs, and one harpsichord. The
Daniel Underhill Music Library has excellent
collections of scores, books, and records.
The William J. Cooper Foundation presents a dis­
tinguished group of concerts each year on the
campus. The Department of Music and Dance
administers a separate series of public concerts.
Orchestra 2001, an acclaimed professional en­
semble devoted to the performance of contem­
porary music, is in residence at the College.
Under the direction of Professor of Music
James Freeman, the group gives an annual se­
ries of four or five concerts in Lang Concert
Hall, exploring music of the present time and
often including recent works by composers at
the College. World renowned soloists are fea­
tured, and student musicians are often invited
to perform with the ensemble.
Dance
The Swarthmore College Dance Program, di­
rected by Professor Sharon Friedler, strives to
foster a cooperative atmosphere in classes and
performance situations.
The Swarthmore College Dancers regularly
perform public concerts with works choreo­
graphed by students, the dance faculty, and
other professional choreographers.
Each year there are a series of formal concerts
at the end of each semester, as well as informal
performances throughout the year, including a
series of exchange concerts with other area col­
leges. Lecture demonstrations for public
schools and for organizations within the sur­
rounding communities are also a regular part of
the yearly dance performance schedule.

56

In conjunction with the William J. Cooper
Foundation, the Dance Program brings out­
standing professional dance companies to cam­
pus for short term residencies.
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.
Scholarships for summer study are available to
dance students through funds provided by the
Friends of Music and Dance. The Halley Jo
Stein Award for Dance and the Melvin B. Troy
Award for Composition are also awarded annu­
ally by the Program.
The Department of Physical Education and
Athletics sponsors a coeducational perfor­
mance group in Folk Dance.
Theatre
Associate Professor Allen Kuharski is Director
of the Theatre Studies Program. Interested stu­
dents should consult the departmental state­
ment for Theatre Studies.
The Theatre Studies Program provides a vari­
ety of cocurricular opportunities for interested
students. Students interested in acting are en­
couraged to participate in student-directed
projects in the Program’s directing workshops
taught by Allen Kuharski (THEA 035 and
055) and the Senior Company class (THEA
099). The Program also hires qualified students
every semester for a variety of jobs related to
curricular production projects and other func­
tions. The LPAC staff office is another poten­
tial source of theatre-related student employ­
ment. For information, contact Susan Smythe.
Professional internships are strongly recom­
mended to Theatre Studies majors and minors
and are available at theatres throughout the
Philadelphia area and around the country. See
Professor Kuharski for details.
Athletics
Swarthmore’s athletic policy is based on the
premise that any sports program must be justi­
fied by the contributions which it can make to
the educational development of the individual
student who chooses to participate. In keeping
with this fundamental policy, Swarthmore’s
athletic program is varied, offering every stu­
dent a chance to take part in a wide range of
sports. W ithin the limits of finance, personnel,

and facilities, the College feels that it is desir­
able to have as many students as possible com­
peting on its intercollegiate or club teams, or in
intramural sports. Many faculty members serve
as advisers for several of the varsity athletic
teams. They work closely with the teams, at­
tending practices and many of the scheduled
contests.
Extracurricular Activities
There is a great variety of extracurricular life
more fully detailed in the Guide to Student Life.
The more than 100 student organizations
range in scope from Student Council to
Amnesty International to WSRN (the student
radio station). Social, athletic, political, cul­
tural, and community groups also provide stu­
dents with a wealth of opportunity and choice.
The College encourages students to participate
in whatever activities best fit their personal
talents and inclinations.
Publications and Media
The Phoenix, the weekly College newspaper,
the Halcyon, the college yearbook, and WSRN,
the campus radio station are completely stu­
dent-run organizations. In addition, there are
more than 14 other student publications, in­
cluding literary magazines and newsletters.
The current list of publications can be found in
the Guide to Student Life.

OUTREACH PROGRAMS
The Swarthmore College TRIO/Upward Bound
Program
TRIO/Upward Bound develops young leaders.
TRIO/Upward Bound offers academic and cul­
tural enrichment activities to high school stu­
dents in the surrounding community and pri­
marily the city of Chester. The primary goal of
this national program is to prepare urban high
school students for postsecondary education.
The TRIO/Upward Bound Program at Swarthmore College began in 1964, and continues
with federal support from the U.S. Department
of Education. More than 1,200 TRIO Programs
exist on college campuses throughout the
United States. TRIO/Upward Bound is one of
the oldest and most active community out­
reach programs at Swarthmore College.
TRIO/Upward Bound offers both a six-week

residential summer school in which Swarth­
more students may serve as tutor/counselors,
and a series of activities during the academic
year in which Swarthmore students serve as
Tutors. For more than 30 years, Swarthmore
College students have volunteered time to suc­
cessfully tutor and mentor hundreds of TRIO/
Upward Bound participants. The program is
administered by a full-time project director,
Michael Robinson.

THE OFFICE OF COMMUNITY SERVICE
LEARNING PROGRAMS
One of the College’s most tangible examples of
its commitment to foster a deep sense of ethi­
cal and social concern is its support of student
involvement in community service learning,
advocacy, and social change. The office of
Community Service Learning Programs, lo­
cated in Parrish 294, connects community-ar­
ticulated needs with students, faculty, and staff
interested in making a difference; and pro­
motes student leadership in development and
implementation of community-based initia­
tives. The office coordinates community-based
service and learning initiatives of students, fac­
ulty and staff and is a liaison between the
College and community partners. The office is
staffed by Director Patricia James and Assistant
Deborah Higgins.
Community-based learning. The office supports
the College’s commitment to employ commu­
nity-based learning in the curriculum. The of­
fice maintains a clearinghouse of nearly 500 in­
ternship and volunteer opportunities and sup­
ports students and faculty to identify intern­
ship and service learning opportunities congru­
ent with students’ interests, skills, and person­
al and academic goals. The Office also supports
faculty to develop and implement curricula
that employ community-based learning.
Community Service Advisory Board (CSAB).
CSAB comprises students, faculty, staff, and
community partners; fosters dialogue between
the College and the larger community; guides
development of new and current programs; and
supports the office to provide information, ad­
vice, mentoring, training, evaluation, and op­
portunities for reflection and appreciation for
individual students, groups, and faculty in-

57

College Life

volved in service learning.
Swarthmore Foundation. The foundation, ad­
ministered by the office, provides grants of up
to $3,000 for students, faculty, and staff to con­
duct community service and social change
projects. Grants support program and living ex­
penses and are offered three times per year. The
office supports the work of Lang Scholars, and
coordinates the Lang Opportunity Open
Competition, which provides one or two grants
of up to $10,000 to conduct more substantive
service and social change projects.
Special projects. The office works with the col­
lege community to develop and implement ser­
vice and social change projects, including the
Martin Luther King Day of Service, class proj­
ects, and initiatives by student organizations.
CIVIC (Cooperative Involvement of Volunteers in
Communities). The office works closely with
CIVIC, a coalition of student-led organizations
engaged in a wide array of service efforts in
Chester and the Greater Philadelphia metro­
politan area. CIVIC is coordinated by the
CIVIC Council* composed of leaders from
each organization, and several at-large mem­
bers.
CIVIC Groups
1. Adolescents Promoting Excellence (APEX)
works with young people at the Chester
YWCA.
2. ALEAP (Asian Literacy Education Advocacy
Project) tutors adult immigrants in Philadelphia.
3. Campus Coalition Concerning Chester (C4)
addresses environmental racism in Chester.
4- Chester Tutorial works one to one with mid­
dle school students in weekly tutoring and
home work enrichment sessions.
5. Chinatown Tutorial provides academic en­
richment program for children in Philadel­
phia’s Chinatown, most of whom are recent
immigrants. This is a cooperative program with
Bryn Mawr, Haverford, and the University of
Pennsylvania.
6. CHOP Kids facilitates student volunteerism
at the Children’s Hospital of Philadelphia.
7. Learning for Life pairs trained students with
college staff to work on literacy, math, comput­
er, history, and creative writing skills.
8. Positive Alternatives in Chester works with
girls at the YWCA in Chester.
9. Science for Kids introduces science to fourth

58

graders at Stetser Elementary School in Chester.
10. SHIP (Serving the Homeless in Philadelphia)
volunteers provide food, clothing, referrals,
and conversation to homeless people in
Philadelphia.
11. Students Promoting Environmental Equity in
Chester (SPEEC) helps kids in Chester discov­
er the connections among themselves, their
community, and their natural environment.
12. Swarthmore-Rutledge School Program (SRS)
pairs students with children once a week to
work on schoolwork or play games.
13. Swarthmore Adult Literacy Tutoring (SALT)
provides one-to-one and small-group adult lit­
eracy tutoring to adults.
The Swarthmore Foundation
The Swarthmore Foundation provides grants
three times a year to support faculty, staff, and
students (including graduating seniors) to un­
dertake community service projects. Recip­
ients may use awards to create new projects, to
purchase materials for projects in which they
participate, and to cover basic living expenses
while working with service or activist organiza­
tions. The foundation also administers the
Landis Community Service Fellowship, and
The John W. Nason Community Service
Fellowship.
The John W. Nason Community Service
Fellowship
The John W. Nason Community Service
Fellowship celebrates the contribution of
Swarthmore’s eighth president by supporting
students to conduct off-campus community
service projects related to their academic pro­
grams. The Nason Fellowship was initiated by
members of the Class of 1945 in anticipation of
their 50th reunion.

ALUMNI RELATIONS
Alumni Relations is the primary communica­
tion link between the College and its alumni,
enabling them to maintain an ongoing rela­
tionship with each other. Some of the office’s
programs and activities include Alumni
Weekend, an Alumni College, the Alumni
Council, alumni gatherings all over the coun­
try, and alumni travel. The Alumni Office
hires students as interns, and to help at alumni

events on campus.
The Alumni Office works closely with the
Office of Career Planning and Placement to fa­
cilitate networking between students and
alumni and among alumni, to take advantage
of the invaluable experience represented
among the alumni. The Alumni Office also
helps officers of the senior class and alumni
groups plan special events.
The Alumni Office gives staff support to the
Alumni Association, which was founded in
1882, and to the Alumni Council, the govern­
ing body of the Alumni Association. The
Alumni Office gives staff support also to re­
gional alumni and parent groups, called
Connections, in Philadelphia; Pittsburgh; New
York City; Boston; Washington, D.C., and
Baltimore; N orth Carolina; Chicago; San
Francisco; and Seattle.
There are 17,316 alumni: 8,917 men, 8,399
women, and 1,278 married to each other, giv­
ing substance to the traditional appellation for
the College of “the Quaker Matchbox.” The
College defines an alumnus/a as anyone who
has completed one semester.

position faculty members as expert news
sources. The office also responds to infomration requests from the media, initiates coverage
of Swarthmore in the media, and leads the de­
velopment and maintenance of the College
Web site. The News and Information Office
prepares two publications. On Campus, a
monthly schedule of campus activities that are
open to the public, is distributed on request to
more than 2,000 households in the Phila­
delphia area. The Weekly News, a newsletter of
events and announcements, is distributed to
faculty, staff, and students. The office lends
support for special events and projects, and
provides public relations counsel for the
College.
The Office hires students to write routine press
releases and perform clerical duties.

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

NEWS AND INFORMATION
The Office of News and Information works
with the faculty, students, and staff to commu­
nicate information about Swarthmore to the
public, primarily through media relations and
the Internet. The office publicizes campus
events, programs, and research and works to

59

IV
Educational Program
Faculty Regulations
Degree Requirements

60

Awards and Prizes
Fellowships

Educational Program

GENERAL STATEMENT
Swarthmore College offers the degree of
Bachelor of Arts and the degree of Bachelor of
Science. The latter is given only to students
who major in Engineering. Four years of resi­
dent study are normally required for a bache­
lor’s degree (see p. 75), but variation in this
term, particularly as a result of Advanced
Placement credit, is possible (see p. 23).
The selection of a program will depend upon
the student’s interests and vocational plans.
The purpose of a liberal arts education, how­
ever, is not primarily to provide vocational
instruction, even though it provides the best
foundation for one’s future vocation. Its pur­
pose is to help students fulfill their responsibil­
ities as citizens and grow into cultivated and
versatile individuals. A liberal education is
concerned with the development of moral,
spiritual, and aesthetic values as well as analyt­
ical abilities. Furthermore, just as a liberal
education is concerned with the cultural inher­
itance of the past, so too it is intended to
develop citizens who will guide societies on a
sustainable course where future culture will not
be compromised in the development of the
present. Intellectually, it aims to enhance
resourcefulness, serious curiosity, open-mind­
edness, perspective, logical coherence, insight,
and discrimination.
During the first half of their college program all
students are expected to satisfy most if not all
of the distribution requirements, to choose
their major and minor subjects, and to prepare
for advanced work in these subjects by taking
certain prerequisites. The normal program
consists of four courses each semester chosen
by the student in consultation with his or her
faculty advisor.
All students must fulfill the requirements for
the major, and before the end of the senior
year, students are required to pass a compre­
hensive examination or its equivalent, given
by the major department.
For Honors candidates, courses and seminars
taken as preparation for external evaluation
occupy approximately one-half of the student’s
work during the last two years. In addition to
work taken as a part of the Honors Program,
the students take other courses which provide
opportunities for further exploration. During
the senior year many departments offer a spe­

cially designed Senior Honors Study for
Honors majors and minors to encourage
enhancement and integration of the Honors
preparations. A t the close of the senior year,
candidates for Honors will be evaluated by
visiting examiners.
The program for Engineering students follows a
similar basic plan, with certain variations
which are explained on p. 143. Courses outside
the technical fields are distributed over all four
years.
The course advisors of freshmen and sopho­
mores are members of the faculty appointed by
the dean. For juniors and seniors the advisors
are the chairs of their major departments or
their representatives.

PROGRAM FOR FRESHMEN
AND SOPHOMORES
The major goals of the first two years of a
Swarthmore education are to introduce stu­
dents to a broad range of intellectual pursuits,
to equip them with the analytic and expressive
skills required to engage in those pursuits, and
to foster a critical stance towards learning and
knowing. The College distribution require­
ments are designed to aid students in achieving
these goals.
To meet the distribution requirements, a student
must:
1. Complete at least 20 credits outside the
major before graduation.
2. Take at least three credits in each of the
three divisions of the College (listed below),
the third credit of which can be AP credit or
credit awarded for work done elsewhere.
3. O f the 3 credits in each division, take at
least 2 credits which are in different depart­
mental subjects and are also designated pri­
mary distribution courses. This will make a
total of six primary distribution courses, each
in different departments, and spanning the
three divisions equally.
For purposes of the distribution requirements
the three divisions of the College are consti­
tuted as follows:
Humanities: Art, Classics (literature), English
Literature, Modem Languages and Literatures,
Music and Dance, Philosophy, Religion. '
Natural Sciences and Engineering: Biology,

61

Educational Program

Chemistry, Computer Science, Engineering,
Mathematics and Statistics, Physics and
Astronomy.
Social Sciences: Classics (ancient history),
Economics, Education, History, Linguistics,
Political Science, Psychology, Sociology and
Anthropology.
Nondivisional: Courses listed by only interdisci­
plinary concentrations do not satisfy the divi­
sional distribution requirement.
Primary distribution courses place particular
emphasis on the mode of inquiry in a particu­
lar discipline. In teaching students to be self
conscious about how knowledge is generated,
these courses seek to develop an appreciation
of both the power and the limits of each disci­
pline within a broader system of knowledge. In
recognition of the importance of writing as an
integral part of the learning process in disci­
plines across the curriculum, primary distri­
bution courses also provide considerable prac­
tice in expressing analytic and synthetic
thought in writing. Primary distribution cours­
es are intended to be appropriate both for those
students who continue in a field and for those
who do not. To promote discussion they are
restricted to 25 students or have accompanying
small laboratories or discussion sections.
Courses which count for primary distribution
are designated in the departmental listings.
The requirement of six primary distribution
courses must be satisfied by courses taken at
Swarthmore and, with the exception of litera­
ture courses taught in a language other than
English, will normally be completed before the
student enters the junior year.
Any course in a division (with the exception of
English Literature courses numbered 001A,
001B, 001C, Music courses numbered 040-049,
and Dance courses numbered 001-012 and
040) may be chosen as the third distribution
course in that division, including AP credit or
credit awarded for work done elsewhere. Some
courses may be designated as qualifying for dis­
tribution (including primary distribution)
within more than one division. One-credit
courses so designated can be counted in only
one of those divisions; multicredit 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 distri­

62

bution requirement only for the department
and division of the professor who offers the
course. Unless designated otherwise, courses
taught jointly or alternately by faculty mem­
bers of departments in different divisions may
not be used to satisfy distribution requirements.
Students who have been granted credit and
advanced placement in two departments in the
same division for work done prior to matricula­
tion at Swarthmore will be exempted from one
primary distribution requirement in that divi­
sion on the condition that they take an addi­
tional course in one of those departments.
They will be exempted from both primary dis­
tribution requirements in that division on the
condition that they take an additional course
in each of those departments. Students who
enter Swarthmore as transfer students with
eight credits of college work will be exempted
from one primary distribution requirement in
each division. Students who enter Swarthmore
with at most four semesters remaining to com­
plete their degree will be exempted from the
primary distribution component of the distrib­
ution requirement.
It is most desirable that students include in
their programs some work in a foreign lan­
guage, beyond the basic language requirement
(see p. 75). A student who intends to major in
one 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 not excused for medical reasons are
required to complete a four quarter (two semes­
ter) program in physical education. The
requirements are stated in full on p. 73.
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. This plan will be submitted to the chair
of the student’s proposed major as a part of the
application for a major. Acceptance will be
based on the student’s record and an estimate
of his or her capacities in the designated major.
Students who fail to secure approval of a major

may be required to withdraw from the College.
Although faculty advisors assist students in
preparing their academic programs, students
themselves are individually responsible for
planning and adhering to programs and for the
completion of graduation requirements.
Faculty advisors, department chairs, other fac­
ulty members, the deans, and the registrar are
available for information and advice.

PROGRAMS FOR JUNIORS AND SENIORS
The major goals of the last two years of a
Swarthmore education are to engage students
with a chosen field of inquiry and to assist
them in assuming an independent role in cre­
ating and synthesizing knowledge within it.
The breadth of exposure, acquisition of skills,
and development of a critical stance during the
first two years prepare students to pursue these
goals. W ith the choice of a major, the focus
shifts from scope to depth. Students become
involved for two years with a discrete field of
inquiry and demonstrate their mastery of that
field through the completion of courses within
the major and courses taken outside the major
which serve to expand and deepen the stu­
dent’s perspective on the major.
All students are required to include sufficient
work in a single department or program (desig­
nated as a “major”) to make an equivalent of at
least eight courses before graduation.
To complete a departmental major, a student
must be accepted as a major, and in addition to
the standard eight courses and comprehensive
requirement in the major department, must
fulfill other specific departmental require­
ments. The requirements for acceptance to
departmental majors and for completion of
them are specified in this catalogue under the
respective departmental listings, and are
designed to ensure a comprehensive acquain­
tance with the field. The completion of two
majors is allowed depending upon the permis­
sion of both departments of the proposed dou­
ble major for the student. Triple majoring is
not allowed. A student must accumulate 20
course credits outside his or her major, but
there is no other limit on the number of cours­
es that a student may take in his or her major.
With departmental permission(s) it is possible
for a student to plan an individualized Special

Major that includes closely related work in one
or more departments. In some areas, such as
Biochemistry, Computer Science, Dance,
Linguistics, and Psychobiology, in which spe­
cial majors are done frequently, the depart­
ments involved provide recommended pro­
grams. These regularized special majors are
described in the relevant department sections
of the catalog or in material available from
department chairs. A Special Major is expect­
ed to be integral in the sense that it specifies a
field of learning (not necessarily conventional)
or topic or problems for sustained inquiry that
crosses departmental boundaries and can be
treated as a subfield within the normal depart­
mental major. Special Majors consist of at least
10 credits and normally of no more than 12
credits. Students with Special Majors normally
complete a minimum of six courses in the pri­
mary department, omitting some of the
breadth requirements of the major field; but
course requirements central to systematic
understanding of the major field will not be
waived. Students with Special Majors must
complete the major comprehensive require­
ment, which may consist of a thesis or other
written research project(s) designed to inte­
grate the work across departmental boundaries.
By extension, Special Majors may be formu­
lated as joint majors between two departments,
normally with at least 5 credits in each depart­
ment and 11 in both departments, which, in
such programs, collaborate in advising and in
the comprehensive examination. Students are
not allowed to pursue more than one individu­
alized Special Major.
During the junior and senior years, students are
advised by the chair of the major department
(or a member of the department designated by
the chair) whose approval must be secured for
the choice of courses each semester.

HONORS PROGRAM
The Honors Program, initiated in 1922 by
President Frank Aydelotte and modified m ost
recently in 1994, is a distinctive part of
Swarthmore’s educational life.
The Honors Program has as its main ingredi­
ents student independence and responsibility
in shaping the educational experience; colle­
gial relationships between students and faculty;

63

Educational Program

peer learning; opportunity for reflection on and
integration of specific preparations; and evalu­
ation by external examiners. Honors work may
be carried out in the full range of curricular
options, including studio and performing arts,
study abroad, and community-based learning.
Students and their professors work in collegial
fashion as Honors candidates prepare for eval­
uation by external examiners from other acad­
emic institutions. While Swarthmore faculty
grade most of the specific preparations, the
awarding of honorifics on a student’s diploma is
solely based on the evaluation of the external
examiners.
Preparations for Honors are defined by each
Department, and include seminars, indepen­
dent projects in research as well as in studio
and performing arts, and specially designated
pairs of courses. In addition, many departments
offer their own format for Senior Honors
Study, designed to enhance, and where appro­
priate integrate, the preparations in both major
and minor.
Each Honors candidate’s program will include
three preparations for external examination in
a major and one in a minor, or four prepara­
tions in a special or interdisciplinary major.
Students offering three preparations in a major
or four preparations in a special or interdisci­
plinary major will be exempted from compre­
hensive exams in those majors. (Double majors
may participate in the Honors Program
through three preparations in one major and
one preparation in the other). Preparations for
both majors and minors will be defined by each
department, program, and interdisciplinary
major that sponsors a major. In addition,
minors may be defined by any program or con­
centration.
All preparations will be graded by Swarthmore
instructors with the exception of theses and
other original work. Grades for theses and
other similar projects will be given by external
examiners. Except in the case of theses or other
original work, modes of assessment by the
external examiners will include written exams
and/or other written assignments completed in
the spring of the senior year. In addition, dur­
ing Honors week at the end of the Senior year,
every Honors candidate will meet on campus
with external evaluators for an oral examina­
tion of each preparation. Specific formats for
preparations and for Senior Honors Study are

64

available in each department office.
Students will normally include their intention
to prepare for Honors in their Plan of Study for
the Last Two Years, written in the spring of
their Sophomore year. They must also submit
to the Office of the Registrar a formal applica­
tion for a specific program of Honors prepara­
tion. The 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
of Honors quality. Students may also apply to
enter Honors during their junior year. Any pro­
posed changes to the Honors Program must be
submitted for approval on a form provided for
this purpose by the registrar. Normally, Honors
Programs may not be changed after December
1 of a student’s senior year, depending on
departmental policies. The decision of the
departments or interdisciplinary programs will
depend on the proposed program of study and
the quality of the student’s previous work as
indicated by grades received and upon the stu­
dent’s apparent capacity for assuming the
responsibility of Honors candidacy. The 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 of the senior year the decision of
the degree of Honors to be awarded the candi­
dates is entirely in the hands of the visiting
examiners. Upon their recommendation, suc­
cessful candidates are awarded the bachelor’s
degree with Honors, with High Honors, or
with Highest Honors.

EXCEPTIONS TO THE FOUR-YEAR
PROGRAM
Although the normal period of uninterrupted
work toward the bachelor of arts and bachelor
of science degrees is four years, graduation in
three years is freely permitted when a student
can take advantage of Advanced Placement
credits, perhaps combining them with extra
work by special permission. In such cases stu­
dents may qualify for advanced standing—they
may become juniors in their second year. To
qualify for advanced standing a student must

(1) do satisfactory work in the first semester;
(2) obtain 14 credits by the end of the first
year; (3) intend to complete the degree
requirements in three years; and (4) signify this
intention when she/he applies for a major by
writing a sophomore paper during the spring of
the first year.
When circumstances warrant, a student may
lengthen the continuous route to graduation to
five years by carrying fewer courses than the
norm of four although College policy does not
permit programs of fewer than three credits for
degree candidates in their first eight semesters
of enrollment. A course load lower than the
norm may be appropriate for students who
enter Swarthmore lacking some elements of
the usual preparation for college, who are phys­
ically handicapped, or who wish to free time
for activities relating to their curricular work
although not done for academic credit. Such
five-year programs are possible in Music and
Studio Arts for students who are taking
instruction off campus or who wish to pursue
studio or instrumental work without full credit
but with instruction and critical supervision;
but such programs are possible only on applica­
tion to and selection by the department con­
cerned, which will look for exceptional accom­
plishment or promise. In all cases where it is
proposed to reduce academic credit and
lengthen the period before graduation the
College looks particularly to personal circum­
stances and to careful advising and necessarily
charges the regular annual tuition (see the pro­
visions for overloads, p. 24). 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
The academic year at Swarthmore is 32 weeks
long, during which time students are expected
to complete six to eight semester course credits
of work. Normal progress toward the degree of
Bachelor of Arts or Bachelor of Science is
made by eight semesters’ work of four courses
or the equivalent each semester, though the

object of progress toward the degree is not the
mere accumulation of 32 credits. Students may
and frequently do vary this by programs of five
courses, or three courses, with special permis­
sion. College policy does not permit programs
of fewer than three courses within the normal
eight semester enrollment. Programs of more
than five courses or fewer than four courses
require special permission (see p. 24 on tuition
and pp. 71-72 on registration).
The definitions of upper-class levels are as fol­
lows: Students become sophomores when they
have earned 6 to 8 semester course credits
toward their degree. Students become juniors
when they have earned 14 to 16 credits.
Students become seniors when they have
earned 22 to 24 credits. Some offices on cam­
pus, such as the Housing Office, may have
additional requirements in their definitions of
the student classes.

FORMATS OF INSTRUCTION
Although classes and seminars are the normal
curricular formats at Swarthmore, faculty regu­
lations encourage other modes as well. These
include various forms of individual study, stu­
dent-run courses, and a limited amount of
“practical” or off-campus work.
The principal forms of individual work are
attachments to courses, directed reading, and
tutorials. The faculty regulation on attach­
ments provides that a student may attach to an
existing course, with permission of the instruc­
tor, a project of additional reading, research,
and writing. If this attachment is taken con­
currently with the course it is normally done
for 0.5 credit. If it is taken in a later semester
(preferably the semester immediately follow­
ing), it may be done for either half or full cred­
it. This kind of work can be done on either a
small-group or individual basis. It is not possi­
ble in all courses, but it is in most, including
some introductory courses. For first-year stu­
dents and sophomores, it is a way of developing
capacities for independent work, and for
Honors candidates it is an alternative to semi­
nars as a preparation for papers. Students who
decide before the middle of the semester to do
a half-credit attachment may, with permission,
withdraw from a regular course and carry 3.5
credits in that term to be balanced by 4.5 cred-

65

Educational Program

its in another term. Students may do as many
as two attachments each year.
Directed Reading and Tutorials
Directed reading and tutorials are similar; but
the faculty role in the former is more biblio­
graphical than pedagogical, and, because they
require somewhat less faculty time, opportuni­
ties for directed reading are more frequent in
most departments than are opportunities for
tutorials. In both cases substantial written work
and/or written examinations are considered
appropriate, and it is generally desirable that
the work be more specialized or more sharply
focussed than is usually the case in courses or
seminars; the work may range from a course of
reading to a specific research project. Such
work is available primarily to juniors and
seniors in accordance with their curricular
interests and as faculty time permits.
Student-Run Courses
The faculty regulation on student-run courses
permits a group of students to propose a topic
to an instructor for 0.5 or 1 credit and to run
their own course with a reading list approved
by the instructor and a final examination or
equivalent administered by him or her, but
normally with no further involvement of facul­
ty. In organizing such a course students obtain
provisional approval and agreement to serve as
course supervisor from a faculty member by
December 1 (for the spring term) or May 1 (for
the fall term) on the basis of an initial memo­
randum emphasizing the principal subject mat­
ter to be studied, the questions to be asked
about it, the methods of investigation, and pro­
viding a preliminary bibliography. The course
is then registered by its organizers with the
provost, who has administrative supervision of
such work and who may waive the foregoing
deadlines to recognize problems in the organi­
zation of such courses. The course supervisor
consults his or her department, and in the case
of an interdepartmental course, any other
department concerned, whose representatives
together with the provost will decide whether
to approve the course. The supervisor also
reviews the course outline and bibliography
and qualifications and general eligibility of stu­
dents proposing to participate in the course.
After a student-run course has been found
acceptable by the appropriate department (or
departments) and the provost, the course
supervisor’s final approval is due 10 days before

66

the term begins, following which a revised
reading list and class list are given to the librar­
ian and the course title and class list are filed
with the registrar. A t the end of the course the
supervisor evaluates and grades the students’
work in the usual way or arranges for an outside
examiner to do so.
Student-run courses may vary in format and
content. In particular, they may be provision­
ally proposed for half credit to run in the first
half of the semester, and at midterm, may be
either concluded or, if the participants and
course supervisor find the work profitable, con­
tinued for the balance of the term for full cred­
it. Alternatively, student-run courses may be
started after the beginning of the semester (up
to midsemester) for half credit and then be
continued, on the same basis, into the follow­
ing term. O r they may be taken for half credit
over a full term. The role of the course super­
visor may exceed that in planning and evalua­
tion outlined above and extend to occasional
or regular participation. The only essentials,
and the purpose of the procedures, are suffi­
cient planning and organization of the course
to facilitate focus and penetration. The course
planning and organization, both analytical and
bibliographical, are also regarded as important
ends in themselves, to be emphasized in the
review of proposals before approval. Up to four
of the 32 credits required for graduation may be
taken in student-run courses.
Finally, as to applied or practical work, the
College may under faculty regulations grant up
to one course credit for practical work, which
may be done off campus, when it can be shown
to lend itself to intellectual analysis and is like­
ly to contribute to a student’s progress in regu­
lar course work, and subject to four conditions:
(1) agreement of an instructor to supervise the
project; (2) sponsorship by the instructor’s
department, and in the case of an interdiscipli­
nary project, any other department concerned,
whose representatives together with the
Provost will decide whether to grant permis­
sion for the applied or practical work before
. that work is undertaken; (3) a basis for the pro­
ject in some prior course work; and (4) nor­
mally, the examination of pertinent literature
and production of a written report as parts of
the project. This option is intended to apply to
work in which direct experience of th e 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 re lation to organized instruction and the regular
curriculum, the College limits academic credit
for it while recognizing its special importance
for some students* programs.

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

HEALTH SCIENCES ADVISORY PROGRAM
The function of the health sciences advisory
program is twofold: to advise students inter­
ested in a career in the health professions, and
to prepare letters of recommendation for pro­
fessional schools to which students apply. The
letters are based on faculty evaluations re­
quested by the student, the student’s academic
record, and nonacademic activities.
Students intending to enter a career in the
health professions, especially those applying to
medical, dental or veterinary schools, should
plan their academic programs carefully to meet
the professional schools’ requirements, as well
as the general College requirements. The fol­
lowing courses fulfill the basic requirements of
most medical schools: BIOL 001, 002; CHEM
010, 022, 032, 038; PHYS 003,004; MATH
005 and one additional math course; and
English, two semester courses. Dental and vet­
erinary schools have more variable require­
ments, in addition to the biology, chemistry,
and physics listed earlier. Students interested
in these fields should meet with the Health
Sciences Advisor to plan their programs.
Specific requirements for each medical, dental,
and veterinary school, along with much other
useful information, are given in the following
publications, which are available in the Health
Sciences Office: Medical School Admission
Requirements, Admission Requirements of U.S.
and Canadian Dental Schools, and Veterinary
Medical School Admission Requirements.
The work of the junior and senior years may be
completed in either the Course or the Honors
Program and in any major department of the
student’s choice. All required courses should be
taken on a graded basis after the first semester
of the freshman year.
The Health Sciences Advisor meets periodi­
cally with students interested in health careers
and is available to assist students in planning
their programs in cooperation with students’
own academic advisors. The Health Sciences
Office publishes Guide to Premedical (Predental
and Preveterinary) Studies for First- and Secondyear Students at Swarthmore College and
Frequently Asked Preveterinary Questions to help
new students plan their academic program and
understand what schools look for in applicants.
The Guide for Applying to Medical School fm
Swarthmore Undergraduates and Alumni/ae con-

67

Educational Program

tains detailed information about the applica­
tion process.
Further information on opportunities, require­
ments, and procedures can be obtained from
the Health Sciences Advisor and from the
Health Sciences Office’s pages on the Swarthmore College Web site.

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

COOPERATION WITH NEIGHRORING
INSTITUTIONS
W ith the approval of their faculty advisor and
the Registrar, students may take a course
offered by Bryn Mawr or Haverford College or
the University of Pennsylvania without the
payment of extra tuition. Students are ex­
pected to know and abide by the academic reg­
ulations of the host institution. (This arrange­
ment does not apply to the summer sessions of
the University of Pennsylvania and Bryn Mawr
College.) Final grades from such courses are
recorded on the Swarthmore transcript, but
these grades are not included in calculating the
Swarthmore grade average.

STUDENT EXCHANGE PROGRAMS
To provide variety and a broadened outlook for
interested students, the College has student
exchange arrangements with Harvey Mudd
College, Middlebury College, Mills College,
Pomona College, Rice University, and Tufts
University. Selection is made by a committee
of the home institution from among applicants
who will be sophomores or juniors at the time
of the exchange.
W ith each institution there is a limited and
matched number of exchanges. Students settle
financially with the home institution, thus
retaining during the exchange any financial
aid for which they are eligible. Exchange
arrangements do not permit transfer of partici­

68

pants to the institution with which the
exchange takes place.

STUDY ARROAD
The College emphasizes the importance of
study abroad and encourages all students to
explore possibilities for doing so as integral
parts of their degree programs. The Office for
Foreign Study, and the Foreign Study advisor,
will help all interested students at every
stage—planning, study abroad, and return—of
the process.
To be accepted for credit toward the Swarthmore 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 advisor as early as possible in one’s col­
lege career. Credit for study abroad is awarded
according to College regulations for accredit­
ing work at other institutions; and the process
must be completed within the academic year
following return to the College. All students
who study abroad must complete the accredita­
tion process immediately upon return.
The Swarthmore Program in Grenoble, France,
inaugurated in the fall of 1972. Students enter­
ing this program spend either one or two
semesters at the University of Grenoble, where
their course of study is the equivalent of one or
two semesters at Swarthmore. This program,
under the auspices of the Modem Languages
and Literatures Department, is open to stu­
dents from any department but especially those
in the humanities and social sciences. Should
there be places available, applications from stu­
dents at other institutions are accepted. The
number of participants is limited to 25.
Students are integrated into the academic life
at the University of Grenoble through regular
courses, when their language competence
allows, or through special courses for foreign
students. Individual programs are arranged to
suit the needs and competencies of students.
Preparation of External Examination papers is
possible in certain fields. The program is
designed primarily for juniors and second
semester sophomores, but seniors can be
accommodated in special cases.
A member of the Modem Languages and
Literatures Department acts as resident direc­

tor. The director teaches a course or a seminar,
supervises the academic program and the living
arrangements of the students, and advises on
all educational or personal problems. A coordi­
nator o f the program at Swarthmore handles
such matters as admissions to the program (in
consultation with the Deans), financial aid,
transfer of academic credit to departments
within the College and to institutions whose
students participate in the program.
Applications for the fall semester must be sub­
mitted by March 15 and for the spring semes­
ter by October 15.
Academic Year in Madrid, Spain. This program is
administered by the Romance Language
Department of Hamilton College, in coopera­
tion with faculty members of Williams and
Swarthmore Colleges. Students may 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.) The program attempts to take full
advantage of the best facilities and teaching
staff of the Spanish community, while adhering
to the code of intellectual performance charac­
teristic of the most demanding American insti­
tutions.
A distinguishing aspect of 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 ensure ample contact with Spanish
students.
The program is based in Madrid, where the cul­
tural, educational and geographic benefits are
optimal. Classrooms and office space are locat­
ed at the International Institute (Miguel Angel
8, Madrid). The Institute houses a library emi­
nently suited for study and research, and it
sponsors a series of lectures, concerts, and
social activities.
The program is under the general guidance of a
committee comprised of members of the
Hamilton College Department of Romance
Languages, who, in rotation with professors
from Williams and Swarthmore Colleges, serve
also as directors-in-residence in Madrid.
Applications and further information are avail­
able from the M odem Languages and
Literatures Department.
In addition to the programs in Grenoble and

Madrid, there are a number of excellent foreign
study programs throughout the world. The
Foreign Study Office, along with the academic
departments and programs of the College, will
advise students on this. Information on foreign
study programs is available in the Foreign
Study Office.
Financial aid may be applied to study abroad,
with the approval of the Foreign Study Office.
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 semester or
year abroad, full Swarthmore tuition, room,
and board to Swarthmore, and Swarthmore
will pay the foreign study programs on their
behalf. Complete information on payment pro­
cedures for study abroad is available in the
Foreign Study Office.
The Olga Lamkert Memorial Fund. Income from
a fund established in 1979 by students of Olga
Lamkert, Professor of Russian at Swarthmore
College from 1949 to 1956, is available to stu­
dents with demonstrated financial need who
wish to attend a Russian summer school pro­
gram in this country or either the Leningrad or
Moscow semester programs. Awards based on
merit and financial need will be made on the
recommendation of the Russian section of the
Modem Languages and Literatures Depart­
ment.
The Eugene M. Weber Memorial Fund. Income
from a fund established in 1986 to honor the
memory of Eugene M. Weber, Professor of
German at Swarthmore College from 1973 to
1986, is available to students with demonstrat­
ed financial need who wish to attend an acad­
emic program in a German-speaking country.
Awards based on merit and financial need will
be made on the recommendation of the
German section of the Modem Languages and
Literatures Department.

STUDENT RIGHT TO KNOW
Swarthmore College’s six-year graduation rate,
based on the 1992 new first-year student co­
hort, is 92 percent.

69

Faculty Regulations

ATTENDANCE AT CLASSES
Regular attendance is expected. Faculty mem­
bers will report to the dean the name of any
student whose repeated absence is in their
opinion impairing the student’s work. The
number of absences allowed in a given course is
not specified, a fact that places a heavy respon­
sibility on all students to make sure that their
work is not suffering as a result of absences.
Because first-year students must exercise par­
ticular care in this respect and because the fac­
ulty recognizes its greater responsibility toward
them in the matter of class attendance, it is
expected that first-year students, 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.
3. The student may be required to perform such
work, in addition to the final examination, as
the instructor deems necessary for adequate
evaluation of his or her performance.
4. The final grade will be recorded by the
Registrar exactly as if the student had attended
classes normally.

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

70

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

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

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

REGISTRATION
All students are required to register and enroll
at the time specified in official announcements
and to file programs approved by their faculty
advisors. Fines are imposed for late or incom­
plete registration or enrollment.
A regular student is expected to take the pre­
scribed number of courses in each semester. If
more than five or fewer than four courses seem
desirable, the faculty advisor should be con­
sulted and a petition filed with the registrar.
Applications for late entrance into a course or
for withdrawal (with deleted course registra­
tion) must be delivered to the Registrar’s
Office within the first two weeks of the semes­
ter. Applications involving withdrawal from a
course (with the permanent grade notation W)
must be received not later than the middle of
the semester, or the midpoint of the course if it
meets for only one-half a semester. After the
midpoint of the semester, òr of the course if it
meets for part of a semester, late withdrawals
are recorded on the student’s record with the
notation N C (No Credit), unless the student
withdraws from the College (see p. 72).
Students do not register for audits. Successfully
completed audits are recorded (with the nota­
tion R) at the end of the semester (except in
cases where the student has withdrawn after
the first two weeks of the semester, in which
cases the appropriate withdrawal notation
stands).
A deposit of $100 is required of all returning
students prior to their enrollment in both the

71

Faculty Regulations

spring and fall semesters. This deposit is
applied to charges for the semester and is not
refundable.

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

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

72

STUDENT LEAVES OF ABSENCE,
WITHDRAWAL, AND READMISSION
Leaves of Absence
Student leaves of absence are freely permitted
provided the request for leave is received by
the date of enrollment and the student is in
good standing. Students planning a leave of
absence should consult with a dean and com­
plete the necessary form prior to the deadline
published each semester (usually December 1
and April 1). The form indicates the date of
expected return; students need only notify the
dean of their return if their return date changes
from that originally indicated on the com­
pleted form.
Withdrawal
Withdrawal from the College may occur for
academic, disciplinary, health, or personal rea­
sons, and may be voluntary or required by the
College.
For health-related withdrawal, in no case will a
student’s mental or physical condition itself be
a basis for a required withdrawal. However,
when health problems of a physical or psycho­
logical nature result in behavior that substan­
tially interferes with a student’s academic per­
formance or the educational endeavors of
other students, or poses a significant threat to
the student’s safety or safety of others, the stu­
dent may be required to withdraw by the
College. After a considered review of the prob­
lematic behavior, this determination is made
by the Evaluation Committee, chaired by the
associate dean for Academic Affairs and com­
prising the associate dean for Student Life, and
the assistant dean/director of Residential Life.
The Evaluation Committee may consult with
the director of W orth Health Center, the
director of Psychological Services, or any other
appropriate College official when making its
decision. Decisions of the Evaluation
Committee may be appealed to the dean of the
College.
Students withdrawing from the College before
the end of the semester normally receive the
grade notation W (withdrawal) on their per­
manent record for all in-progress courses.
Readmission
A student who has withdrawn from the
College for any reason, voluntarily or involun­
tarily, may apply for readmission by writing to

the dean of the College. In the case of mental
health withdrawal, normally the College will
not accept applications for readmission until a
full semester, in addition to the semester in
which the student has withdrawn, has passed.
A student applying to the College for «admis­
sion after withdrawal will be required to pro­
vide appropriate documentation of increased
ability to function academically and in a resi­
dential environment, and/or of decreased haz­
ard to health and safety of self and/or others. In
addition, the student will generally be required
to show evidence of successful social, occupa­
tional, and/or academic functioning during the
time away from the College. This may include
the completion of any outstanding “Incom­
plètes” on record.
After such evidence has been provided, the
materials will be forwarded to the Evaluation
Committee. In the case of health-related with­
drawals, the student will be required to be eval­
uated in person by the director of Worth
Health Center and/or the director of Psycho­
logical Services, or designates as appropriate.
A t the discretion of the Evaluation Com­
mittee, such evaluations may be required for
other types of withdrawals as appropriate.
These evaluations will provide adjunctive
information to the Committee’s decision-mak­
ing process.
Short-Term Health Related Absences
Students who are hospitalized for a period dur­
ing the semester are subject to the readmission
procedures described above before they may
return to campus to resume their studies. In
these situations the Evaluation Committee
may also counsel and advise the student about
options for how best to approach the remain­
ing academic work in the semester.
The College Venture Program
The College Venture Program, supported by
Swarthmore College, Bates College, Brown
University, Connecticut College, Hobart and
William Smith Colleges, the College of Holy
Cross, Vassar College, and Wesleyan Univer­
sity, provides work experiences for students
taking time away from college. Venture jobs
are usually full-time, paid positions in a variety
of fields including the environment, education,
business, social change, government, and the
arts. Students do not receive academic credit
for these work experiences. The College

Venture Coordinator is in the Career Planning
and Placement Office.

SUMMER SCHOOL WORK AND OTHER
WORK DONE ELSEWHERE
Students desiring to receive Swarthmore Col­
lege credit for work at another school are
required to obtain preliminary approval and
after the fact validation by the chair of the
Swarthmore department or program con­
cerned. Preliminary approval depends upon
adequate information about the content and
instruction of the work to be undertaken.
Preliminary approval is tentative. Final valida­
tion of the work for credit depends upon eval­
uation of the materials of the course including
syllabus, reading lists, written papers, and
examinations by the Swarthmore department
or program concerned after the work has been
done. Validation may include an examination,
written or oral, administered at Swarthmore.
All decisions are made on a case by case basis.
A n official transcript from the other school
must be received by the Office of the Registrar
before validated work can be recorded for cred­
it. By College policy, in order for work done
elsewhere to be granted Swarthmore College
credit, the grade for that work must be the
equivalent of a straight C or better, but a bet­
ter than C grade does not in itself constitute
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.
All students must pass a survival swimming test
or take up to one quarter of swimming instruc­
tion. (See the departmental statement of the
Department of Physical Education and A th­
letics.)

73

Faculty Regulations

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

74

Degree Requirements

BACHELOR OF ARTS ARD BACHELOR
OF SCIEHCE
The degree of bachelor of arts or bachelor of
science is conferred upon students who have
met the following requirements for graduation.
The candidate must have:
1. Completed 32 course credits or their equiv­
alent.
2. A t least an average grade of C in the
Swarthmore courses counted for graduation.
(Seep. 71.)
3. Complied with the distribution require­
ments and have completed at least 20 credits
outside the major. (See pp. 61-63.)
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 9 through
12, (b) achieved a score o f600 or its equivalent
in a foreign language on a standard achieve­
ment test, or (c) passed one year of a foreign
language while at Swarthmore.
5. Met the requirements in the major and sup­
porting fields during the last two years.
6. Passed satisfactorily the comprehensive
examinations in his or her major field, or met
the standards set by visiting examiners for a
degree with Honors.
7. Completed four semesters of study at
Swarthmore College. Two of these must con­
stitute the senior year (i.e., the last two, full­
time semesters of degree work), with the
exception that seniors during the first semester
of their senior year, with the approval of the
chair(s) of their major department(s), may par­
ticipate in the Swarthmore Semester/Year
Abroad Program.
8. Completed the physical education require­
ment set forth on p. 73 and in statements of
the Department of Physical Education and
Athletics.
9. Paid all outstanding bills and returned all
equipment and library books.

MASTER OF ARTS ARD MASTER
OF SCIENCE

requirements:
Only students who have completed the work
for the Bachelor’s degree with some distinc­
tion, either at Swarthmore or at another insti­
tution of satisfactory standing, shall be ad­
mitted as candidates for the master’s degree at
Swarthmore.
The candidate’s record and a detailed program
setting forth the aim of the work to be pursued
shall be submitted, with a recommendation
from the department or departments con­
cerned, to the Curriculum Committee. If
accepted by the Committee, the candidate’s
name shall be reported to the faculty at or
before the first faculty meeting of the year in
which the candidate is to begin work.
The requirements for the master’s degree shall
include the equivalent of a full year’s work of
graduate character. This work may be done in
courses, seminars, reading courses, regular con­
ferences with members of the faculty, or
research. The work may be done in one depart­
ment or in two related departments.
A candidate for the master’s degree shall be
required to pass an examination conducted by
the department or departments in which the
work was done. The candidate shall be exam­
ined by outside examiners, provided that where
this procedure is not practicable, exceptions
may be made by the Curriculum Committee.
The department or departments concerned, on
the basis of the reports of the outside examin­
ers, together with the reports of the student’s
resident instructors, shall make recommenda­
tions to the faculty for the award of the degree.
A t the option of the department or depart­
ments concerned, a thesis may be required as
part of the work for the degree.
A candidate for the master’s degree will be
expected to show before admission to candida­
cy a competence in those languages deemed by
his or her department or departments most
essential for the field of research. Detailed lan­
guage requirements will be indicated in the
announcements of departments which admit
candidates for the degree.
The tuition fee for graduate students who are
candidates for the master’s degree is $23,964.

The degree of master of arts or master of sci­
ence may be conferred subject to the following

75

Awards and Prizes

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

76

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

The Heinrich W. Brinkmann Mathematics Prize,
honoring Heinrich Brinkmann, Professor of
Mathematics, 1933-1969, was established by
his students in 1978 in honor of his 80th birth­
day. Awards of $100 are presented annually to
the student or students who, in the opinion of
the Department of Mathematics and Statistics,
submit the best paper on a mathematical
subject.
The Sarah Kaighn Cooper Scholarship, founded
by Sallie K. Johnson in memory of her grand­
mothers, Sarah Kaighn and Sarah Cooper, is
awarded to the member of the Junior Class
who is judged by the faculty to have had, since
entering College, the best record for scholar­
ship, character, and influence.
The Anna May Courtney Award. The Anna
May Courtney Award, named in honor of the
late singer who performed often in Lang
Concert Hall, is given each semester by the
Music faculty to an outstanding voice student.
The award subsidizes the entire cost of private
lessons for the semester.
The Alice L. Crossley Prize in Asian Studies is
awarded annually to the student or students
who, in the opinion of the Asian Studies
Committee, submit the best essay on any topic
in Asian Studies.
The George P. Cutri.no Scholarship, established
in 1992, is awarded by the Department of
History to a junior for travel and research in
Europe during the summer before the senior
year.
The Deans’ Awards are given to the graduating
seniors who, in the judgment of die deans,
have made significant and sustained contri­
butions to the building of community at
Swarthmore.
The Rod Dowdle ’82 Achievement Award in ten­
nis is given annually to the male varsity tennis
player who best exhibits qualities of persever­
ance and strong personal effort to achieve a
meaningful personal or team goal.
The William C. Elmore Prize is given in recog­
nition of distinguished academic work. It is
awarded annually to a graduating senior major­
ing in physics, astrophysics, or astronomy.
The Robert Enders Field Biology Award, estab­
lished by his friends and former students, to
honor Dr. Robert K. Enders, a member of the
College faculty from 1932 to 1970, is awarded
to support the essential costs of the study of

biological problems in a natural environment.
The Anne and Alexander Faber International
Travel Fund, established by family and friends
in honor of Anne Faber and in memory of
Alexander L. Faber, parents of three Swarth­
more graduates, provides grants for travel out­
side the United States and Canada for students
majoring in the Humanities.
The Arthur Fennimore Award. The Arthur
Fennimore Award, named in memory of the
distinguished pianist who lived in Swarthmore,
is given each semester by the Music faculty to
an outstanding pianist. The award subsidizes
the entire cost of private lessons for the semes­
ter.
Fetter String Quartet Awards. The Elizabeth
Pollard Fetter String Quartet Awards, endowed
by Frank W. Fetter ’20, Robert Fetter ’53,
Thomas Fetter ’56, and Ellen Fetter Gille in
memory of Elizabeth P. Fetter ’25, subsidize the
private instrumental lessons of four top-notch
student string players at the College. Interested
applicants should write to the Chair of the
Music and Dance Department and should plan
to play an audition at the College when com­
ing for an interview. Membership in the
Quartet is competitive. A t the beginning of
any semester, other students may challenge and
compete for a place in the Quartet.
Friends of Music and Dance Summer Awards.
Each Spring, the Music and Dance Depart­
ment selects recipients of Friends of Music and
Dance Summer Awards on the basis of written
proposals. These awards provide stipends for
attendance at summer workshops in music and
in dance and for other further study in these
fields.
The Renee Gaddie Award. In memory of Renee
Gaddie ’93, this award is given by the Music
faculty to a member of the Swarthmore
College Gospel Choir who is studying voice
through the Music 048 (Individual Instruc­
tion) program. The award subsidizes the entire
cost of voice lessons for that semester.
Edwin B. Garrigues Music Awards. Naming
Swarthmore as having one of the top four
music programs in the Philadelphia area, the
Edwin B. Garrigues Foundation established
awards to subsidize the entire cost of private
instrumental or vocal lessons for a limited
number of gifted students, often incoming firstyear students. These awards, which are given

77

Awards and Prizes

each semester by the Music faculty to approxi­
mately 10-15 students, ate 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.
The Dorothy Ditter Gondos Award, bequeathed
by Victor Gondos Jr. in honor of his wife, Class
of 1930, is given every other year to a student
of Swarthmore College who, in the opinion of
a faculty committee, submits the best paper on
the subject dealing with a literature of a foreign
language. The prize of $100 or more is awarded
in the spring semester. Preference will be given
to essays based on works read in the original
language. Awarding of the prize will be under
the direction of the Literature Committee.
The John Russell Hayes Poetry Prizes are offered
for die best original poem or for a translation
from any language.
The Samuel L. Hayes III Award. Established in
1991 through the generosity of members of
Swarthmore Alumni in Finance, the Hayes
Award honors the contributions made by
Samuel L. Hayes III ’57, former member of the
Board of Managers and the Jacob Schiff
Professor of Business at the Harvard Business
School. The award provides support for student
summer research in economics and is adminis­
tered by the Economics Department.
The Philip M. Hicks Prizes are endowed by
friends of Philip M. Hicks, former Professor of
English and Chairman of the Department of
English Literature. They are awarded to the
two students who in the opinion of the
Department submit the best critical essays on
any topic in the field of literature.
The Jesse H. Holmes Prize in Religion of $150,
donated by Eleanor S. Clarke of the Class of
1918 and named in honor of Jesse Holmes,
Professor of History of Religion and Philosophy
at Swarthmore from 1899 to 1934, is awarded
to the student who, in the opinion of the
Department of Religion, submits the best essay
on any topic in the field of religion.
The Michael H. Keene Award, endowed by the
family and friends of this member of the Class
of 1985, is awarded by the Dean to a worthy
student to honor the memory of Michael’s per­

78

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
social and political conflict. It carries a cash
stipend.
The Kwink Trophy, first awarded in 1951 by the
campus managerial organization known as the
Society of Kwink, is presented by the faculty of
the Department of Physical Education and
Athletics to the senior man who best exempli­
fies the Society’s five principles: Service, Spirit,
Scholarship, Society, and Sportsmanship.
The Lande Research Fund was established in
1992 through a gift by S. Theodore Lande to
provide support for student research in field
biology both on and off-campus. Grants are
awarded at the direction of the Provost and the
Chair of the Department of Biology.
The Landis Community Service Fund was estab­
lished in 1991 by James Hormel and other
friends of Kendall Landis in support of his 18
years of service to the College.. The fund pro­
vides grants for students (including graduating
seniors) to conduct service and social change
projects, in the City of Chester.
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 th e curricu­
lum, under the supervision of faculty members
(five awards).
The Genevieve Ching^wen Lee ’96 Memorial
Fund, established in her memory by family and
friends, recognizes the importance of mutual
understanding and respect among the growing
number of ethnic groups in our society. The
Fund supports an annual lecture by a promi­
nent scholar of Asian American Studies and/or
an annual award to two students to assist in
projects pertaining to Asian American Studies.
The Leo M. Leva Memorial Prize, established by
his family and friends, is awarded by the
Biology Department to a graduating senior

whose major is Biology and whose work in the
field shows unusual promise.
The Linguistics Prizes were established in 1989
by contributions from alumni interested in lin­
guistics. Two awards of $100 each are present­
ed annually, one for linguistic theory and one
for applied linguistics, to the two students who,
in the opinion of the Program in Linguistics,
submit the best senior papers or theses in these
area.
The Norman Meinkoth Field Biology Award,
established by his friends and former students,
to honor Dr. Norman A. Meinkoth, a member
of the College faculty from 1947 to 1978, is
awarded to support the essential costs of the
study of biological problems in a natural envi­
ronment.
The Monsky Prize was established by a gift from
his children in memory of Morris Monsky who
fell in love with mathematics at Boys’ High
and at Columbia University, and maintained
the passion all his life. It is awarded to a firstyear student who has demonstrated outstand­
ing promise and enthusiasm.
The Ella Frances Bunting Extemporary Speaking
Fund and the Owen Moon Fund provide
income for a poetry reading contest as well as
funds for visiting poets and writers.
The Kathryn L. Morgan Award. The Morgan
Award was established in 1991 in honor of Sara
Lawrence Lightfoot Professor Emerita of
History Kathryn L. Morgan. The award recog­
nizes the contributions of members of the
African-American community at the College
to the intellectual and social well-being of
African-American students. The Morgan fund
also supports acquisitions for the Black
Cultural Center Library. The fund is adminis­
tered by the Dean’s Office and the Black
Cultural Center in consultation with alumni.
The Lois Morrell Poetry Award, given by her
parents in memory of Lois Morrell of the Class
of 1946, goes to that student who is judged to
have submitted the best original poem in the
annual competition for this $200 award. The
Fund also supports campus readings by visiting
poets.
Music 048 Special Awards. Endowed by Boyd T.
Barnard T7 and Ruth Cross Barnard T9, grants
are given by the Music faculty to students at
the College who show unusual promise as
instrumentalists or vocalists. All grants subsi­

dize two-thirds of the cost of ten lessons, as part
of the Music 048 program. For more informa­
tion, please refer to Credit for Performance—
Individual Instruction (Music 048).
The A . Edward Newton Library Prize endowed
by A. Edward Newton, to make permanent the
Library Prize first established by W.W. Thayer,
is awarded annually to that undergraduate
who, in the opinion of the Committee of
Award, shows the best and most intelligently
chosen collection of books upon any subject.
Particular emphasis is laid not merely upon the
size of the collection but also upon the skill
with which the books are selected and upon
the owner’s knowledge of their subject-matter.
The Mark L. Osterweil ’94 Memorial Fund was
established by his family and friends to assist
students conducting historical research. Pref­
erence shall be given to independent or joint
faculty-student research projects dealing with
European history or U.S.-European relations.
The May E. Parry Memorial Award, donated by
the Class of 1925 of which she was a member,
is presented by the faculty of the Department
of Physical Education and Athletics to the
senior woman who by her loyalty, sportsman­
ship, and skill in athletics has made a valuable
contribution to Swarthmore College.
The Drew Pearson Prize of $100 is awarded by
the Dean on the recommendation of the edi­
tors of The Phoenix at the end of each staff
academic year to a member of The Phoenix for
excellence in journalism. The prize was estab­
lished by the directors of The Drew Pearson
Foundation in memory of Drew Pearson, Class
of 1919.
The David A . Peele '50 Sportsmanship Award is
made to a tennis player after submission of a
written essay. It is endowed by Marla Hamilton
Peele in memory of her husband’s love and
advocacy of tennis and carries a cash stipend.
The John W. Perdue Memorial Prize, established
in 1969 in memory of an engineering student
of the Class of 1969, is awarded by the
Department of Engineering to the outstanding
student entering the junior class with a major
in engineering.
The William Plumer Potter Public Speaking Fund,
established in 1927, in addition to providing
funds for the collection of recorded literature
described on page 11, sponsors awards for the
best student short stories, and is a major source

79

Awards and Prizes

of funds for campus appearances by poets and
writers.
The Dinny Rath Award. The Rath Award is
given to a senior woman who demonstrates the
highest degree of achievement, commitment
to intercollegiate athletics, high regard for fair
play, and awareness of the positive values of
competition. The Rath Award is administered
by the Athletics Department.
Judith Polgar Ruchkin Prize Essay is an award for
a paper on politics or public policy written dur­
ing the junior or senior year. The papermay be
in satisfaction of a course, a seminar, or an
independent project, including a thesis. The
paper is nominated by a faculty member and
judged by a committee of the Department of
Political Science to be of outstanding merit
based upon originality, power of analysis and
written exposition, and depth of understanding
of goals as well as technique.
The James H. Scheuer Summer Internship in
Environmental and Population Studies Endowment. Established in 1990 the Scheuer Summer
Internship supports student research in envi­
ronmental and public policy issues. Interns are
selected by the coordinators of the Environ­
mental Studies and Public Policy concentra­
tions in alternate years.
The Frank Solomon Jr. Student Art Prize Pur­
chase Fund permits the A rt Department to pur­
chase for the College one or two of the most
outstanding student works from the year’s stu­
dent art exhibitions.
The Hally Jo Stein Award, endowed in her
memory by her brother Craig Edward Stein ’78,
is given to an outstanding student who in the
view of the Dance faculty best exemplifies
Hally Jo’s dedication to the ideals of dance. It
carries a cash stipend.
The Karen Dvonch Steinmetz ’76 Prize, endowed
in her memory by many friends and family, is
awarded annually to a junior who will be
applying to medical school and who demon­
strates a special compassion for others.
The' Peter Gram Swing Prize. A t graduation
time, the Peter Gram Swing Prize of $1,000 is
awarded by the Music faculty to an outstanding
student whose plans for graduate study in
music indicate special promise and need. The
endowment for the prize was established in the
name of Ruth Cross Barnard ’19.

80

The Pat Tarble Summer Research Fund.
Established in 1986 through the generosity of
Mrs. Newton E. Tarble, the Tarble Summer
Research Fund supports undergraduate re­
search. The fund is administered by the Office
of the Provost.
The Melvin B. Troy Prize. The Melvin B. Troy
Prize of $250 is given each year for the best,
most insightful paper in Music or Dance, or
composition or choreography by a student,
judged by the Music and Dance Department.
The prize was established by the family and
friends of Melvin B. Troy ’48.
The P. Unwood Urban Jr. Prize, honoring Lin
Urban, Professor of Religion at Swarthmore
from 1957 to 1989, is awarded annually to a
graduating senior planning to continue reli­
gious studies either in seminary or graduate
school.
The Albert Vollmecke Engineering Service Award.
Established in 1990 in memory of Albert
Vollmecke, father of Therese Vollmecke ’77,
the Vollmecke prize is awarded for service to
the student engineering community. The fund
is administered by the Engineering Depart­
ment.
The Eugene Weber Memorial Fund. The Eugene
Weber Fund was established in honor of the
late Eugene Weber, professor of German. The
Weber Fund supports foreign study by students
of German language and literature.

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

Fellowships

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

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

81

Fellowships

Service Fellowship celebrates the contribu­
tions of Swarthmore’s eighth president by sup­
porting students pursuing off-campus commu­
nity service related to their academic program.
The Nason Fellowship was initiated by mem­
bers of the Class of 1945 in anticipation of
their 50th Reunion. The Nason Fellowship is
administered by the Swarthmore Foundation.
The]. Roland Pennock Undergraduate Fellowship
in Public Affairs. The Fellowship, endowed by
friends of Professor ]. Roland Pennock at his
retirement in 1976 and in recognition of his
many years of distinguished teaching of
Political Science at Swarthmore, provides a
grant foras much as $2,500 to support a sub­
stantial research project (which could include
inquiry through responsible participation) in
public affairs. The Fellowship, for Swarthmore
undergraduates, would normally be held offcampus during the summer. Preference is given
to applicants from the Junior Class.
Teachers for Tomorrow Fellowships are offered to
ten outstanding graduating seniors from mem­
ber colleges of the Venture Consortium
(Swarthmore College, Bates College, Brown
University, Connecticut College, Hobart and
William Smith Colleges, the College of Holy
Cross, Vassar College, and Wesleyan Univer­
sity). The program is designed to provide
recent graduates, from all academic majors,
with a unique opportunity to work in public
education without requiring that they be certi­
fied to teach. Fellows will work alongside
exceptional teachers in alternative East Har­
lem public schools that are nationally recog­
nized as meeting the challenge of educating
children in the inner city.

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

82

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

from the work of their leave year, presented
publicly for the College and wider community.
The Selection Committee may support wholly
or in part the cost of publishing any of these
papers. These fellowships are made possible by
an endowment established by Eugene M. Lang
’38.

83

V
Courses of Instruction
The semester course credit is the unit of credit.
Seminars and colloquia are usually given for 2
credits. A few courses are given for 0.5 credit.
Courses are numbered as follows:
001 to 010 Introductory courses
011 to 099 Other courses (Some of these
courses are not open to freshmen
and sophomores.)
100 to 199 Seminars for upperclass persons
and graduate students.

Yearlong courses, the numbers for which are
joined by a hyphen (e.g., 001-002) 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. In cases where credit
is not earned for the second half of a yearlong
course, the first semester is excluded from
counting toward degree credit, although the
registration and grade for the first semester
remain on the permanent record.
Course listings in this catalog are intended to
facilitate planning. They represent offerings
projected for a two-year period but are subject
to change. A better guide to course offerings in
any particular semester is the schedule of
classes available before enrollment for that
semester.

FOOTNOTE KEY
TAbsent on leave, fall 1999.
2 Absent on leave, spring 2000.
3 Absent on leave, 1999-2000.
4 Absent on administrative leave, 1999-2000.
5 Fall 1999 (appointment that semester only).
6 Spring 2000 (appointment that semester
only).
7 Joint appointment with Philosophy.

84

8 Campus coordinator, Swarthmore Program
in Grenoble, fall 1999.
9 Campus coordinator, Swarthmore Program
in Grenoble, spring 2000.
10 Program director, Swarthmore Program in
Grenoble, fall 1999.
11 Program director, Swarthmore Program in
Grenoble, spring 2000.

Art

MICHAEL W. COTHREN, Professor of A rt History
RANDALL L . EXON, Professor of Studio A rt and Chair
CONSTANCE CAIN HUNGERFORD, Professor of A rt History
T. KAORI KITAO, Professor of A rt History2
BRIAN A. MEUNIER, Professor of Studio Art
MARIBETH GRAYBILL, Associate Professor of A rt History2
SYDNEY L. CARPENTER, Associate Professor of Studio Art
CEUA B. REISMAN, Assistant Professor of Studio Art3
PAUL H. KING, Visiting Lecturer in Studio A rt (part-time)
CAMARA DIA HOLLOWAY, Visiting Instructor of A rt History and Minority Scholar in Residence
JUNE V. CIANFRANA, Administrative Assistant

2 Absent on leave, spring 2000.

3 Absent on leave, 1999-2000.

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

departments. Located in the Lang Performing
Arts Center, the List Gallery’s 1,200 square
foot facility was made possible in part through
generous gifts by Vera List and by Eugene and
Theresa Lang. The Phillip Bruno Fine Art
Fund supports work with the permanent col­
lection. The A nn Trimble Warren Exhibition
Fund supports List Gallery exhibitions.
Donald Jay Gordon Visiting Artist; Heilman
Artist : Each year the Department of A rt invites
distinguished artists to the College as the
Marjorie Heilman Visiting Lecturer or the
Donald Jay Gordon Visiting Artist. The work
of the invited artist is exhibited in the List
Gallery, and while on campus, she or he gives a
public lecture, critiques work in the studios,
and meets with both majors and non-majors.
Lee Frank Lecture: See p. 15.
Benjamin West Lecture: See p. 15.
Jonathan Leigh Altman Scholarship: See p. 28.
Jonathan Leigh Altman Summer Grant:
See p. 76.
Frank Solomon Jr. Student Art Prize: See p. 80.

REQUIREMENTS AND RECOMMENDATIONS
Prerequisites: ARTH 001 is the prerequisite for
most other art history courses in the
Department. STUA 001 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

85

Art

work in art history requires a reading knowl­
edge of at least German and French. The
Department approves a credit for Advanced
Placement, grade 5 in A rt History and Studio
Arts (with submission of a portfolio), but it
does not normally waive the prerequisite.
Study Abroad: The A rt Department strongly
encourages those with an interest in art to con­
sider incorporating foreign study—either dur­
ing a summer or a regular academic term—into
their Swarthmore program. Important exam­
ples of art and architecture are scattered
throughout the world, and the encounter with
works still imbedded in their original context is
vital to an understanding of their historical
and contemporary significance. Past experi­
ence has shown, however, that art courses in
most foreign study programs fall considerably
below the academic standards of comparable
courses at Swarthmore. To aid students in their
attempt to gain Swarthmore credit for study
abroad, the Department has established the
following guidelines. (1) No request for trans­
fer credit in art history will be considered
unless a student has already taken an art his­
tory course at Swarthmore before taking a
course abroad. (2) Students who are interested
in bettering their chances of gaming a full
Swarthmore credit for a course taken in a for­
eign program are advised to attempt to arrange
with a Swarthmore professor, before leaving the
campus, to write, if necessary, a supplementary
research paper as a part of the course. Such
papers- will be evaluated by the Department as
part of the process of determining transfer
credit. (3) Students interested in Studio Arts,
Design, and Architecture are particularly
encouraged to consider the Pitzer College in
Parma, Italy, which offers courses at the Istituto
dell’Arte Paolo Toschi; a semester of Italian
preceding going abroad is well advised.
The Course Major in Art History: A rt History
majors are required to take ARTH 001, ARTH
002,1 credit in Asian Art, ARTH 098,5 other
credits in art history, and one course in studio
arts. The 5 elective credits must include (1) 1
credit in Western A rt before 1700, (2) 1 cred­
it in Western A rt after 1700, and (3) one sem­
inar (2 credits). The comprehensive consists of
a special essay, completed in conjunction with
ARTH 098 in spring of the senior year.
The Course Major in Art: The combined pro­
gram of the Course Major in A rt consists of

06

four courses in A rt History (ARTH 001,
ARTH 002 or ARTH 003 or another course on
art before 1700, and three elective credits) and
seven courses in Studio Arts (including cours­
es in drawing, another 2-D medium, and a 3-D
medium). The comprehensive consists of a
Senior Exhibition and written artist statement
prepared during the Fall and Spring of the
senior year. Studio Arts Facilities are closed
during Summer and normally during October,
Winter, and Spring Holidays.
Majors and Minors in The External Examination
Program: Students may formulate Honors
Programs as either majors or minors, in either
art history or art. For details consult guideline
available in the department office.

A rt History
ARTH 001. Critical Study in the Visual Arts
This introduction to the study of the visual arts
will investigate formal analysis, iconography,
and methods of historical interpretation, using
examples of art and architecture drawn from a
variety of cultures and historical periods. The
course will emphasize learning to see vividly
and systematically and to write accurately
about what is seen. Topics for discussion will
include technique and production, visual nar­
rative and didacticism, patronage and biogra­
phy, and approaches such as psychoanalysis,
Marxism, and feminism.
Primary distribution course.
Each semester. Staff.

ARTH 002. Western Art
A n historical introduction to the forms, mean­
ings, functions, and contexts of Western art
and architecture from ancient Mediterranean
civilizations to the 20th century.
No prerequisite.
Fall 1999 and 2000. Kitao.

ARTH 003. Asian Art
A selective introduction to the forms, func­
tions, and contexts of Asian art, from prehis­
toric to early modem times. The course intro­
duces a wide geographic range of Asian region­
al cultures (India, Southeast Asia, China, and
Japan) as well as basic art historical strategies
for analyzing architecture, sculpture, painting,
and the decorative arts.

No prerequisite; open to freshmen.
1 credit.
Spring 2000. Staff.

ARTH 004. Critical Study: Picasso
Sections of this course pursue the goals of
Critical Study in the Visual Arts (ARTH 001)
through case studies that principally focus on
the art of Picasso.
No prerequisite.
Primary distribution course. 1 credit.
Spring 2000. Hungerford.

ARTH 014. Medieval Art and Architecture
An introduction to European art and architec­
ture from late antiquity to the 12th century.
Special attention will be given to the
“Romanization” of Christian art under
Constantine, the Celtic Christian heritage of
the British Isles and its culmination in the
Book of Kells, justinianic Constantinople and
Ravenna, the Carolingian Renaissance,
Romanesque sculpture as ecclesiastical propa­
ganda, the efflorescence of monastic art under
the Cluniacs and Cistercians, and the neopla­
tonic aesthetic that gave birth to the Gothic.
Prerequisite: ARTH 001.
1 credit.
Not offered 1999 and 2000. Cothren.

ARTH 0 17. Hineteenth-Century European
Art
Art of the revolutions of 1789,1830, and 1848
(David, Delacroix, Courbet); addresses to
modem life by the Pre-Raphaelites and by
Manet, Degas, and such Impressionists as
Monet and Morisot; challenges to realism by
Rodin, Cezanne, van Gogh, and Gauguin. The
work of individual artists considered with ref­
erence to social, political, economic, and cul­
tural factors and with reference to current the­
oretical debates regarding interpretation.
Prerequisite: ARTH 001 or ARTH 002.
1 credit.
Fall 1999 and 2000. Hungerford.

ARTH 018. Twentieth-Century Western Art
Painting and sculpture in Europe from artists
such as Picasso, Matisse, Kandinsky, Mondrian,
and the Russian avant-garde, through reac­
tions to the Great War, as in Duchamp and the
Surrealists; then in the United States from

Abstract Expressionism to the present.
Consideration of relevant social, political, eco­
nomic, and cultural factors and to the develop­
ing critical discourse.
Prerequisite: ARTH 001 or ARTH 002.
1 credit.
Spring 2000. Hungerford.

ARTH 025. Arts of Africa
1 credit.
Not offered 1999-2000.

ARTH 027. African-American Art
This course traces the history of art and visual
culture produced by people of African descent
in the United States from the nation’s incep­
tion in the late 18th century up until the con­
temporary moment. Issues fundamental to the
discussion of this material will include the def­
inition and representation of race, the history
of American race relations, the role of art and
visual representation in American culture; and
the identities that blacks invented for them­
selves.
No prerequisite.
1 credit.
Fall 1999. Holloway.

ARTH 029. Film: Form and Signification
Study of film as visual and iconic discourse as
opposed to narrative text, dealing with the
principles of framing, editing, and mise-enscene understood as critical tools and as a his­
torical evolution from the silent days to
Godard and Bergman. Topics include: rise of
photography; magic shows and the comic strip;
silent comedy and the musical; cinema and
painting, Renoir and Italian Neorealism, and
Dreyer and semiotics of cinema. Two lectures
and a screening session.
No prerequisite. Sophomore and above.
Limited to 20.
1 credit.
Not offered 1999-2000. Kitao.

ARTH 031. Traditional Japan
(Cross-listed as HIST 010)
A n interdisciplinary introduction to Japan,
from prehistoric times to the early 19th cen­
tury, exploring relationships between visual
and material culture and social and political
institutions. Topics include archaeology and

87

Art

myth, the imperial system, samurai values,
Buddhist and castle architecture, the popular
culture of the urban merchant class, and
Japan’s changing relations to China and the
West.
1 credit.
Spring 2001. Graybill and Li.

ARTH 032. Arts of the Buddhist Temple in
Japan
A study of the architecture, sculpture, painting
and decorative arts associated with the
Buddhist Temple in Japan, from the 7th to
13th centuries.
1 credit.
Offered occasionally. Graybill.

ARTH 034. Japanese Painting and Prints,
1550-1850
The period covered in the course follows
Japanese art from the heyday of military war­
lords to the rise of an urbane merchant class.
A ttention to aesthetics, techniques, and social
contexts of castle murals, Zen ink landscapes,
“Western-style” painting, and prints of actors,
courtesans, and erotica for the mass market.
Prerequisite: ARTH 001 or ARTH 003 or per­
mission of the instructor.
1 credit.
Fall 1999. Graybill.

ARTH 037. Approaches to Tibet
(Cross-listed as ASIA 041 and RELG 044)
A n approach to Tibet from multiple disci­
plines, viewpoints, and historical time frames,
in a reading/research seminar. Main themes
include Tibet’s historical and modem relations
with India and China, and Tibetan Buddhism
and its visual culture. The course will coincide
with an exhibition on campus of Tibetan
Buddhist art.
Prerequisite: ARTH 001 or 003 or 038.
1 credit.
Fall 1999. Graybill.

ARTH 038. Ritual and image in the
Buddhist Traditions
(Cross-listed as RELG 038)
A n interdisciplinary exploration of the unity
and variety of Buddhist traditions of Asia,
within their historical development. Focus on
Buddhist visual arts (narrative and iconic

88

sculpture and painting; shrine and monastic
architecture) and material culture (shrines and
their relics, pilgrimage places, and mummies
and portraits) in relation to ritual practice.
Prerequisite: ARTH 001 or 003, or RELG 001,
008, 009 or 012. Counts toward a program in
Asian Studies. Honors candidates may com­
bine this course with ARTH 038A, a seminar
attachment.
1 credit.
Spring 2001 . Graybill.

ARTH 038A. Seminar Attachment to ARTH
038 for Honors Preparation
Prerequisite: Permission of the instructor.
1 credit.
Spring 2001. Graybill.

ARTH 038B. Buddhist Art: Icon, Han-ative,
and Sacred Space
A survey of the rich variety of Buddhist archi­
tecture, sculpture, and painting in South,
Southeast, Central and East Asia.
1 credit.
Offered occasionally. Graybill.

ARTH 039. Meiji Japan: Ideology and
Representation
(Cross-listed as EAST H290B at Haverford
College)
A n interdisciplinary study of the ideology of
the constmction of Japan as a modem nation.
1 credit.
Offered occasionally. Graybill and Mizenko.

ARTH 046. Monasticism and the Arts in
the Christian Middle Ages
(Also listed as Religion 29.) This course will
investigate the significance of Christian
monastic communities as major artistic centers
during the middle ages with an emphasis on
the way the social context of production and
consumption effected the works of art them­
selves and the way we have traditionally cho­
sen to study them.
Prerequisite: ARTH 001.
1 credit.
Not offered 1999-2000. Cothren and Ross.

ARTH 047. Special Topics in Medieval Art
In a colloquium setting students will study in
depth and from a variety of critical perspec­

tives a small set of medieval works of art. In
Fall 1999 the focus will be on visual narrative.
Prerequisite: ARTH 001.
1 credit.
Fall 1999. Cothren.

ARTH 051. Renaissance Picture
Study of the picture as conceived and shaped
in the Renaissance and further developed
thereafter, examining topics of pictorial repre­
sentation both in theory and in practice.
Prerequisite: ARTH 001 or 002.
1 credit.
Not offered 1999-2000. Kitao.

ARTH 053. Michelangelo and His Times
Michelangelo, his art and thought, his
Quattrocento sources, and his relationship
with Leonardo, Raphael, the Mannerists, and
his patrons in 16th Century Italy.
Prerequisite: ARTH 001 or 002.
Not offered 1999-2000. Kitao.

ARTH 055. Rembrandt and His Times
(See description for ARTH 155.)
1 credit.
Not offered 1999-2000. Kitao.

ARTH 061. Everyday Things
Historical and cross-cultural study of artifacts
in our everyday visual and physical environ­
ment, from paper clips and nails to furniture
and appliances, as well as machines and appar­
el items—how they are conceived, made, seen,
used, and interpreted; design theory and semi­
otics, handicraft and manufacture; standardiza­
tion; marketing, packaging, and advertising.
Sophomore and above.
No prerequisite.
1 credit.
Not offered 1999-2000. Kitao.

ARTH 062. Streets and Passages
Historical and cross-cultural study of architec­
tural and urban spaces in the light of semiotics
and design theory. How spaces and their com­
ponents are conceived, constructed, experi­
enced, used, and interpreted.
No prerequisite. Sophomore and above.
1 credit.
Not offered 1999-2000. Kitao.

ARTH 064. Philadelphia and American
Architecture
American architecture, especially in Philadel­
phia, with European parallels: Palladianism,
historic revivals and Victorian architecture,
the Anglo-American house, the skyscraper,
A rt Nouveau, A rt Deco, the International
Style, Kahn and Venturi, and Postmodernism.
Lectures and four guided tours; papers.
Prerequisite: ARTH 001 and/or ARTH 061 or
062.
1 credit.
Fall 1999. Kitao.

ARTH 074. History of Photography
A look back at photography’s existence from
the medium’s emergence in the early 19th cen­
tury up to the present moment. We will exam­
ine the variety of photographic technologies,
photography’s key practitioners, and signifi­
cant texts discussing the nature of the medium
and its potential applications. Although the
role that photography has assumed in society
will be a fundamental concern, the emphasis of
the course will center on photography’s contri­
bution to the arts and visual culture.
No prerequisite.
1 credit.
Spring 2000. Holloway.

ARTH 075. Special Studies in Cinema
Study of selected films in wide-ranging genre
but with a special focus, encompassing semi­
otics and other critical theories and problems.
Prerequisite: ARTH 001 and/or ARTH 009.
1 credit.
Offered occasionally. Kitao.

ARTH 086. Architectural Theory
Special study on traditional and contemporary
architectural thoughts: classicism, functional­
ism, systems design, semiotics, structure and
decoration, and other topics.
Prerequisite: ARTH 061 or 064 and instructor’s
approval.
1 credit.
Offered occasionally. Kitao.

ARTH 096. Directed Reading
1 credit.
Staff.

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Art

ARTH 098. Senior Workshop: Art History
This capstone colloquium for art history majors
will explore various approaches to historical
interpretation of the visual arts. A ttention will
be given to art historiography—both theory
and. practice—through the critical reading of
some important recent texts which propose
and/or challenge novel interpretive strategies
from a variety of perspectives. As a part of the
course, students will write the senior essay
which constitutes the comprehensive require­
ment for the art history major.
(Students who are not art history majors but
have taken ARTH 001 and three other credits
in art history will be admitted to this course
with the permission of the instructor.)
1 credit.
Spring 2000 and 2001. Cothren.

ARTH 180. Thesis
A 2-credit thesis normally carried out in the
Fall of the Senior Year. The topic must be sub­
mitted and approved by the instructor-incharge before the end of the junior year.
1 credit.
Staff.

SEMINARS
Unless otherwise noted the prerequisite for all
seminars is two courses in ARTH including
ARTH 001.

ARTH 132. Arts of the Buddhist Temple in
Japan
See description for ARTH 032.
2 credits.
Offered occasionally. Graybill.

ARTH 135. Eighteenth-Century Japanese
Painting and Its Contexts
A n exploration of intersections between the
visual arts and the political, social, and intel­
lectual history of 18th-century Japan.
2 credits.
Offered occasionally. Graybill.

ARTH 136. Japanese Popular Culture of
the Edo Period: Sex, Lies, and Mass
Marketing
A study of the performance and commodifica­

90

tion of gender and class in the literature, illus­
trated books and prints, kabuki theatre, and
prostitution quarters of 17th- and 18th-century
Japan.
2 credits.
Offered occasionally. Graybill.

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

ARTH 145. Gothic Art and Architecture
The formation of “The Gothic” around 1140
and its development and codification in the
Ile-de-France to the middle of the 13th centu­
ry; monasteries, cathedrals, and chapels; neo­
platonism and the new aesthetic; “court style”
and political ideology; structural technology
and stylistic change; patronage and produc­
tion; contextualizing liturgy and visualizing
dogma.
2 credits.
Spring 2000. Cothren.

ARTH 153. Michelangelo and His Times
See description for ARTH 053.
2 credits.
Not offered 1999-2000. Kitao.

ARTH 155. Rembrandt and His Times
Rembrandt, Dutch Painting, and the nature of
picture making: Protestantism and mercantile
milieu, portraiture and self-portraiture, the
genre, optics and painting, the print as medi­
um; and theatricality, narrative and realism.
2 credits.
Fall 1999. Kitao.

ARTH 164. Modem Art
The critical debate addressing artists such as
Courbet, Manet, Degas, Gauguin, Cezanne,
Picasso, and Pollock and the issue of
“Modernism” in 19th- and 20th-century paint­
ing.
2 credits.
Fall 1999 and 2000. Hungerford.

Studio Arts
STUA 001. Foundation
A theoretical and practical exploration of the
elements of visual thinking. Through weekly
assignments, primarily in drawing, attention
will be given to the following elements of pic­
torial and spacial design: value, color, perspec­
tive, proportion, figure/ ground and volume/
mass. (This course is a prerequisite for all other
courses in studio art.)
1 credit.
Each semester. Staff.

STUA 003. Drawing
Work in various media directed toward a clear­
er perception of space, light and form. A course
for all levels of ability. Weekly outside drawing
problems and a final project.
I credit.
Not offered 1999-2000. Reisman.

STUA 004. Multimedium Sculpture
This course will cover a large range of tradi­
tional and contemporary sculptural concepts
and techniques. Emphasis will be placed on the
creation of singular sculptures integrating sev­
eral different mediums. These techniques will
include d ay modeling, woodworking, and
stone carving.
1 credit.
Spring 2000. Meunier.

STUA 005. Ceramics
A wide spectrum of approaches to clay for
functional as well as sculptural expression.
Students are encouraged to work towards
developing their own vocabulary of design and
form within a series of class projects while
acquiring a fundamental understanding of
processes, contemporary developments and
traditions. Open to beginning, intermediate,
and advanced students.
1 credit.
Spring 2000. Carpenter.

STUA 006. Photography
Introduction to the technical processes and
visual and theoretical concepts of photography,
both as a unique medium and as it relates to
other forms of non-photographic composition.
Prerequisite: STUA 001, even for seniors.

1 credit.
Fall 1999. Meunier.

STUA 008. Oil Painting
Investigation in oil paint of pictorial structure
and of the complex nature of color—how it
can define surface, space, light, temperature
and mood.
1 credit.
Fall 1999. Exon.

STUA 009. Lite Modeling
This course will cover the principles and prac­
tice of life modeling through the study of the
human form. Working in clay, we will explore
a range of sculptural approaches, from the tra­
ditional study of anatomy, to the more con­
temporary use of the body form as abstraction.
1 credit.
Fall 1999. Meunier.

STUA 010. Life Drawing
Work in various media directed toward a clear­
er perception of the human form. The class is
centered on drawing from the model, and with­
in this context. The elements of gesture, line,
structure, and light are isolated for the purpose
of study.
1 credit.
Spring 2000. Exon.

STUA 0 11. Watercolor
A complete exploration of water soluble media
with an emphasis on transparent, gum arabic
based watercolor. Other materials and tech­
niques will include: ink wash, gouache, silk
colors, collage, hand-made papers, matting,
and pen-making using reeds and quills. When
in the studio the class will work from the figure
and still life. The central motif, however, will
be painting the landscape. Whenever possible
we shall work outdoors. There will be occa­
sional field trips to locales other than the
campus.
1 credit.
Not offered 1999-2000. Exon.

STUA 015. The Potter’s Wheel
This class provides experience on the potter’s
wheel through intensive practice, demonstra­
tions and slide lectures. Students gain profi­
ciency as well as insights into the traditional
and contemporary application of the art of the

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Art

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

STUA 019. Works on Paper
Investigations into printmaking and other
materials that use paper as a support. Emphasis
will be placed on chawing concepts. In addition
to class assignments, students will be encour­
aged to work on independent projects.
1 credit.
Fall semester. Reisman.

STUA 020. Advanced Studies
020A. Ceramics
020B. Drawing
020C. Painting
020D. Photography
020E. Sculpture
020F. Printmaking
These courses are designed to usher the inter­
mediate and advanced student into a more
independent, intensive study in one or more of
the fields listed above. A discussion of formal
issues generated at previous levels will contin­
ue,, with greater critical analysis brought to
beár on stylistic and thematic direction. Each
student will enroll under the guidance of a pro­
fessor in the chosen medium, to whom a writ­
ten statement of purpose must be submitted at
the time of pre-registration. In addition to
individual conferences, a colloquium meeting
may be scheduled every two or three weeks.
During these gatherings the entire studio facul­
ty, (and occasional visiting artists), all ad­
vanced study students, and art majors will cri­
tique and share issues of artistic intent.
Note: Although this course is for full credit, a
student may petition the studio faculty for a 0.5
credit semester.
Prerequisite: Foundation and at least one pre­
vious course in the chosen medium.
1 credit.
Each semester. Staff.

STUA 021. African Pot
Traditional forms in a wide range of African
pottery making will serve as models for this stu­
dio course in beginning ceramics. Students will
learn coil building and surface treatments
reflective of African stylistic and formal influ­

92

ences. Through exploration of technical,
iconographie and aesthetic considerations, stu­
dents will gain insight into the range of visual
languages represented in this art form. Guest
artists will present lectures and demonstra­
tions.
1 credit.
Fall 1999. Carpenter.

STUA 025. Advanced Studies II
Continuation of STUA 020 on a more ad­
vanced level.
Prerequisite: STUA 020.
1 credit.
Each semester. Staff.

STUA 030. Senior Workshop
A course designed to strengthen critical, theo­
retical, and practical skills on an advanced
level. Critiques by the resident faculty and vis­
iting artists, as well as group critiques with all
members of the workshop, will guide and assess
the development of the students’ individual
directed practice in a chosen field. Assigned
readings and scheduled discussions will initiate
the writing of the thesis for the senior exhibi­
tion. (This course is required of senior art
majors.)
1 credit.
Fall 1999. Carpenter.

STUA 040. Senior Advanced Study
During the spring semester of the senior art
major, students will write their senior artist
statement and mount an exhibition in the Vera
List Gallery of the Performing Arts Center.
The artist statement is a discussion of the
development of the work to be exhibited. The
exhibition represents the comprehensive
examination for the studio art major. Students
may choose advanced study credit for work
completed for the comprehensive. Gallery
exhibitions are reserved for studio art majors
who have passed the senior workshop and ful­
filled all requirements including the writing of
the senior art major statement.
1 credit.
Spring 2000 and 2001. Staff.

Asian Studies

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

Praveen Chaudhry (Political Science)5,6
Maris Gillette (Sociology/Anthropology)s
Bruce Grant (Sociology/Anthropology) *
Maribeth Graybill (Art History)2
Steven Hopkins (Religion)
Haili Kong (Modem Languages and Literatures, Chinese)
Gerald Levinson (Music)
Lillian Li (History)
Jeanne Marecek (Psychology)2*
Steven Piker (Sociology/Anthropology)*
Donald Swearer (Religion)
Larry Westphal (Economics)
Tyrene White (Political Science)
Thomas Whitman (Music)
Jen Gifford (Administrative Assistant)

2 Absent on leave, spring 2000.
* Affiliated faculty (do not teach courses on
5 Fall 1999 (appointment that semester only).
Asia but available for independent
6 Spring 2000 (appointment that semester only), study projects).

Asian Studies is an interdisciplinary program
that aims to introduce students to the immea­
surably vast range of human experience, both
historical and contemporary, on the Asian
continent, from South Asia, to peninsular and
insular Southeast Asia, to East Asia. Courses
on Asia are offered by the Asian Studies
Program and in the Departments of Art,
Economics, History, Modem Languages and
Literatures (Chinese), Music and Dance,
Political Science, Religion, Sociology/Anthro­
pology, and Theatre Studies. Asian Studies
majors construct individualized programs of
study, with a focus on a comparative theme or
on a particular country or region. (Examples of
comparative themes include classical traditions
in Asian literature and art, Buddhist studies,
Asian nationalisms and the emergence of
nation-states, or the political economy of
Asian development—to name only a few of
the possibilities.) In all cases, however, the
core of the major lies in exposure to multiple
regions, for cross-cultural comparisons, and
multiple disciplines.
Students interested in Asian Studies are urged
to meet with the coordinator well in advance

of preparing a sophomore paper, to discuss how
to plan an individualized program with intel­
lectual coherence and rigor. Advance planning
is especially critical for students contemplating
the Honors Program and to integrate study
abroad into the major.
Language Study and Study Abroad
Although not required, majors are strongly
encouraged to consider the study of an Asian
language and a period of study abroad in Asia.
A t Swarthmore, we presently offer only
Chinese, but it is possible to study Japanese at
Haverford, and many other Asian languages
can be studied at UPenn during the regular
academic year, in summer language programs,
or abroad. (Experience has shown, however,
that off-campus language courses can create
insurmountable scheduling difficulties; for that
reason, most students elect the summer or
study abroad option.) For languages offered at
Swarthmore (Chinese), courses above the firstyear level count toward the major. For Asian
languages not offered at Swarthmore, courses
at the entry level may be approved if at least
the equivalent of 1.5 credits is successfully
completed in a program approved by the Asian

93

Asian Studies

Studies faculty.
The Asian Studies faculty can recommend aca­
demically rigorous programs in several Asian
countries, often tailored to a student’s particu­
lar interest. Study abroad is the ideal arena for
intensive language study; and nonlanguage
courses taken abroad may also be applied
toward the major, if credit has been granted by
the College, subject to the approval of the
Asian Studies Committee. However, normally
at least half of the credits toward a student's Asian
Studies major should be taken at Swarthmore.
The Alice L. Crossley Prize in Asian Studies:
See p. 77.

REQUIREMENTS
The Asian Studies major inherently makes
greater demands than a departmental major,
for the final responsibility falls on each student
to make connections between courses that dif­
fer widely in content and method. W hen con­
sidering applicants to the major, therefore, the
Asian Studies Committee looks for evidence of
intellectual flexibility and independence as
well as the demonstrated ability to do work at
the B - level or above in at least two Asia-relat­
ed courses, in different departments.
The Asian Studies Course Major
The major in Asian Studies consists of a mini­
mum of 9 credits, with requirements and distri­
bution as follows:
1. Geographic Breadth: Coursework must be
completed concerning more than one of
the regions of Asia (South, Southeast, and
East Asia). This can be accomplished by
taking at least two courses that are panAsian or comparative in scope; or by taking
at least one full course on a country other
than that of the principal focus in an indi­
vidual student’s program.
2. Disciplinary Breadth: Classes must be taken
in at least three different departments.
3. Foundations: For a broad background in
Asian Studies, 2 credits must be taken from
the following range of introductory courses:
Comparative Studies
ARTH 003 (Asian Art)
MUSI 008 (Music of Asia)
RELG 008 (Patterns of Asian Religions)

94

RELG 009 (The Buddhist Tradition)
SO AN 041 (Comparative Studies of
China and Japan)
Focused on a Single Country or Region
CHIN 016/LITR 016CH (Substance,
Shadow, and Spirit in Chinese Literature
& Culture)
CHIN 018/LITR 018CH (Classical
Tradition in Chinese Literature)
HIST 009A (Chinese Civilization)
ARTH 031/HIST 010 (Traditional Japan)
RELG 012 and 013 (History, Religion,
and Culture of India, I and II)
4. Intermediate and Advanced Work: A mini­
mum of 6 credits of work must be complet­
ed at the intermediate or advanced level in
at least two departments. This may include
the study of an Asian language, to a maxi­
mum of four credits.
5. A 1- or 2- credit senior thesis in the stu­
dent’s area of specialization, followed by an
oral exam. The thesis is not required for
Honors majors, but they may write a 2credit thesis for one of their exams. Students
must enroll for the thesis no later than fall
semester of the senior year.
The Asian Studies Honors Major
The Honors major in Asian Studies consists of
a minimum of 10 credits (two foundation
courses plus four preparations). To be admitted
to the honors major, students should have
completed at least two Asia-related courses, in
different departments, at the level of B+ or
above.'
1. Geographic and disciplinary breadth
requirements are the same as those for the
course major.
2. Because Asian Studies is an interdiscipli­
nary major, all four fields presented for exter­
nal examination must be Asian Studies subjects. The student has the option of omit­
ting a minor field designation. A lter­
natively, one of the four fields can be desig­
nated as a minor, in which case the student
must fulfill all the requirements of that
department or program for an Honors
minor.
3. Honors preparations must represent at least
two different disciplines. Careful advance
planning is essential to make certain that

the prerequisites and requirements estab­
lished by separate departments and pro­
grams have been met.
4. Honors preparations in Asian Studies may
consist of 2-credit seminars, designated
pairs of courses, 1-credit attachments to
designated one-credit courses, a 1-credit
thesis in conjunction with a 1-credit
course, or a 2-credit thesis. We especially
encourage students to consider a course and
a 1-credit thesis combination, when the
combination would allow for an interdisci­
plinary perspective on a particular issue or
theme. W ith the advance approval of the
Asian Studies committee, course work or
research done in study abroad may be
incorporated into the preparation.
5. Senior Honors Study (SHS) for majors,
normally done in the spring semester of the
senior year, will follow the norms estab­
lished by the department in which the
honors preparation is done. No course
credit will be given for SHS for majors.
SHS materials may be examined in regular
written exams; they must be examined in
oral exams.
The Asian Studies Honors Minor
An Honors minor in Asian Studies consists of
a minimum of 5 credits, in at least two depart­
ments. To, be admitted to the Honors minor,
students should have completed at least two
Asia-related courses, in different departments,
at the level of B+ or above.
1. Normally at least one of the five courses
should come from the list of “foundation
courses” (see above). Work from study
abroad may be counted, if credit has been
granted by the College, with the approval
of the Asian Studies faculty.
2. There are two “tracks” within the Minor:
a. Comparative Asian Cultures: The selec­
tion of courses and honors preparation
should allow a comparative perspective
on the traditional or modem cultures of
Asia. Individual programs should be
worked out in close consultation with
the Asian Studies chair. (Language
study does not count toward this track.)
b. Focus on a Single Country or Region: All
courses in the program should focus on
the same region or country. Up to two
credits of language study may be

counted. (Language courses taken on
study abroad programs are particularly
suited for this track.)
3. A n Honors minor in Asian Studies will
submit one preparation, normally a 2-cred­
it seminar, for examination. A n encouraged
alternative is a course and a 1-credit thesis,
especially when the combination would
allow for an interdisciplinary perspective
on a particular issue or theme.
4. SHS for minors, normally done in the
spring semester of the senior year, will fol­
low the norms established by the depart­
ment in which the Honors preparation is
done. No course credit will be given for
SHS for minors. SHS materials may be
examined in regular written exams; they
must be examined in oral exams.

COURSES
(See descriptions under individual departments
to determine offerings for each semester.)

Art (Art History)
ARTH 003.
ARTH 031.
ARTH 032.

Asian Art
Traditional Japan
Arts of the Buddhist Temple in
Japan
ARTH 034- Japanese Painting and Prints,
1550-1850
ARTH 037. Approaches to Tibet
ARTH 038. Ritual and Image in Buddhist
Traditions
ARTH 038A. Seminar Attachment to
ARTH 038 for Honors
Preparation
ARTH 038B. Buddhist Art: Icon, Narrative,
and Sacred Space
ARTH 039. Meiji Japan (1868-1912):
Ideology and Representation
ARTH 132. Arts of the Buddhist Temple in
Japan
ARTH 135. Eighteenth-Century Japanese
Painting and Its Contexts
ARTH 136. Japanese Popular Culture of..,
the Edo Period: Sex, Lies, and
Mass Marketing

95

Asian Studies

ASIAN STUDIES

CHIN 025.

ASIA 041. Approaches to Tibet

CHIN 027.

(Cross-listed as ARTH 037 and RELG 044)
A n approach to Tibet from multiple disci­
plines, viewpoints, and historical time frames
in a reading/research seminar. Main themes
include Tibet’s historical and modem rela­
tions with India and China, and Tibetan
Buddhism and its visual culture. The course
will coincide with an exhibition on campus
of Tibetan Buddhist art.
Prerequisite: Sophomore standing or above.
1 credit.
Fall 1999. Graybill.

ASIA 096. Thesis

CHIN 033.
CHIN 055.
CHIN 056.
CHIN 063.
CHIN 066.
CHIN 081.

1 credit.
Fall 1999 and 2000. Staff.

CHIN 091.

ASIA 098. Directed Reading

CHIN 093.
CHIN 104.

0.5-1 credit
Each semester. Staff.

ASIA 180. Thesis
2 credits.
Fall 1999 and 2000. Staff.

Chinese Language and Literature
CHIN 003B. Second-year Mandarin
Chinese (first semester)
CHIN 004B. Second-year Mandarin
Chinese (second semester)
Third-year Chinese
CHIN 011.
CHIN 011 A. Third-year Chinese
Conversation
Advanced Chinese
CHIN 012.
CHIN 012A. Advanced Chinese
Conversation
Substance, Shadow, and
CHIN 016.
Spirit in Chinese Literature
and Culture
Legacy of Chinese Narrative
CHIN 017.
Literature: The Story in
Dynastic China
The Classical Tradition in
CHIN 018.
Chinese Literature
Readings in Modem Chinese
CHIN 020.
Topics in Modem Chinese
CHIN 021.
Modern Chinese Literature
CHIN 023.

96

CHIN 105.

Contemporary Chinese
Fiction
Women Writers in 20thCentury China
Introduction to Classical
Chinese
Contemporary Chinese
Cinema
History of Chinese Cinema
(1905-1995)
Comparative Perspectives:
China in the Ancient World
Chinese Poetry
Transcending the Mundane:
Taoism in Chinese Literature
and Culture
Special Topics in Chinese
Literature and Culture in
Translation
Directed Reading
Lu Xun and Modem Chinese
Literature
Topics in Traditional Chinese
Literature

Ecunomics
ECON 081.
ECON 083.
ECON 181.

Economic Development*
Asian Economies
Economic Development*

History
HIST 001G. Women, Family, and the
State in China
HIST 009A. Chinese Civilization
HIST 009B. Modem China
Traditional Japan
HIST 010.
Modem Japan
HIST 075.
Orientalism East and West
HIST 077.
Beijing and Shanghai: Tale of
HIST 078.
Two Cities
Modem China
HIST 144.

Linguistics
LING 033.

Introduction to Classical
Chinese

Literature
LITR 016CH. Substance, Shadow, and
Spirit in Chinese Literature
and Culture

LITR 017CH. Legacy of Chinese Narrative
Literature: The Story in
Dynastic China
LITR 018CH. The Classical Tradition in
Chinese Literature
LITR 023CH. Modem Chinese Literature
LITR 025CH. Contemporary Chinese Fiction
LITR 027CH. Women Writers in 20th
Century China
LITR 055CH. Contemporary Chinese
Cinema
LITR 066CH. Chinese Poetry
LITR 08ICH. Transcending the Mundane:
Taoism in Chinese Literature
and Culture

Music and Dance
DANC 021.
MUSI 008.
MUSI 049.

History of Asian and African
Dance*
The Music of Asia
Balinese Gamelan

RELG 031B. Religion and Literature: From
the Song of Songs to the
Hindu Saints*
RELG 044.
Approaches to Tibet
RELG 104.
Buddhism and Society in
Southeast Asia
RELG 108.
Poets, Saints, and Storytellers:
Religious Literatures of India
RELG 110.
Religious Belief and Moral
A ction'
RELG 113.
From Buddha’s Relics to the
Body of God: Hindu and
Buddhist Devotion

Sociology and Anthropology
SOAN 002.
SOAN 041.
SOAN 093.
SOAN 102.

Nations and Nationalisms*
Comparative Study of China
and Japan
Southeast Asia: Culture and
History, Independent Study
History and Myth^

Political Science

Theatre Studies

POLS 009.

THEA 015.

POLS 055.
POLS 062.
POLS 064.
POLS 067.
POLS 108.

State & Society in South &
Southeast Asia
China and the World
Political Economy of the
North-South Conflict*
American-East Asian
Relations*
International Relations of
South Asia
Comparative Politics: Greater
China

Religion

Directing ¡/Performance
Theory*

* Cognate course: Counts toward Asian Studies
if all papets/projects are focused on Asian
topics. No more than 2 may be applied to the
course or honors major; no more than 1 cred­
it may be applied to the honors minor.
^ Cognate seminar: No more than 1 credit may
be applied toward the Honors major; does
not count toward Honors minor.

RELG 008.
RELG 009.

Patterns of Asian Religions
The Buddhist Traditions of
Asia
RELG 012.
History, Religion, and Culture
of India, I
RELG 013.
History, Religion, and Culture
of India, II
RELG 026B. Buddhist Social Ethics
RELG 027B. Asian Religions in America*
RELG 028.
Ritual and Image in Buddhist
Traditions
RELG 030B. The Power of Images: Icons
and Iconoclasts*

97

Biology
scon F.GILBERT, Professor5

MARK JACOBS, Professor and Chair
JOHN B. JENKINS, Professor5
RACHEL A . M ERZ, Professor
TIMOTHY C. WILLIAMS, Professor
KATHLEEN SIWICKI, Associate Professor
AMY C. VOLLMER, Associate Professor
SARA HIEBERT, Assistant Professor
ROGER LATHAM, Assistant Professor5
COUN PURRINGTON, Assistant Professor
ELIZABETH A . VALLEN, Assistant Professor1
ERIC WIENER, Visiting Assistant Professor
DARLENE BRAMUCCI, Laboratory Instructor/Academic Coordinator
SHANE MURRAY, Laboratory Instructor
JOGELYNE MATTEI-NOVERAL, Laboratory Instructor
ANNE SEITZ TOKAZEWSKI, Laboratory Instructor
THOMAS VALENTE, Laboratory Instructor
MARIA MUSIKA, Administrative Assistant12

1 Absent on leave, fall 1999.
2 Absent on leave, spring 2000.

3 Absent on leave, 1999-2000.

Students are introduced to biology by enrolling
in BIOL 001 and BIOL 002 which serve as pre­
requisites for all intermediate and advanced
biology courses. Intermediate courses are num­
bered 010-050; courses numbered beyond 100
are advanced and may be used to prepare for
the Honors Program. Advanced Placement 5 is
accepted for placement in some intermediate
courses. See individual instructors for permis­
sion.

ematics (not STAT 001 or MATH 003) or the
completion of Calculus II (MATH 06A and
06B, or 06C). One semester of statistics (STAT
002 or 002C) is strongly recommended.
Students majoring in Biology must take at least
one course or seminar in each of the following
three groups: I. Cell and Molecular Biology; II.
Organismal Biology; and III. Population
Biology. Course majors must take at least one
advanced course or seminar in Biology and sat­
isfy the general college requirement of a com­
prehensive experience and examination in
biology by participation in BIOL 097, Senior
Comprehensive Exam.
Special majors in biochemistry, psychobiology,
bioanthropology, biostatistics, and environ­
mental science are also offered. Students wish­
ing to obtain secondary teacher certification in
biology must successfully complete a major in
biology which should include at least one
course in plant science, in evolution, and in
physics.

REQUIREMENTS AND RECOMMENDATIONS
Students electing to major in Biology must
have a grade point average of C in BIOL 001
and-002 (or in the first two Swarthmore biolo­
gy courses), and a C average in all Swarthmore
College courses in the natural sciences. The
biology major must include the following sup­
porting subjects in addition to the minimum of
eight biology credits composing either the
Honors or the course major: Introductory
Chemistry, at least one semester of Organic
Chemistry, and two semesters of college math­

HONORS PROGRAM

gy, and evolution of whole organisms and pop­
ulations.
One laboratory per week.
Primary distribution course. 1 credit.
Spring 2000. Staff.

Admission to the Honors Program either as a
major or a minor is based on academic record
(average of B or better in Swarthmore College
courses in the natural sciences) and comple­
tion of prerequisites for the courses or seminars
used in preparation for Honors exams.
Qualified students will prepare for two external
exams from the following areas: Animal
Orientation, Animal Physiology, Behavioral
Ecology, Biomechanics, Cell Biology, Devel­
opmental Genetics, Human Genetics, Micro­
biology, Neurobiology, Plant Physiology, and
Plant Ecology. Students in Honors also will
undertake a substantial research project (BIOL
180) and participate in Senior Honors Study
(BIOL 199). These efforts will be evaluated by
external examiners who will determine the
level of honorific and grades for BIOL 180 and
199.

The topics of this course focus on the history
and sociology of genetics, development, and
evolution; science and theology; and feminist
critiques of biological sciences.
Prerequisites: BIOL 001 and 002.
1 credit.
Not offered 1999-2000. Gilbert.

Biology course numbers reflect study at differ­
ent levels of organization—General Studies
(001-009), Intermediate courses in Cellular
and Molecular Biology (010-019), Organismal
Biology (020-029), Population Biology (030039), Seminars in Cellular and Molecular
Biology (110-119), Seminars in Organismal
Biology (120-129) and Seminars in Population
Biology (130-139).

A n introduction to genetic analysis and mole­
cular genetics. The course explores basic prin­
ciples of genetics, the chromosome theory of
inheritance, classical and molecular strategies
for gene mapping, strategies for identifying and
isolating genes, the genetics of bacteria and
viruses, replication, gene expression, and the
regulation of gene activity. Major concepts will
be illustrated using human and non-human
examples.
One laboratory period per week.
Prerequisite: BIOL 001.
1 credit.
Spring 2000. Staff.

COURSES
GENERAL STUDIES
BIOL 001. Cellular and Molecular Biology
An introduction to the study of living systems
illustrated by examples drawn from cell biolo­
gy, biochemistry, genetics, microbiology, neu­
robiology, and developmental biology.
One laboratory period per week.
Primary distribution course. 1 credit.
Fall 1999. Staff.

BIOL 002. Organismal and Population
Biology
Introduction to the study of organisms empha­
sizing morphology, physiology, behavior, ecolo­

BIOL 006. History and Critique of Biology

GROUP I
CELLULAR AND MOLECULAR BIOLOGY
(010-019)
BIOL 010. Genetics

BIOL 014. Cell Biology
A study of the ultrastructure, molecular inter­
actions and function of cell components.
One laboratory period per week.
Prerequisites: BIOL 001 and CHEM 022.
1 credit.
Spring 2000. Vallen.

BIOL 016. Microbiology
Biology of microorganisms with an emphasis
on aspects unique to prokaryotes. Topics
include microbial cell structure, metabolism,
physiology, genetics, and ecology. Laboratory
exercises include techniques for detecting, iso­
lating, cultivating, quantifying, and identifying
bacteria. Students may not take both BIOL
016 and 017 for credit.

99

Biology

One laboratory period per week.
Prerequisites: BIOL 001 and CHEM 022.
1 cred it.

Spring 2000. Vollmer.

BIOL 0 17. Microbial Pathogenesis and
the Immune Response
A study of infectious agents and of the humoral
and cellular mechanisms by which vertebrates
respond to agents. Students may not take both
BIOL 016 and 017 for credit.
O ne laboratory period per week.
Prerequisites: BIOL 001 and 002; CHEM 022
recommended.
1 credit.
Not offered 1999-2000. Vollmer.

GROUP II
0RGANISMAL BIOLOGY (020-029)
BIOL 020. Animal Physiology
A n examination of the principles and mecha­
nisms of animal physiology ranging from the
subcellular to the integrated whole animal.
Possible topics include metabolism, thermoreg­
ulation, endocrine regulation, digestion, car­
diovascular physiology, respiration, osmoregu­
lation, and muscle.
Prerequisites: BIOL 001, BIOL 002, CHEM
010 recommended.
Primary distribution course.
1 credit.
Fall 1999. Hiebert.

BIOL 022. Neurobiolngy
A study of the basic principles of neuroscience,
with emphasis on the electrical and chemical
signalling properties of neurons and their un­
derlying cellular and molecular mechanisms, as
well as the functional organization of selected
neural systems.
One laboratory period per week.
Prerequisite: BIOL 001, CHEM 010.
1 crédit.
Fall 1999. Siwicki.

BIOL 024. Embryology
This analysis of animal development will com­
bine descriptive, experimental, and evolution­
ary approaches. Laboratories will involve dis­
section and manipulation of invertebrate and

100

vertebrate embryos.
One laboratory period per week.
Prerequisites: BIOL 001 and 002.
1 credit.
Not offered 1999-2000. Gilbert.

BIOL 026. Invertebrate Zoology
Evolution, morphology, ecology, and physiol­
ogy of invertebrate animals.
O ne laboratory period per week; some all-day
field trips.
Prerequisites: BIOL 001 and 002.
1 credit.
Fall 1999. Men.

BIOL 028. Plant Physiology
A study of the principle physiological processes
of higher plants, including photosynthesis, gas
exchange, water and nutrients transport, inter­
nal metabolism, plant hormone action, and
environmental responses.
One laboratory period per week.
Prerequisites: BIOL 001,002, CHEM 022
recommended.
1 credit.
Spring 2000. Jacobs.

GROUP III
POPULATION BIOLOGY (030-039)
BIOL 030. Animal Behavior
A n introduction to the biological study of ani­
mal behavior. Topics include Primate social
systems, behavioral ecology, orientation and
migration. Laboratory emphasizes field tech­
niques.
One laboratory or field period per week.
Prerequisites: BIOL 002; STAT 002 or
equivalent recommended.
1 credit.
Not offered 1999-2000. Williams.

BIOL 032. Field Ornithology
The biology of birds in their natural habitats.
The course will emphasize the diversity of
birds, their ecology, evolution, adaptive physi­
ology and behavior. A t lease three Saturday or
Sunday field trips are required.
Prerequisites: BIOL 002 or consent of
instructor.
1 credit.

Fall 1999. Williams.

BIOL 032-A. Spring Ornithology
A field course in bird songs, identification,
and behavior.
Prerequisite: BIOL 032.
0.5 credit.
Spring 2000. Williams.

BIOL 034. Evolution
This course focuses on how the genetic struc­
ture of a population changes in response to
mutation, natural selection, and genetic
drift. Other topics, such as evolutionary rates,
speciation, and extinction provide a broader
view of evolutionary processes.
One laboratory period or field trip per week,
with emphasis on evolutionary biology of
plants.
Prerequisites: BIOL 001 and 002; BIOL 010
recommended.
Fall 1999. Purrington.

BIOL 036. Ecology

Prerequisites: BIOL 001 and 002 and one
other Group III course.
1 credit.
Spring 2000. Merz.

BIOL 039. Marine Biology
Ecology of oceans and estuaries, including
discussions of physiological, and structural
and behavioral adaptations of marine organ­
isms.
One laboratory per week; several all-day field
trips.
Prerequisites: BIOL 001 and 002.
Fall 2000. Merz.

INDEPENDENT STUDIES
BIOL 093. Independent Study
A program of directed reading or laboratory
or field work in a designated area of biology.
0.5 or 1 credit.
Fall or spring semester. Staff.

The scientific study of the relationships that
determine the distribution and abundance of
organisms, with a focus on plants. Topics
include population dynamics, species inter­
actions, community ecology, and nutrient
cycles.
One laboratory period or field trip per week.
Prerequisites: BIOL 001 and 002.
1 credit.
Fall 1999. Wiener.

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

BIOL 037. Systematic Botany

SENIOR COMPREHENSIVE EXAMINATION

Principles and methods of plant systematics,
the study of plant diversity, approached
through the classification and identification
of the major families of vascular plants.
One laboratory period per week.
Prerequisites: BIOL 002 or consent of
instructor.
1 credit.
Not offered 1999-2000.

BIOL 038. Paleobiology
Introduction to the fossil record and the
techniques and theories used by paleontolo­
gists. Current issues in paleontology will also
be examined.
One laboratory period or field trip per week.

BIOL 094. Research Project
W ith the permission of the Department,
qualified students may pursue a research pro­
gram for course credit.
Fall or spring semester. Staff.

BIOL 180. Honors Research

095, 097, and 199 are not part of the 8credit minimum in Biology.

BIOL 095. Senior Project
W ith the permission of the department a stu­
dent may write a senior paper in Biology for
satisfaction of the requirement of a compre­
hensive examination for graduation.

BIOL 097. Senior Seminar
A consideration of a topic from the perspec­
tives of several biological subdisciplines.
Serves as the senior comprehensive and
exam, required of all Biology majors in
course.
Fall 1999. Staff.

101

Biology

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

tion to natural and experimental stressors
and their applications.
Independent laboratory projects.
Prerequisites: BIOL 016 or 017.
2 credits.
Fall 1999. Vollmer.

BIOL 120. Biological Rhythms
SEMINARS
BIOL 110 . Human Genetics
A seminar exploring the genetic analysis of
the human genome. Nonhum an model
systems will be examined along with human
systems.
Laboratory Project.
Prerequisites: BIOL 010 or consent of
instructor.
2 credits.
Not offered 1999-2000. Jenkins.

BIOL 1 1 1 . Developmental Genetics
Seminar students will be reading current lit­
erature on the molecular bases of differential
gene expression. Emphasis is on the forma­
tion of the embryonic axes of Drosophila and
vertebrates. The laboratory will attempt to
characterize the expression of newly isolated
genes.
Prerequisites: BIOL 010, 014, 024, or
consent of instructor.
One laboratory per week.
2 credits.
Not offered 1999-2000. Gilbert.

BIOL 1 14 . Regulation of Cell Division
A study of events of the cell cycle necessary
for cell division and the mechanisms of regu­
lation which function to control these
processes. The critical evaluation of original
research literature and the examination of
current issues in the field will be emphasized.
One laboratory per week.
Prerequisites: BIOL 014,015, or consent of
instructor.
2 credits.
Not offered 1999-2000. Vallen.

BIOL 116 . Microbial Processes and
Biotechnology
A study of microbial mechanisms of adapta­

102

A n examination of the properties of biologi­
cal clocks, including the molecular basis of
the clock, neural control, and the signifi­
cance of the rhythms they generate.
One seminar meeting each week and ongo­
ing independent projects.
Prerequisites: BIOL 001, 002, and one of the
following courses: BIOL 014,016,017, 020,
or 022.
Not offered 1999-2000. Hiebert.

BIOL 12 1. Physiological Ecology
Physiological basis for interactions between
animals and the environment, including
thermoregulation, seasonality, foraging,
reproduction, and energetics. Laboratory
exercises and independent projects.
Prerequisites: BIOL 001, 002, and 020 or
permission of instructor.
2 credits.
Spring 2000. Hiebert.

BIOL 122. Developmental Neurobiology
Seminars focussing on cellular and molecular
mechanisms of nervous system development
and plasticity.
Independent laboratory projects.
Prerequisites: BIOL022 or 111.
2 credits.
Not offered 1999-2000. Siwicki.

BIOL 123. Learning and Memory
Seminars focusing on the anatomy, physiolo­
gy and molecular biology of neural systems
underlying learning and memory.
Independent laboratory projects.
Prerequisites: BIOL 022 or permission of
instructor.
2 credits.
Spring 2000. Siwicki.

BIOL 126. Biomechanics
Basic principles of solid and fluid mechanics

will be explored as they apply to the mor­
phology, ecology, and evolution of plants and
animals.
Prerequisites: BIOL 001, 002, and one other
Group II or Group III Biology course.
2 credits.
Spring 2000. Merz.

BIOL 128. Control of Plant Development
A n examination of cellular, intercellular, and
environmental control mechanisms operat­
ing in plant growth and development.
Particular examples will be studied in depth,
with an emphasis upon critical evaluation of
original research literature.
One seminar meeting each week and contin­
uing laboratory projects.
Prerequisites: BIOL 001, 002, and one other
Biology course.
2 credits.
Fall 1999. Jacobs.

BIOL 130. Behavioral Ecology

Prerequisites: BIOL 002, 036, or equivalent.
2 credits.
Fall 1999. Wiener.

BIOL 13 7. Biodiversity
The ecology of patterns in species diversity
and their causes at global, regional and local
scales. Readings and presentations also
encompass problems in paleobiology, systematics, biogeography, geology, macroevolution,
extinction, and ethical, cultural and eco­
nomic issues pertaining to biodiversity and
its conservation. Attendance is required on
several all-day field trips (returning as late as
7 p.m.). Students form small research groups;
each group designs and implements an inde­
pendent field research project or a compo­
nent of a larger project conducted by more
than one group.
Prerequisites: BIOL 002 and BIOL 036 or
equivalent.
2 credits.
Not offered 1999-2000. Latham.

The study of the evolution of behavior as an
adaption to an environment. Topics include
bioeconomics, gender roles, mating systems,
cooperation and communication.
Prerequisites: BIOL 030 or 032 or 034 or 036.
Students with preparation outside biology
should seek permission of the instructor.
2 credits.
Spring 2000. Williams.

BIOL 134. Plant Defense
Seminars focusing on the selective pressures,
and consequent genetic changes, associated
with interactions of individuals from two or
more species.
One seminar meeting each week and contin­
uing, independent laboratory projects.
Prerequisites: BIOL 001 and 002, and BIOL
034; STAT 002 and BIOL 010
recommended.
2 credits.
Spring 2000. Purrington.

BIOL 135. Forest Ecology
Plant ecology within temperate and tropical
forests with a focus on trees. Implications for
the conservation, restoration, and manage­
ment of forest resources are examined.

103

Black Studies

Coordinator: SARAH WILLIE (Sociology/Anthropology)
Jen Gifford (Administrative Assistant)
Committee:

Timothy Burke (History)
Syd Carpenter (Art)
Yvonne Chireau (Religion)
Allison Dorsey (History)3
Charles James (English Literature)
Colin Leach (Psychology)3
Micheline Rice-Maximin (Modem Languages)
Peter Schmidt (English Literature)'

1 Absent on leave, fall 1999.

3

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

ticipating. The tutorial or seminar will normal­
ly be conducted in the spring term of the senior
year, and will culminate in a thesis adminis­
tered by the Black Studies Committee. It is
often possible to combine the Black Studies
thesis with the senior project for the major.
Students who apply their thesis credit to both
the major and the concentration must receive
advanced approval from the Black Studies
Committee and the major department in the
fall of the senior year.
The Honors Minor
All students participating in the Honors
Program are invited to add the minor in Black
Studies by defining a 2-credit preparation in
the concentration. Normally this preparation
will be based on two units of credit chosen
from the courses approved by the Black Studies
Program or it may take the form of a 2-credit
thesis written under Program supervision. All
minors must otherwise meet the requirements
of the concentration as noted earlier.
The Honors minor may pair Black Studies
courses together. Such course combinations
could include, say, HIST 008B and LING 037
or FREN 077 and ENGL 078 or ECON 082
and POLS 058. W ith respect to course combi­
nations, it should be noted that all Honors
work is normally done during the junior and
senior years. In the spring of the senior year,
the student will be examined with a written
and oral exam by an outside examiner.
The 2-credit Honors thesis option must clearly
fall within the topic of Black Studies and
include substantial work (at least 50 percent)

REQUIREMENTS
All candidates for the concentration in Black
Studies are expected to take BLST 015 and
BLST 091 plus three additional courses for a
total of five courses. Two of the three courses
must be outside the major and each be in sep­
arate departments. (Members of the class of
2000 and 2001 may substitute HIST 007,
RELG 010, or ENGL 057 for BLST 015.)
BLST 091, Special Topics in Black Studies,
may take the form of a tutorial (if there are
three or fewer students in any given class) or a
seminar (if there are four or more students),
with all senior concentrators and minors par­

104

Absent on leave, 1999-2000.

outside of the student’s major discipline. The
proposal for either the 2-credit Honors thesis
or the Honors course combination must be
approved by the Black Studies Committee in
the fall of the senior year. In the case of the
thesis, a Black Studies Committee faculty advi­
sor will be appointed to work with the student.
In the spring of the senior year, the student’s
Honors thesis will be examined with a written
and oral exam by an outside examiner. (An
Honors thesis may include a video or audio
tape of a creative performance activity in
dance or music, or other approved creative
work.)
Courses in the Black Studies concentration are
listed below. Courses of independent study,
special attachments on subjects relevant to
Black Studies, and courses offered by visiting
faculty (those courses not regularly listed in the
CoUege Bulletin) may, at the discretion of the
Black Studies Committee, be included in the
Program. Students who wish to pursue these
possibilities should consult with the coordina­
tor of the Black Studies Committee.

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

ARTH 67. African-American Art
STUA 021. African Pot
Black Studies

BLST 015. Introduction to Black Studies
This course introduces students to the breadth
and depth of the discipline of Black Studies
using primary sources. It begins with an exam­
ination of current debates that define theory,
method, and goals in Black Studies; it exam­
ines the movement from the more object-cen­
tered Africana Studies to subject- and agenticoriented Black Studies that occurred in the
United States as a result of the civil rights and
anticolonialist movements in the United
States, Africa, the Caribbean, and Europe. The
course examines the challenges that were
levied against traditional academic disciplines
with the rise of antiracist scholarship. It briefly
examines the conversation between American,

Caribbean and African postcolonialists, and it
allows students to delve into some of Black
Studies most current and exciting scholarship
with a focus on the United States.
1 credit.

Spring 2000. Willie.

BLST 091. Special Topics in Black
Studies (Thesis)
Dance

BANC 009.
DANC 021.
Dance
DANC 043.
DANC 053.

Music and Dance of Africa
History of Asian and African
African Dance I
African Dance II

Economics

EC0N 0 71. Labor Economics
EC0N 073. Women & Minorities in the
Economy
EC0N 082. The Political Economy of
Africa
EC 0 N1 7 1 . Labor and Social Economics
EC 0 N 18 1. Economic Development
Education

EDUC 068. Urban Education
English Literature

ENGL 057. The African American Writer
ENGL 059. The Harlem Renaissance
ENGL 060. The Contemporary African
American Writer
ENGL 079. Fiction from the Black Atlantic
ENGL 12 1. The Harlem Renaissance and
the Jazz Age
French

FREN 012L. Introduction é l’analyse
littéraire
FREN 033. Le Monde francophone:
résistances et expressions littéraires
FREN 075F. Haïti, the French Antilles and
Guyane in Translation
FREN 076. Femmes écrivains

105

Black Studies

FREN 0 77. Prose francophone: littérature
et société
FREN 078. Théâtre d’écritures françaises
FREN 93. French Caribbean Literature in
Translation
FREN 110 . Ecritures françaises hors de
France: Fiction et réel

MUSI 061. Jazz Improvisation

History

Psychology

HIST 0011. First Year Seminar: African
American Women
HIST 007A. History of the African
American People, 1619-1865
HIST 0070. History of the African
American People, 1865-Present
HIST 008A. Africa in the Era of the Slave
Trade, 1500-1850
HIST 0088. Modern Africa, 1880 to
Present
HIST 053. Topics in African American
Women’s History
HIST 060. Cultural Constructions of
Africa: Images, Inventions, and
Ideologies
HIST 063. History of Southern Africa
HIST 067. Race in Latin America
HIST 069. Debates in African Studies
HIST 13 7. African American History
HIST 140. The Colonial Encounter in
Africa

PSYC 045. Psychology of Oppression and
Resistance

Linguistics

LING 037. Languages of Africa
LING 052. Historical and Comparative
Linguistics
Literature

LITR 070F. Caribbean and French
Civilization and Cultures
LITR 075F. Haiti, the French Antilles and
Guyane in Translation
Music

MUSI 003. Jazz History
MUSI 005. Music as Social History

106

Political Science

POLS 033. Race, Ethnicity and Public
Policy
POLS 058. African Politics
POLS 110 . Comparative Politics: Africa

Religion

RELG 010. African American Religion
RELG 0246. From Vodun to Voodoo:
African Religions in the Old and New
World
RELG 025B. Black Women and Religion
RELG 109. Afro-Atlantic Religions
Sociology and Anthropology

SOAN 015. Introduction to Race and
Ethnicity
SOAN 016. Sociology through African
American Women’s Writings
SOAN 030. Spirits in Exile: Afro-Latin
Religions in the Americas
SOAN 030A. Cuba and Puerto Rico: “ The
two wings of a single bird?”
SOAN 0 43 .20th Century Black Political
Thought
SOAN 050. Constitution of Knowledge

Chemistry

ROBERT F. PASTERNACK, Professor
JUDITH G. VOET, Professor and Acting Chair
ROBERT S. PALEY, Associate Professor and Chair5
THOMAS A . STEPHENSON, Professor
KATHLEEN P. HOWARD , Assistant Professor
AHAMINDRA JAIN, Visiting Assistant Professor
PAUL R. RABLEN, Assistant Professor
SHERYL A . HEMKIN, Visiting Assistant Professor
MICHAEL R. WEDLOCK, Visiting Assistant Professor
VIRGINIA M . INDIVERO, Lecturer
MARY E . ROTH, Lecturer and Director of Introductory Laboratories
DONNA T. PERRON E , Laboratory Instructor
CHARLOTTE VELOSKI, Laboratory Instructor
BRENDA L a WIDO, Laboratory Instructor
KAY McGINTY, Administrative Assistant

3

Absent on leave, 1999-2000.

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

REQUIREMENTS AND RECOMMENDATIONS
The normal route for entrance to the advanced
level program is to take CHEM 010 followed
by 022, 032, and 038. Students with an espe­
cially strong precollege background in chem­
istry are advised to begin with CHEM 010H.
Such students will normally be asked to take a
placement examination. Students seeking
Advanced Placement credit may also be
required to take this examination. Consult
with the Department Chair.
The minimum requirement for a major in
Chemistry is nine credits in the department.
These must include CHEM 010,022,032,034,
038, 045A/B, 046, 050 and one single-credit
seminar. Students should note the Mathe­
matics and Physics prerequisites for Inorganic
and Physical Chemistry. Those considering a
major in Chemistry are strongly urged to complete
MATH 005, 006A, 006B, 018 and PHYS 003,

004 (or 007, 008) by the end of the sophomore
year. In addition, all students must complete
CHEM 010, 022 and 034 before enrolling in a
Chemistry Department seminar. Students
should complete these requirements by the fall
semester of the junior year.
Those students planning professional work in
Chemistry should include in their programs a
fourth semester of mathematics and at least
two additional credits in chemistry. Accred­
itation by the American Chemical Society
(ACS) is useful for those who intend to pursue
a career in chemical industry and requires a
year of independent research through CHEM
094, 096, or 180. Further, proficiency in read­
ing scientific German, Russian, or French is an
asset to the practicing chemist.
Students desiring teacher certification in
chemistry must complete BIOL 001, 002 in
addition to the Chemistry major program. All
candidates for teacher certification are
required to assist in the instruction of the lab­
oratory of an introductory chemistry course on
one afternoon per week for two semesters.
Research opportunities with individual staff
members are available through CHEM 094,
096, and 180. Majors are encouraged to consult
the staff about current research problems under
investigation.

107

Chemistry

BIOCHEMISTRY SPECIAL MAJOR
In collaboration with the Department of
Biology, the Department of Chemistry also
offers a Special Major in Biochemistry (see dis­
cussion of Special Major, p. 63), which pro­
vides the student with the opportunity to gain
a strong background in chemistry with special
emphasis on the application of chemistry to
biochemical and molecular biological prob­
lems. The requirements include CHEM 022,
032, 034, 038, 045A/C, 046, 050 and 108.
Biochemistry majors must also complete either
(1) a biochemically related, sophomore-level
Biology course (with lab) and a biochemically
related advanced Biology seminar (with lab),
or (2) two biochemically related, sophomorelevel Biology courses (with labs). The term
“biochemically related” is defined here to
include all Biology Group I courses and other
courses that are deemed appropriate by consul­
tation among members of the Chemistry and
Biology Departments. Students should note
the Mathematics, Physics, Chemistry, and
Biology prerequisites for these courses. Those
considering a major in Biochemistry are
strongly urged to complete MATH 005, 006A,
006B, 018 and PHYS 003,004 (or 007,008) by
the end of the Sophomore year. In addition, all
students must complete CHEM 010, 022 and
034 before enrolling in a Chemistry Depart­
ment seminar. Students should complete these
requirements by the fall semester of the junior
year. Research opportunities are available in
both the Biology and Chemistry Departments.
Interested students should consult the chairs of
the two departments.

CHEMICAL PHYSICS SPECIAL MAJOR
In collaboration with the Physics and Astron­
omy Department, the Chemistry Department
also offers a special major in chemical physics
(see discussion of Special Major, p. 63), which
provides the student with the opportunity to
gain a strong background in the study of chem­
ical processes from a microscopic and molecu­
lar point of view. The special major combines
course work in chemistry and physics at the
introductory and intermediate levels, along
with advanced work in physical chemistry and
physics, for a total of between 10 and 12 cred­

108

its. Laboratory work at the advanced level in
either chemistry or physics is required; mathe­
matics courses in linear algebra and multivari­
able calculus are prerequisites to this work.
In preparation for a major in chemical physics,
students must complete by the end of the
sophomore year: (1) CHEM 010/010H and
022; (2) PHYS 006, 007, 008 (PHYS 003, 004
can substitute, but the 006, 007, 008 sequence
is strongly recommended); (3) further work
appropriate to the major in either chemistry
(CHEM 034, 045A/B and/or 046) or physics
(PHYS 014 and 050); (4) MATH 016 and 018:
A n example of a Major in Chemical Physics
follows: CHEM 022, 034, 045A/B, 046, 050,
104; PHYS 007, 008, 014, 050, 111, 113.

HONORS PROGRAM
Fields Available for Examination: The fields
offered by the Chemistry Department for
examination as part of the Honors program are
Topics in Modem Organic Chemistry; Topics
in Bioinorganic and Organometallic Chem­
istry; Chemical Dynamics; Theory and
Applications of Spectroscopy; Topics in
Biochemistry; and Biophysics. The department
will offer three of these preparations during
each academic year. In addition, a 2-credit
Research Thesis will be offered during each
academic year. All Honors majors in chemistry
will be required to include a research thesis as
one of their three fields of study.
Preparation for a research thesis within an
Honors program consists of enrollment in two
credits of CHEM 180 during the senior year.
Preparations for the other five fields consist of
completion of the relevant single-credit semi­
nar and associated prerequisites. For each of
the preparations, these prerequisites include
CHEM 010,022, and 034; MATH 005, 006A,
and 006B; PHYS 003 and 004. Individual
preparations carry additional requirements and
prerequisites, as noted below:
Topics in Modem Organic Chemistry: CHEM
032, 102 (seminar). Chemical Dynamics:
CHEM 045B, 104 (seminar); MATH 018.
Theory and Applications of Spectroscopy:
CHEM 045B, 105 (seminar); MATH 018.
Topics in Bioinorganic and Organometallic
Chemistry: CHEM 032, 046, 106 (seminar).

Topics in Biochemistry: CHEM 032, 038, 045
A/B or A/C, 0108 (seminar); BIOL 001.
Biophysics: CHEM 034, 038, 110 (seminar).
Chemistry Majors: Honors majors in chemistry
will be required to complete three preparations
in chemistry, one of which must be the
research thesis. Regardless of the fields selected
for external examination, all Honors majors in
Chemistry are required to complete CHEM
010,022,032,034,038,045A/B, 046, and 050.
Biochemistry Majors: The Honors Program in
biochemistry will consist of four preparations
in at least two departments, as follows: (1)
Topics in Biochemistry (CHEM 108) or Bio­
physics (CHEM 110); (2) one biochemically
oriented preparation from the Biology
Department; (3) a 2-credit biochemically ori­
ented research thesis carried out under the
supervision of faculty from the Chemistry
and/or Biology Departments; and (4) one addi­
tional preparation chosen from the Chemistry
Department or the biochemically related
preparations offered by Biology and Psychology
Departments. In addition to the academic
credits that comprise the Honors Program,
Biochemistry majors are required to complete
CHEM 045A/C, 046, and 050. Students
should note the Chemistry, Biology, Physics;
and Mathematics prerequisites to these courses
and the seminars that are included in the
Honors program.
Chemistry Minors: All of the fields available to
Chemistry and Biochemistry majors are avail­
able for students wishing to minor in
Chemistry, with the exception of the Research
Thesis. All minors must meet the same prereq­
uisite requirements for seminars established by
the Department for Chemistry and Biochem­
istry majors.

COURSES
CHEM 001. Chemistry in the Human
Environment
This course will include the study of the cen­
tral concepts of chemistry in the context of
current problems that impact on the human
environment. This list includes the greenhouse
effect, ozone depletion, acid rain, energy uti­
lization, waste disposal, air and water quality,
nutrition, food production, toxic substances,

drugs, AIDS, brain chemistry and medicine.
Class discussion into the philosophical and
public policy aspects of these problems as well
as the chemistry will be encouraged. Assigned
reading material will be non-mathematical and
emphasize organic and biochemistry as well as
general chemical principles.
One laboratory period every second week.
Primary distribution course. 1 credit.
Spring 2000. Wedlock.

CHEM 010. General Chemistry
A study of the general concepts and basic prin­
ciples of chemistry; atomic and molecular
structure, bonding theory, molecular interac­
tions and the role of energy in chemical reac­
tions. Applications will be drawn from current
issues in fields such as environmental, transi­
tion metal, and biological chemistry.
One laboratory period weekly.
Primary distribution course. 1 credit.
Fall 1999. Pasternack, Hemkin.

CHEM 01 OH. General Chemistry:
Honors Course
Topics will be drawn from the traditional gen­
eral chemistry curriculum, but discussed in
greater detail and with a higher degree of
mathematical rigor. Special emphasis will be
placed on the correlation of molecular struc­
ture and reactivity, with examples drawn from
biological, transition metal, and environmen­
tal chemistry. Some familiarity with elemen­
tary calculus concepts will be assumed.
Open to first-year students only.
One laboratory period weekly.
Prerequisites: A score of at least 4 on the
Advanced Placement Chemistry exam or at
least 6 on the International Baccalaureate
Advanced Chemistry exam or equivalent per­
formance on the departmental placement
exam or permission of the instructor.
Primary distribution course. 1 credit.
Fall 1999. Jain.

CHEM 022. Organic Chemistry I
A n introduction to the chemistry of some of
the more important classes of organic com­
pounds; nomenclature, structure, physical and
spectroscopic properties, methods of prepara­
tion and reactions of aliphatic and aromatic
hydrocarbons, halides and monofunctional

109

Chemistry

oxygen compounds, with an emphasis on ionic
reaction mechanisms.
One laboratory period weekly.
Prerequisite: CHEM 010.
1 credit.
Spring 2000. Jain.

CHEM 032. Organic Chemistry II
A continuation of CHEM 022 with emphasis
on more advanced aspects of the chemistry of
monofunctional and polyfunctional organic
compounds, multistep methods of synthesis,
and an introduction to bioorganic chemistry.
One laboratory period weekly.
Prerequisite: CHEM 022.
1 credit.
Fall 1999. Rablen.

CHEM 034. Principles of Physical
Chemistry
A survey of some basic concepts of physical
chemistry including states of matter, the laws
of thermodynamics, chemical equilibria, elec­
trochemistry, chemical kinetics and introduc­
tions to quantum theory, atomic and molecular
structure, and spectroscopy.
O ne laboratory period weekly.
Prerequisites: CHEM 010, MATH 005, 006A,
006B, PHYS 003, 004 (or 007, 008).
1 credit.
Foil 1999. Wedlock.

CHEM 038. Biological Chemistry
A n introduction to the chemistry of living sys­
tems: protein conformation, principles of bio­
chemical preparation techniques, enzyme
mechanisms and kinetics, bioenergetics, inter­
mediary metabolism, and molecular genetics.
One laboratory period weekly.
Prerequisite: CHEM 032 (BIOL 001 recom­
mended).
1 credit.
Spring 2000. Jain.

CHEM 045A. Intermediate Physical
Chemistry I
Continued discussion of the principles intro­
duced in CHEM 034, focusing on thermody­
namics, the properties of condensed matter,
and nonideal systems.
O ne laboratory period weekly.

110

Prerequisites: CHEM 034, MATH 018.
0.5 credit.
Spring 2000, first half. Stephenson.

CHEM 045B. Intermediate Physical
Chemistry II
Continued discussion of the principles intro­
duced in CHEM 034, focusing on chemical
bonding, spectroscopic methods, statistical
thermodynamics, and chemical reaction
dynamics.
One laboratory period weekly.
Prerequisites: CHEM 034, MATH 018.
0.5 credit.
Spring 2000, second half. Hemkin.

CHEM 045C. Biophysical Chemistry
Continued discussion of the principles intro­
duced in CHEM 034, focusing on the applica­
tion of physical chemistry to the study of bio­
logical problems such as the determination of
macromolecular structure and the measure­
ment of both intramolecular and intermolecular interactions important in stabilizing bio­
logical structures.
One laboratory period weekly.
Prerequisites: CHEM 034,038.
0.5 credit.
Spring 2000, second half. Howard.

CHEM 046. Inorganic Chemistry
A study of the structure, bonding, and reactiv­
ity of inorganic compounds with emphasis on
the transition metals. Included in the syllabus
are discussions of crystal and ligand field
theories, organometallic chemistry and bio­
inorganic chemistry. The laboratory compo­
nent emphasizes the synthesis, spectroscopy,
and magnetic properties of transition metal
complexes including organometallic sub­
stances and ones of biochemical interest.
One laboratory period weekly.
Prerequisite: CHEM 034.
1 credit.
Spring 2000. Pasternack.

CHEM 050. Modern Instrumental Methods
in Chemistry and Biochemistry
This laboratory-intensive course centers on
modem instrumental methods, including fluo­
rescence, infrared, ultraviolet, and mass spec­
trometry. Special emphasis is given to Fourier-

transform nuclear magnetic resonance.
Approximately five hours of laboratory weekly.
Prerequisites: CHEM 032 and either 038 or
046. Prior or concurrent registration in CHEM
034 is required.
1 credit.
Fall 1999. Howard, Voet.

SEMINARS
The following single credit seminars may be
taken for credit towards a degree in Course or
for Papers in the External Examination Pro­
gram. All students should note that CHEM
010,022, and 034 constitute a minimum set of
prerequisites for enrollment in any Chemistry
Department seminar. These requirements
should be completed by the end of the fall
semester of the junior year. Individual seminars
carry additional prerequisites, as listed below.

CHEM 102. Topics in Modern Organic
Chemistry
This course will address selected advanced top­
ics of current interest in the fields of synthetic
and physical organic chemistry. Materials will
be drawn both from textbooks and from the
current research literature, and will cover such
topics as methods for forming carbon-carbon
bonds, control of relative and absolute stereo­
chemistry, applications of stoichiometric and
catalytic organometallic chemistry in synthe­
sis, self-assembly, mechanisms of complex or
unusual reactions, experimental methods for
determining reaction mechanisms, and molec­
ular orbital theory.
Prerequisite: CHEM 032.
1 credit.
Alternate years, Fall 1999. Jain, Rablen.

CHEM 104. Chemical Kinetics and
Reaction Dynamics
An examination of the theories and experi­
mental techniques that explore chemical reac­
tivity, focusing on microscopic and macroscop­
ic time-resolved phenomena. Examples will be
drawn from solution and gas-phase systems,
ranging from atmospheric chemistry and mole­
cular beam scattering to electron transfer and
chemical substitution reactions in solution.
Prerequisites: CHEM 045B, MATH 018;

CHEM 038 or 046 recommended.
1 credit.
Fall 1999. Pasternack, Stephenson.

CHEM 105. Theory and Applications of
Spectroscopy
A n examination of topics in molecular spec­
troscopy, beginning with quantum mechanical
principles and extending to chemical applica­
tions of NMR, electronic and ro-vibrational
spectroscopies.
Prerequisites: CHEM 045B, MATH 018.
1 credit.
Alternate years, Spring 2000. Not offered 19992000. Howard, Wedlock.

CHEM 106. Topics in Bioinorganic and
Organometallic Chemistry
Topics at the interface of inorganic, bio- and
organic chemistry, including bonding theory
for transition metal complexes, physical meth­
ods for their study, mechanistic and synthetic
aspects of Werner and organometallic com­
plexes, self-assembly processes, and bioinor­
ganic chemistry.
Prerequisites: CHEM 032, 046.
1 credit.
Alternate years, Fall 1999.
Not offered 1999-2000. Paley, Pasternack.

CHEM 108. Topics in Biochemistry
Physical methods used to study high resolution
biomacromolecular structure will be discussed,
using examples from the primary literature.
Techniques used to measure the forces stabiliz­
ing intramolecular and intermolecular interac­
tions, and their application to proteins, nucle­
ic acids, carbohydrates and lipid membranes
will be included.
Recent developments in the rational design of
ligands for biological receptors, based on results
from the physical methods described previous­
ly, will be used to highlight the importance of
diverse approaches to the study of biomolecular recognition.
Prerequisites: CHEM 038, BIOL 001. Prior or
concurrent enrollment in BIOL 010 or 014 or
016 or 017 and/or CHEM 045 A/B or A/C is
recommended.
1 credit.
Spring 2000. Voet, Howard.

Ill

Chemistry

C H EM 110 . The Physical Basis of
Biomolecular Structure and Function
(Cross-listed as PHYS 139)
Introduction to the interdisciplinary field of
biophysics in which biological systems are
explored using the quantitative perspective of
the physical scientist. Rather than provide a
comprehensive overview of an extremely large
field, the seminar presents a consistent per­
spective by focusing on two important exam­
ples of biophysical problems that have domi­
nated the literature: (1) How is the three
dimensional conformation of a protein formed
and stabilized? (2) W hat are the physical forces
responsible for the unique properties of lipid
bilayer membranes? Topics will include elec­
trostatics of solvated biomolecules, statistical
thermodynamics of polymers, physical meth­
ods for studying macromolecules and biological
energy transduction. The seminar will be large­
ly textbook-based, with regularly-assigned
problem sets.
Prerequisites: CHEM 034 and GHEM 038, or
CHEM 010 and PHYS 014, or permission of
the instructors.
1

credit.

Spring 2000. Stout and Howard.

STUBENT RESEARCH
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.

CHEM 094. Research Project
This course provides the opportunity for quali­
fied students to participate in research with
individual staff members. Students who pro­
pose to take this course should consult with the
staff during the preceding semester concerning
problem areas under study. This course may be
elected more than once.
0.5 or 1 credit.
Each semester. Staff.

CHEM 096. Research Thesis
Chemistry and biochemistry majors will be
provided with an option of writing a senior
research thesis in lieu of taking comprehensive

1 12

examinations. Students are strongly urged to
participate in on-campus research during the
summer between their junior and senior years.
The student will form an advisory committee
to consist of (but not be limited to) two mem­
bers of the Chemistry Department, one of
whom is to act as the student’s research men­
tor. Whereas the details of the research thesis
program will be determined by the committee
and the student, certain minimum require­
ments must be met by all students selecting
this option:
i. A minimum of two credits of CHEM 096
to be taken during the last three semesters
of the student’s residence at Swarthmore.
ii. A thesis based upon the student’s research
activity to be submitted prior to the last
week of classes of the final semester.
Guidelines for the preparation of the thesis
will be provided to the student.
1 credit.
Each semester. Staff.

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

Classics

GILBERT P. ROSE, Professor1
WILLIAM N. TURPIN, Professor and Chair
ROSARIA V. MUNSON, Associate Professor
GRACE M . LEDBETTER, Assistant Professor7
ROBERT J . SKLENAR, Visiting Assistant Professor (part-time)
FRANCESCA GIEGENGACK, Administrative Assistant

1 Absent on leave, fall 1999.

Classics is the study of the ancient Greeks and
Romans, who produced some of the world’s
greatest literature and influenced the entire
subsequent course of Western history and cul­
ture. The Department of Classics teaches the
Greek and Latin languages and literatures from
the beginning level through Honors seminars.
Any student who wishes to major or minor in
Greek or Latin can do so without having stud­
ied it before entering college. Those who begin
a language at Swarthmore start to read litera­
ture by the end of one year. After two years stu­
dents are usually prepared for seminars, in
which they read and discuss in depth the works
of such authors as Homer, Sappho, Aeschylus,
Sophocles, Euripides, Plato, Thucydides,
Herodotus, Cicero, Tacitus, Catullus, Horace,
and Virgil.
The ancient languages are studied in courses
numbered from 001 to 019 and in seminars.
Courses (not seminars) numbered 020 and
over have no prerequisites and assume no
knowledge of Greek or Latin; instead, English
translations are used to introduce students to
the history, literature, philosophy, mythology,
religion, and archaeology of the ancient world.
The courses specifically in ancient history
count as prerequisites toward advanced courses
| in the Department of History and as part of a
major in History.
The Department of Classics encourages both
majors and nonmajors to spend a semester, usu­
ally during their junior year, at the
Intercollegiate Center for Classical Studies in
Rome. Here students from many American
colleges may study Latin, Greek, Italian, art
1 history, and the ancient city; they also take
i field trips in Rome and Italy. Swarthmore
College also helps to support the American

7 Joint appointment with Philosophy.

Academy in Rome and the American School
of Classical Studies in Athens, and its students
have privileges at those institutions. Classics
students are eligible for the Susan P. Cobbs
Scholarship and the Susan P. Cobbs Prize
Fellowship for study abroad or for intensive
beginning language study in the summer (see
pp. 37 and 81).
The Classics Department participates in the
Medieval Studies Program, the Women’s
Studies Program, the Comparative Literature
major, and a Special Major in Linguistics.

REQUIREMENTS FUR A MAJOR
Greek, Latin, or Ancient History may be a stu­
dent’s major subject in either the Course or the
Honors Program, and a minor in the latter pro­
gram. Those who intend to major or minor in
Greek or Latin should complete courses num­
bered 011 and 012 (or their equivalent) as
early as possible.
A major in Greek or Latin consists of at least
eight credits beyond GREK 001-002 or LATN
001-002, and includes three or four seminars.
A major in Ancient History consists of CLAS
031, 032, 042, 044, a 1-credit attachment to
any of the above (see pp. 65-67, Formats of
Instruction), and a second one-credit attach­
ment or else another course in Classical
Civilization. One of the following seminars is
also required for Ancient History: LATN 102,
LATN 105, GREK 113.
In their last semester, majors who are not in
the Honors Program take a comprehensive
examination.

113

Classics

THE HONORS PROGRAM IN CLASSICS
For a major in Greek or Latin, preparation for
Honors exams will normally consist of three
seminars (students may take a fourth seminar
in the major, but not for external examina­
tion). A student minoring in Greek or Latin
will take one external examination based on
one seminar. Minors are, however, strongly
encouraged to take more than one seminar, in
order to be adequately prepared for the exami­
nation.
For a major in Ancient History, one of the
three preparations for Honors, as for the major
itself, must be a Greek or Latin seminar; the
other two will both normally be course-plusattachment (this differs from the requirements
for the major itself). Students minoring in
Ancient History will take three courses in
Ancient History and add an attachment to one
of them. T hat course-plus-attachment will be
the preparation for the external exam. No
ancient language is required for this minor.
Senior majors and minors will select one paper
from each seminar to be sent to the external
examiner for that seminar. The student is free
to submit the paper with minor or major revi­
sions or no revisions at all. The department
suggests a word limit of 1,500 to 2,500 words as
an appropriate guideline, although there are no
absolute limits (except the college SHS limit
of 4,000 words). Majors will, therefore, submit
three such papers, and minors will submit one.
SHS is not required for students whose Honors
preparation is a course with an attachment.
The portfolio sent to examiners will contain
the seminar papers, together with syllabi and
related materials, if any, from the instructors. A
combination of (three-hour) written and oral
exams will be the mode of external assessment
for seminars. For course-plus-attachment, the
exam will be just an oral.

Latin.
Primary distribution course, Humanities.
1.5 credits.
Year course 1999-2000. Ledbetter.

GREK 009,010. Greek Prose Composition
Extensive translation of English into Greek.
Meets 1 hour per week.
0.5 credit.
Not offered 1999-2000.

GREK 0 11. Intermediate Greek
The chief reading is usually a work of Plato.
The course emphasizes both language skills and
the discussion of literature and philosophy.
Other readings may include selections from the
Greek historians, orators, or tragedians (e.g.,
Euripides’ Medea).
Primary distribution course, Humanities. 1 credit.
Fall 1999. Sklenar.

GREK 012. Homer
Selections from either the Iliad or the Odyssey
ate read in Greek; the remainder of the poem
is read in translation.
Primary distribution course, Humanities. 1 credit.
Spring 2000. Ledbetter.

GREK 013. Plato and Socrates
The course will focus on one or more dialogues
of Plato and will examine Plato’s use of the dia­
logue form both as a literary and a philosophi­
cal device. In addition, we will explore the
question of the historic Socrates and his rela­
tionship to the culture of fifth-century Athens
and the Sophistic movement in particular.
Prerequisite: GREK O il or equivalent.
1 credit.
Fall 1999. Turpin.

GREK 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.

Greek
GREK 001-002. Intensive First-year Greek
Students learn all the basics of the language,
begin reading major classical writers, and are
introduced to the culture and thought of the
Greeks. The course meets four times a week
and carries 1.5 credits each semester. There is
no assumption that students have studied

114

Latin
LATN 001-002. Intensive First-year Latin
Students learn all the basics of the language,
begin reading major classical writers, and are
introduced to the culture and thought of the
Romans. The course meets four times a week

I

and carries 1.5 credits each semester.
Primary distribution course, Humanities.
1.5 credits.
Year course 1999-2000. Turpin.

LATN 009,010. Latin Prose Composition
Extensive translation of English into Latin.
Meets one hour per week.
0.5 credit.
Not offered 1999-2000.

LATN 0 11. Introduction to Roman Poetry
After a review of grammar, students read and
discuss major lyric and epic poets of the
Golden Age of Roman literature (e.g., Catullus
and Virgil). The course emphasizes both lan­
guage skills and literary criticism, eliciting the
special characteristics and concerns of Roman
poetry. Normally taken after LATN 002 or
three to four years of high school Latin.
Primary distribution course, Humanities. 1 credit.
Fall 1999. Munson.

LATN 012. The Latin Novel
This course will consider the Roman novel and
its relation to prose and verse satire. Texts will
be studied both as products of Roman imperial
society and as part of a broader literary tradi­
tion that extends from the ancient Greek
novel down to Cervantes, Fielding, and Fellini.
Readings in Latin will be drawn primarily from
the Satyriccm of Petronius and Apuleius’
Metamorphoses.
Prerequisite: LATN 011 or equivalent.
1 credit.
I Not offered 1999-2000.

LATN 013. Literature of the Augustan Age
I A portrait of the Age of Augustus from the
viewpoint of one or more contemporary poets,
such as Ovid, Virgil, Horace, and Propertius,
who contributed to the greatness of the period
I while often questioning its assumptions.
I Prerequisite: LATN 011 or equivalent.
I Primary distribution course, Humanities. 1 credit.
I Not offered 1999-2000.

LATN 014. Medieval Latin
I
I
I
I

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: LATN O il or equivalent.
Primary distribution course, Humanities. 1 credit.
Spring 2000. Munson.

LATN 015. Latin Elegy
Selected readings in the Latin poetry of love
and death. Authors may include Propertius,
Tibullus, Sulpicia, and Ovid as well as some of
the later elegists.
Prerequisite: LATN O il or equivalent.
Primary distribution course, Humanities. 1 credit.
Fall 1999. Sklenar.

LATN 016. Republican Prose: Cicero
Cicero stood at the political and cultural cen­
ter of the late Roman Republic. Readings are
chosen from his speeches. We examine his
prose style, especially his use of rhetoric and
invective as a means of persuasion. We also
study his role in transmitting Greek culture to
the Romans, and by extension to ourselves.
Prerequisite: LATN O il or equivalent.
1 credit.
Not offered 1999-2000.

LATN 0 17. Latin Poetry and the
Modernists
This course explores Latin poems influential in
the creation of the Modernist verse of, in par­
ticular, Ezra Pound, and T.S. Eliot. The Latin
texts are read in the original, for their own sake
and in their own context, but we also explore
the readings given them by the Modernists, in
an attempt to assess the uses and and impor­
tance of their common literary tradition.
Prerequisite: LATN 011 or equivalent.
Primary distribution course, Humanities. 1 credit.
Not offered 1999-2000.

LATN 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.

A ncient History
All of the courses in ancient history are prima­
ry distribution courses in Social Sciences. They
also count as prerequisites for advanced cours­
es in the Department of History and as part of
a major in History.

'

115

Classics

CLAS 031. History of Greece
A study of the political and social history of the
Greek cities from the Mycenaean or Bronze
Age to the end of the classical period. Topics
include the growth of the city-states, the devel■■6|)ment of democracy, the period of Athenian
political and cultural leadership, and Athens’
rivalry with Sparta.
Primary distribution course, Social Sciences.
1 credit.
Not offered 1999-2000.

CLAS 032. The Roman Republic
A study of Rome from its origins to the civil
wars and the establishment of the principate of
Augustus (753-27 B .C .). Topics include the leg­
ends of Rome’s foundation and of its republi­
can constitution; the conquest of the
Mediterranean world, with special attention to
the causes and pretexts for imperialism and the
tensions it created; and the social and political
structures of the Republic.
Primary distribution course, Social Sciences.
1 credit.
Not offered 1999-2000.

CLAS 042. Democratic Athens
Using diverse primary sources (Thucydides’
Histories, tragedy, comedy, and others), this
course explores several aspects of classical
Athenian culture: democratic institutions and
ideology, social structure, religion, intellectual
trends, and the major historical events that
affected all of these and shaped the Greek
world in the fifth and early fourth centuries
B.C.

Primary distribution course, Social Sciences.
I credit.
Fall 1999. Munson.

CLAS 044. The Early Roman Empire
A detailed study, using primary sources, of the
political, economic, social, and cultural history
of the Roman world from the fall of the
Republic through the Antonine Age (50 B.C.A:D. 192).
Primary distribution course, Social Sciences.
I credit.
Not offered 1999-2000.

CLAS 056. Pagans and Christians in the
Roman Empire
This course considers the rise of Christianity

116

and its encounter with the religions and the
political institutions of the Roman Empire. It
Concentrates on Christianity in the second and
third centuries of the Common Era and its
relationship with Judaism, Hellenistic philoso­
phies, state cults and mystery religions, and the
various pagan responses to Christianity, from
conversion to persecution. Ancient texts may
include Apuleius, Lucian, Marcus Aurelius,
Porphyry, Justin, Origen, Lactantius, Eusebius,
and the Ace of the Christian Martyrs.
There is no prerequisite, though CLAS 044
(Early Roman Empire) and RELG 004 (New
Testament and Early Christianity) provide use­
ful background.
Primary distribution course, Social Sciences.
1 credit.
Spring 2000. Turpin.

CLAS 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.

Literature in Translation
and Classical Archaeology
CLAS 020. Plato
(Cross-listed as PHIL 020)
1 credit.
Spring 2000. Ledbetter.

CLAS 033. Homer and Greek Tragedy
The two most popular types of literature
among the ancient Greeks were epic and
tragedy. This course studies the major works of
both genres in detail through English transla­
tions. We place them into their cultural and
performance contexts and discuss their explo­
ration of such fundamental human issues as the
relations between humans and divinity, indi­
vidual and state, and men and women as well
as their differing conceptions of the hero.
Readings include the Iliad and Odyssey and
plays by Aeschylus, Sophocles, and Euripides,
no prior knowledge of which is assumed.
Primary distribution course, Humanities. 1 credit.
Not offered 1999-2000.

CLAS 034. Women in Classical Literature
Helen,

Penelope, Clytemnestra, Electra,

Antigone, Deianira, Medea, Phaedra, Ariadne,
and Dido—these Greek and Roman women,
admirable or dangerous, are among the most
complex literary creations of any period. This
course concentrates on the representations of
women in the epic poems and dramas of
Greece and Rome, but it also explores the rela­
tion between such portrayals and the lives of
actual women in those societies.
1 credit.
Not offered 1999-2000.

CLAS 036. Classical Mythology
The myths of the Greeks and Romans are cen­
tral to the study of the ancient world and have
had an enormous influence upon subsequent
literature and other arts. This course examines
selected myths in such major works of Greek
and Latin literature as the Iliad and the
Odyssey, the tragedies of Aeschylus, Sophocles,
and Euripides, and Ovid’s Metamorphoses.
Myths are treated both as traditional tales
about gods and heroes and as evolving narra­
tives, subject to the influences of political,
social, and sexual ideologies.
1 credit.
Fall 1999. Sklenar.

CLAS 052. Introduction to Greek
Archaeology
This course traces the development of Greek
civilization as documented by archaeology and
includes data ranging from monumental art
and architecture to coins and potsherds. There
is special emphasis on such important sites as
Knossos, Mycenae, Delphi, Olympia, and
Athens.
Primary distribution course, Humanities. 1 credit.
Not offered 1999-2000.

CLAS 060. Dante and the Classical
Tradition
This course explores the ways in which Dante
and other fourteenth-century Italian authors
reinterpreted the classical tradition to create
revolutionary works of immense influence for
later times. The entire Divine Comedy and pos­
sibly selections from Petrarch and Boccaccio
are read in English.
1 credit.
Spring 2000. Munson.

CLAS 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.

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

LATN 103. Latin Epic
This seminar usually focuses on Virgil’s Aeneid,
although it may include other major Latin
epics.
2 credits.
Not offered 1999-2000.

LATN 105. The Fall of the Roman
Republic
This seminar examines Latin texts from the
traumatic period of the Late Republic (70-40
B .C .). It focuses on the social and political cri­
sis of the period as well as its connections with
the artistic and philosophical achievements of
the first great period of Latin literature.
Authors include Lucretius, Catullus, Cicero,
and Sallust.
2 credits.
Not offered 1999-2000.

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

117

Classics

2 credits.
Spring 2000. Sklenar.

GREK 1 1 1 . Greek Philosophers
This seminar is devoted mainly to the study of
Plato, which is supplemented by study of the
pre-Socratic philosophers and of Aristotle and
the Hellenistic schools. The orientation of the
seminar is primarily philosophical, although
the literary merits of the Greek philosophers
receive consideration.
2 credits.
Not offered 1999-2000.

GREK 112 . Greek Epic
This seminar studies either the entirety of
Homer’s Odyssey in Greek or most of the Iliad.
2 credits.
Not offered 1999-2000.

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

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

118

Comparative Literature

I

Coordinator:

CAROLYN ICSJAK (English Literature)

I

Committee:

Alan BerkOWitZ (Modem Languages and Literatures)
Elizabeth Bolton (English Literature)*1
Thompson Bradley (Modem Languages and Literatures)
Marion Faber (Modem Languages and Literatures)
John HaSSett (Modem Languages and Literatures)
George Moskos (Modem Languages and Literatures)3
Gil Rose (Classics)
Philip Weinstein (English Literature)2
Hansjakob Werlen (Modem Languages and Literature)

1 Absent on leave, fell 1999.
I 2 Absent on leave, spring 2000.

_
I

I
I

i
”|

J
■
I
■
I

The Comparative Literature major is adminis­
tered by a Comparative Literature Committee
made up of the coordinator and faculty repre­
senting the Classics, English Literature and
Modem Languages and Literatures Depart­
ments. The basic requirement for the major is
work in two literatures in the original language.
In planning a Comparative Literature major,
students should look at course listings in the
Classics, English and M odem Languages
departments. O f courses in Classics and
Modem Languages and Literatures, only courses in the original language numbered O il or
above are counted as constituents of the
Comparative Literature major. O f English
courses numbered 005A-X, only one may be
counted for the major.
Students applying for the major will submit to
the Comparative Literature coordinator a pro­
posal of integrated study which sets forth the
courses and/or seminars to be taken and the
principle of coherence on that the program of
study is based. The student will also submit a 6to 10-page writing sample from a previously
completed course. The committee will review
the proposal and the essay and advise the stu­
dent.
Note: In lieu of a regular course, the Comparative Literature Committee will consider proposals for one or more research papers written
as course attachments as well as proposals to
substitute an extended research paper for
course credit.

3 Absent on leave, 1999-2000.

REQUIREMENTS FOR A MAJOR IN COURSE
1. Ten credits in two or more literatures in the orig­
inal languages, including a substantial con­
centration of work—normally four or five
courses—in each of the literatures. The the­
sis (described later) does not count toward
these 10 credits.
Students working entirely in languages other
than English may propose one course in
translation as a part of their program, as long
as it is deeply relevant to their plan of study.
Students working in English and any lan­
guage other than Chinese must do all of
their work in the original languages. Because
of the special demands of Chinese language
and literature, students working in Chinese
may propose a program based on attach­
ments (in Chinese) to literature courses
taught in translation.
2. A 1- or 2-credit thesis, covering work in at
least two languages, planned in the spring of
the junior year, and submitted in the spring
of the senior year, no later than April 30.
Before the end of the junior year, the student
will submit to the committee an outline for
the thesis and propose faculty advisors from
appropriate departments. In some cases, the
committee may ask that the thesis be written
in whole or in part in the language of a liter­
ature studied other than English.
3. An oral comprehensive examination, 1 to 1.5
hours in length, at the end of the senior year,
based on the thesis and on the courses and
seminars comprising the major.

Comparative Literature

REQUIREMENTS FOR A MAJOR OR MINOR
IN THE HONORS PROGRAM
Major: Four 2-credit preparations in at least
two literatures in the original language, one of
which is a thesis. O ne of the preparations may
be used as an independent minor (in Russian
or German Studies, for instance) if the minor’s
departmental requirements have been met.
Minors requiring unrelated preparations such
as Biology or Psychology are not allowed: all
four Honors preparations are necessary compo­
nents of the comparative literature Honors
major.
Minor: A 2-credit thesis integrating prepara­
tions that have been done in two literatures in
the original language.
Prerequisite for admission into the Honors
Program: Successful completion of an ad­
vanced course in literature in each of the liter­
atures of the student’s program of study. A min­
imum grade of a B is required.
Mode of examination: For each preparation, a 3hour written examination prepared by the
external examiner and a 30-minute oral based
on the contents of the written examination.
Procedures for all majors: All majors will meet
with members of the Comparative Literature
Committee before the end of the junior year to
review and assess the student’s program. A t this
time, both Course and Honors majors will
submit thesis proposals and propose faculty
advisors.
The courses and seminars that compose the
Comparative Literature major’s formal field of
study will naturally differ with each major. To
give some sense of the range of possibilities
available, a series of sample programs are
offered below.

SAMPLE: COMPARATIVE LITERATURE
COURSE MAJOR
Focus: The Black Atlantic
ENGL 005R: Fictions of Identity
FREN 012L: Introduction a I’analyse litteraire
ENGL-054: Faulkner, Morrison and the
Representation of Race
FREN 025: Centers and Peripheries in the
Francophone World

120

ENGL 059: The Harlem Renaissance
FREN 077: Prose francophone
ENGL 079: Fiction from the Black Atlantic
FREN 110: Écritures françaises hors de France
(Caribbean)
ENGL 086: Postcolonial Theory and Lit.
1-credit thesis.

SAMPLE: COMPARATIVE LITERATURE
HONORS MAJORS
Focus: Modernism
Courses
GERM 013: Introduction to German
Literature
GERM 052: The Body Machine:
Deconstructing the Body Politic
in Postwar German Drama
ENGL 045: Modem British Poetry
ENGL 053: American Poetry
Seminars
ENGL 115: Modem Comparative Literature
ENGL 121: The Harlem Renaissance and the
Jazz Age
GERM 109: Rise of the Modem German
Novel
2-credit thesis.

SAMPLE: COMPARATIVE LITERATURE
HONORS MINOR
Background Courses
GERM 013: Introduction to German
Literature
GERM 091: Rethinking Representation (plus
attachment in German)
SPAN 013: Introduction to Spanish
American Literature
SPAN 070: Rebeldía y renovación artística: la
generación de 98
2-credit diesis: Kant’s influence on Hölderlin
and Pio Baroja.

\

Computer Science

CHARLES F. KELEM EN, Professor1
JAMES MARSHALL, Visiting Assistant Professor
USA MEEDEN, Assistant Professor and Program Director
TIA NEWHALL, Instructor
JOAN M. McCAUL, Administrative Assistant
Committee: ChariAS Grinstead (Mathematics)
Bruce Maxwell (Engineering)
Sharon Friedler (Music & Dance)
a student to be selected

3

Absent on leave, 1999-2000.

Computer Science is the study of algorithms
and the issues involved in implementing them.
This includes the study of computer systems,
methods to specify algorithms (for people and
computer systems), and the formulation of the­
ories and models to aid in the understanding
and analysis of the properties of algorithms,
computing systems, and their interrelationship.
The Computer Science Program is designed to
provide students with a flexible set of offerings
in computing that can be tailored to satisfy in­
terests in various areas and at several levels of
depth. AH the courses emphasize the funda­
mental concepts of computer science, treating
today’s languages and systems as current exam­
ples of the underlying concepts. The Computer
Science Laboratory provides up-to-date soft­
ware and hardware facilities. There are three
entry points to the Computer Science curricu­
lum at Swarthmore.
CPSC 010: Great Ideas in Computer Science is
designed for Freshmen with little or no experi­
ence in computer science. It is an introduction
that emphasizes breadth of coverage over
depth or skill building. Most appropriate for
first or second year students who lack confi­
dence in their abilities in Computer Science.
CPSC 021: The Imperative Paradigm: UNIX
and C falls between CPSC 010 and CPSC 022
in pace. No previous experience with comput­
ers is necessary. CPSC 021 will introduce fun­
damental ideas in computer science while
building skill in software development. This
course is appropriate for all students who want
to be able to write programs. It is for students
who are comfortable with computers. This is

the usual first course for Computer Science
Majors and Concentrators. Students with
Advanced Placement credit or extensive pro­
gramming experience may be able to place out
of this course.
CPSC 022: Structure and Interpretation of
Computer Programs is designed for students
who plan to take several courses in Computer
Science. This course is a fast-paced introduc­
tion to the kind of abstraction used in all areas
of Computer Science. The language used is a
dialect of LISP. For students who intend to be
Computer Science majors, minors, or concen­
trators and are fluent in a language like C and
feel comfortable about their abilities, this is the
best first course.
Students or advisors who want more advice on
placement in Computer Science courses
should feel free to contact any Computer
Science faculty member by phone or in person.
The Computer Science Program offers special
majors, majors and minors in the Honors
Program, and concentrations. Students inter­
ested in any of these options are encouraged to
meet with the director of the computer science
program as early in their Swarthmore years as
possible. The concentration in computer sci­
ence is designed for students who desire a co­
herent introduction to the core topics in the
field but cannot afford the number of courses
required of a major. Students completing the
concentration will possess a number of intel­
lectual skills useful in many disciplines.

121

Computer Science

SPECIAL MAJOR IN COMPUTER SCIENCE

JOINT SPECIAL MAJORS

The requirements for a Special Major in Com­
puter Science consist of:
Two mathematics courses numbered above 008
(MATH 009 and MATH 016 recommended)
Each of CPSC 021, CPSC 022, CPSC 023,
CPSC 035, CPSC 046, CPSC 097
Three of CPSC 040, CPSC 041, CPSC 043,
CPSC 063, CPSC 075, CPSC 081, MATH
072, ENGR 021, ENGR 024, LING 050, or
LING 108

Students desiring to integrate computer sci­
ence with another discipline in a more formal
manner are encouraged to develop a Special
Major combining computer science and anoth­
er area. Such special majors require the ap­
proval of the Computer Science Committee
and the other department involved. Special
majors should be designed in consultation with
the director of the Computer Science Program
as early in the student’s program as possible.
Approval of a special major is not guaranteed.
It will depend upon the availability of re­
sources (both faculty and equipment) and the
student’s demonstrated ability to work inde­
pendently.

CONCENTRATION IN COMPUTER SCIENCE
The Concentration in Computer Science can
be combined with any major in the College. It
provides students with a well-rounded back­
ground in computer science sufficient to devel­
op significant, creative applications and to
keep up with the rapid changes in the field.
Students interested in a Concentration in
Computer Science should submit a concentra­
tion proposal for approval by the Computer
Science Committee, preferably by the end of
their sophomore year. If this proposal is not
part of the sophomore paper, it should include
a copy of the sophomore paper with it. Both
the student’s major advisor and the director of
the Computer Science Program should be con­
sulted when writing such a proposal. Although
some flexibility is possible, the requirements
for the Concentration in Computer Science
will consist of six courses including a compre­
hensive experience. The six courses should be
selected as follows:
Each of CPSC 021, CPSC 022, MATH 009,
CPSC 035, CPSC 097
One of CPSC 023, CPSC 041, or CPSC 046
The comprehensive experience will ordinarily
be satisfied by completing CPSC 097: Senior
Conference. In some cases, a thesis or project
may be used to satisfy some other department’s
comprehensive experience and also the
Computer Science requirement. In such cases,
specific approval of the Computer Science
Program and the other department must be ob­
tained before embarking on the project.

122

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

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

\

DETAILS
A. Currently approved papers for part A.
Preparation

Course Combination

Algorithms

Two of CPSC 041 Algorithms, CPSC 035, or
MATH 072 Combinatorial Optimization

Algorithms & Theory

CPSC 041 Algorithms
CPSC 046 Theory of Computation

Artificial Intelligence &
Robotics

CPSC 081 Building Intelligent Robots
CPSC 063 Artificial Intelligence

Compiler Design & Theory

CPSC 046 Theory of Computation
CPSC 075 Compiler Design & Construction

Computer Architecture

ENGR 021 Digital Logic Design
CPSC 023 Computer Architecture

Programming Languages

CPSC 043 Programming Languages
CPSC 075 Compiler Design &. Construction

Selections to satisfy part A must include 4 dis­
tinct courses. In certain circumstances, the
Computer Science Program may be willing to
consider other groupings of courses, seminars,
or courses with attachments. In all cases the
Computer Science Program must approve the
student’s plan of study.
B. A t a minimum, this will involve a review of
one or more scholarly papers from the primary
literature of computer science and the writing
of a scholarly scientific paper. We hope that
the paper will report on a research experience
involving the student and faculty (here or else­
where). It is expected that most of the research
or scholarly ground work will be completed be­
fore the fall semester senior year either by one
credit of work in the spring semester Junior
year or full-time summer work. Students will
register for at least one credit of thesis work in
the fall of the senior year to complete the work
and write the paper. It is expected that the
paper will be completed by the end of the fall
semester.
C. Senior Honors Study will consist of full par­
ticipation in CPSC 097 Senior Conference
with course students in the spring semester of
the senior year.
To be eligible for an honors major in computer

science students must
1. Have a B+ average in all Computer Science
courses completed by the end of Junior year.
These must include: CPSC 021, CPSC 022,
CPSC 035, and at least one of CPSC 023 or
CPSC 046.
2. Have demonstrated proficiency in mathe­
matical argument and reasoning by the end of
the Junior year. Ordinarily this proficiency will
be assumed if the student has:
a. Passed MATH 009 and MATH 016 with
a grade of B+ or better or
b. Passed MATH 016H with a grade of B or
better or
c. Completed MATH 047 or MATH 049
with a grade of B- or better.
3. Complete by the end of the senior year both
of CPSC 023 and CPSC 046, and in addition
CPSC 093, and CPSC 097.

HONORS MINOR IN COMPUTER SCIENCE
One 2-credit preparation to be selected from
combinations of courses listed in A above. An
examiner will set both a 3 hour written exam
and an oral exam for the preparation.

123

Computer Science

To be eligible for an honors minor in comput­
er science a student must
1. Have a B+ average in all Computer Science
courses completed by the end of Junior year.
These must include: CPSC 021, CPSC 022,
CPSC 035, and at least one of the CPSC 023
or CPSC 046.
2. Have demonstrated some proficiency in
mathematical argument and reasoning by the
end of the Junior year. Ordinarily this profi­
ciency will be assumed if the student has:
a. Passed MATH 009 or MATH 016 with a
grade of B or better or
b. Passed MATH 016H or MATH 047 or
MATH 049 with a grade of B- or better.

STUDY ABROAD

Other majors are also reasonable for students
with special interests. For example, a major in
Linguistics or Psychology might be appropriate
for a student interested in Artificial Intelli­
gence or Cognitive Science. In such Gases, stu­
dents should consult as early as possible with
the director of the program in order to be sure
of taking the mathematics and computing
courses necessary to be prepared for graduate
work in Computer Science.

COMPUTER SCIENCE COURSES
(Courses numbered above 040 will be offered
in alternate years.)

CPSC 010. Great Ideas in Computer
Science

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

This course will introduce a number of funda­
mental ideas in computer science. Topics to be
covered include: history, applications, the basic
design of a digital computer, the programming
process, theory of computability, artificial in­
telligence, and the social implications of com­
puting. Students will contribute to and modify
the emphasis of the course by writing and pre­
senting papers in the last third of the semester.
No previous experience with computers or
computing will be assumed and programming
will not be emphasized in this course.
Nonetheless, much of the material will be en­
countered in laboratory sessions in addition to
the lecture-discussion sessions.
Lab work required. It is designed for freshmen,
and they will be given enrollment preference.
Prerequisite: None.
Primary distribution course. 1 credit.
Each semester. Staff.

GRADUATE STUDY

CPSC 021. The Imperative Paradigm: Unix
and C

Students interested in graduate study in
Computer Science will be well prepared by a
Special Major in Computer Science. Some
graduate programs will also accept students
who have majored in Mathematics or Engi­
neering and completed a sufficient number and
selection of Computer Science courses. The
choice of the appropriate major and computing
courses will depend on the student’s interests
and should be made in consultation with the
director of the Computer Science Program.

124

This course introduces students to fundamen­
tal aspects of the field of computing, focusing
on problem solving, software design concepts,
and their realization as imperative programs
run on the Unix operating system. A n intro­
duction to the Unix operating system and the
C programming language for the purpose of
gaining mastery of these principles will be pro­
vided. Topics to be covered include: Von
Neumann architecture, operating system
overview, Unix, Emacs editor, C programming,

control structures, arrays, procedural abstrac­
tion, pointers, iteration, recursion, sorting,
data types and their representation, elementary
data structures, Lists, Stacks, Queues, informal
analysis of algorithms, informal verification
using loop invariants, elementary Unix tools
(such as grep, sort, tr), introduction to shell
scripts.
Lab work required. Prerequisites: None.
Primary distribution course. I credit.
Each semester. Knerr, Newhall.

CPSC 022. Structure and Interpretation of
Computer Programs
This course is a serious introduction to the
study of computer programs; and, through pro­
grams, some central ideas in computer science.
By studying programs that make repeated and
deep use of abstraction, students will learn how
to generate precise specifications from vaguely
formulated and perhaps partially understood
descriptions. This is a skill that is essential in
writing computer programs and will be useful
in all intellectual endeavors. Topics to be cov­
ered include: programming idioms and para­
digms (functional and object-oriented), recur­
sion, abstract data structures (lists, queues,
trees and sets), information retrieval, binding
and scope, and interpreters.
Lab work required. Prerequisite: Comfort with
your computing abilities.
Primary distribution course. 1 credit.
Each semester. Marshall, Meeden.

CPSC 023. Computer Architecture
(Cross-listed as ENGR 022)
An in-depth tour of current computer technol­
ogy, including selected RISC and CISC micro­
processor instruction sets and addressing
modes, superscalar architectures, interrupts
and DMA, peripherals, memory system hierar­
chy, virtual memory, and computer networks.
Fundamental operating system concepts.
Parallel and distributed computer systems. The
laboratory will include studies of specific ma­
chines from microcontrollers to workstations.
Lab work required. Prerequisites: CPSC 021,
some experience with UNIX and C, or permis­
sion of instructor.
1 credit.
Spring semester. Maxwell.

CPSC 035. Algorithms and Object
Oriented Computing
This course completes the broad introduction
to computer science begun in CPSC 021 or
CPSC 022. It provides a general background
for further study in the field. Topics to be cov­
ered include: object-oriented programming in
Java or C++, advanced data structures (trees,
tries, graphs, etc.) and algorithms, software de­
sign and verification, and parallel and distrib­
uted algorithms. Students will be expected to
complete a number of programming projects il­
lustrating the concepts presented.
Lab work required. Prerequisites: CPSC 021 or
permission of instructor. MATH 009 recom­
mended.
1 credit.
Spring 2000. Newhall.

CPSC 040. Computer Graphics
(Cross-listed as ENGR 026)
Techniques used to model and display three-di­
mensional scenes. Topics include 2D and 3D
transformations, clipping, scan conversion,
projections, coordinate systems, rendering, ray
tracing, representing curves/surfaces/solids,
color, lighting, and software and hardware for
graphics systems. A laboratory will involve
programming user-interface systems and im­
ages using the X I1 package, an interactive X
toolkit, and PEX.
Lab work required. Prerequisites: CPSC 021,
extensive familiarity with C, or permission of
instructor. Linear algebra and some calculus is
helpful.
I credit.
Fall 2000. Maxwell.

CPSC 041. Algorithms
The study of algorithms found to be useful in
many diverse areas. Considerable attention is
paid to correctness and time and space re­
sources required. Topics to be covered include:
abstract data types, trees (including balanced
trees), graphs, searching, sorting, and the im­
pact of several models of parallel computation
on the design of algorithms and data structures.
Lab work required. Prerequisite: CPSC 035.
1 credit.
Spring 2000. Newhall.

125

Computer Science

CPSC 043. Foundations of Programming
Language Design
A study of the organization and structure of
modem programming languages with an em­
phasis on semantic issues. Topics include spec­
ifying syntax and semantics, conventional and
abstract data types, control structures, proce­
dural languages, functional languages, objectoriented languages, other classes of languages,
program correctness, concurrency and syn­
chronization, language design and evaluation,
and implementation issues.
Lab work required. Prerequisite: CPSC 035.
1 credit.
Fall 1999. Marshall.

CPSC 045. Operating Systems Concepts
This course is an introduction to the theory,
design, and implementation of operating sys­
tems. A n operating system is the software layer
between user programs and the computer hard­
ware. It provides abstractions of the underlying
hardware that are easier to program, and it
manages the machine’s resources. The follow­
ing topics will be covered: processes (including
synchronization, communication, and schedul­
ing), memory (main memory allocation strate­
gies, virtual memory, and page replacement
policies), file systems (including naming and
implementation issues), I/O (including de­
vices, drivers, disks, and disk scheduling), and
security.
Lab work required. Prerequisite: CPSC 035.
1 credit.
Fall 1999. Newhall.

CPSC 046. Theory of Computation
The study of various models of computation
leading to a characterization of the kinds of
problems that can and cannot be solved by a
computer and, for those problems that can be
solved, a means of classifying them with re­
spect to how difficult they are to solve. Topics
to be covered include: formal languages and fi­
nite state devices, Turing machines and other
models of computation, computability, and
complexity.
Prerequisite: CPSC 035.
1 credit.
Next offered spring 2001.

126

CPSC 063. Artificial Intelligence
The unifying theme of this course is the con­
cept of an intelligent agent. Based on this per­
spective, the problem of AI is seen as describ­
ing and building agents that receive percep­
tions from an environment and perform appro­
priate actions based on them. This course will
examine many different methods for imple­
menting this mapping from perceptions to ac­
tions including: production systems, reactive
planners, logical planners, and neural net­
works. We will use robots to explore these
methods.
Lab work required. Prerequisite: CPSC 035.
1 credit.
Next offered fall 2000.

CPSC 075. 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
took.
Lab work required. Prerequisite: CPSC 035.
1 credit.
Fall 1999. Meeden.

CPSC 081. Building Intelligent Robots
This course addresses the problem of control­
ling robots that will operate in dynamic, un­
predictable environments. In laboratory ses­
sions, students will work in groups to build
small, lego-based mobile robots and to program
them to perform a variety of simple tasks
such as obstacle avoidance and light following.
In lecture/discussion sessions, students will ex­
amine the major paradigms of robot control
through readings with an emphasis on adaptive
approaches.
Lab work required. Prerequisite: CPSC 063 or
permission of instructors.
1 credit.
Spring 2000. Maxwell and Meeden.

CPSC 091. Special Topics in Computer
Science
In general, subject matter for CPSC 091 is de­
pendent 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.

CPSC 093. Directed Reading and/or
Research Project
With the permission of a staff member who is
willing to supervise it, a qualified student may
undertake a program of extra reading and/or a
project in an area of computer science.

CPSC 097. Senior Conference
This course provides senior concentrators and
special majors an opportunity to delve more
deeply into a particular topic in computer
science synthesizing material from previous
courses. Recent topics have been evolutionary
computation (1998, 1999), complexity, en­
cryption, and compression (1996), and parallel
processing (1995). CPSC 097 is the usual
method used to satisfy the comprehensive re­
quirement for a computer science major or
concentrator.
Spring 2000. Newhall.

SEMINARS
CPSC 199. Senior Honors Study

12 7

Economics

JOHN P. CASKEY, Professor2
STEPHEN S. GOLUB, Professor
ROBINSON G. HOLLISTER J R ., Professor
MARK KUPERBERG, Professor1
STEPHEN A . O’CONNELL, Professor
BERNARD SAFFRAN, Professor
LARRY E . WESTPHAL, Professor
AMANDA BAYER, Associate Professor'
PHILIP N. JEFFERSON, Associate Professor5
ELLEN B. MAGENHEIM, Associate Professor and Chair
THOMAS D EE, Assistant Professor
PEGGY dePROPHETlS, Visiting Lecturer
MARY ANNE STEWART, Administrative Assistant12

1 Absent on leave, fall 1999.
2 Absent on leave, spring 2000.

3 Absent on leave, 1999-2000.

The courses in economics have three main
goals: (1) to provide insight into the processes
and accompanying institutions through which
productive activity is organized; (2) to develop
a set of tools for analyzing economic processes
and institutions; and (3) to build a foundation
for reaching informed judgments on issues of
public policy.
ECON 001 or its equivalent is a prerequisite for
all other work in the department. In addition, all
majors in economics must satisfy a theory
requirement by taking ECON 011 (Inter­
mediate Microeconomics) and ECON 021
(Intermediate Macroeconomics). They must
also satisfy a statistics requirement by taking
ECON 031 (Statistics for Economists) or its
equivalent or STAT 053 (STAT 001 or STAT
002 do not meet the requirement). The statis­
tics course in the Economics Department
focuses more on the application of statistical
tools to economic problems; the statistics
courses in the Mathematics and Statistics
Department focus more on the derivation of
the mathematical and statistical properties of
various estimators.
To read the literature in economics critically, a
knowledge of elementary calculus is extremely
useful. The department very strongly recom­
mends that students take MATH 005 and
either MATH 006A and 006C (basic calculus)
or the series of MATH 006A and 006B and

MATH 018. MATH 016 (Linear Algebra) and
MATH 018 (Several Variable Calculus) are
valuable for those intending to focus on the
more technical aspects of economics. Students
planning to attend graduate school in econom­
ics should give serious thought to taking addi­
tional mathematics courses such as MATH 030
(Differential Equations) and MATH 047
(Introduction to Real Analysis).
Students contemplating careers in business or
law may wish to take accounting. In turn, stu­
dents contemplating careers in international
economics or business are strongly urged to
have a mastery of at least one modem foreign
language.
To graduate as a major, a student must: have at
least 8 credits in economics; meet the theory
and statistics requirements; and, in the senior
year, pass the comprehensive examination
given early in the spring semester (course stu­
dents) or the Honors examinations given at
the end of the spring semester (honors stu­
dents). To be prepared for the comprehensive
exam, course students are strongly advised to
complete ECON O il, ECON 021, and ECON
031 (or its equivalent) before the second
semester of their senior year.
Students who are contemplating a major in
economics should consult “Economics at
Swarthmore: Department Handbook” (avail-

128

able in the department office) for additional
information regarding the details of the pro­
gram.

COURSES
ECON 001. Introduction to Economics
Covers the fundamentals of microeconomics
and macroeconomics: supply and demand,
market structures, income distribution, fiscal
and monetary policy in relation to unemploy­
ment and inflation, economic growth, and
international economic relations. Focuses on
the functioning of markets as well as on the
rationale for and the design of public policy.
Prerequisite for all further work in economics.
Primary distribution course. I credit.
Fall 1999 and spring 2000. Staff.

ECON 003. The World According to
Economics
This course explores, from an economic per­
spective, the economic content of subjects
addressed by other disciplines throughout the
College. Topics include pollution, the use of
nonrenewable resources and economic growth,
international trade and underdeveloped coun­
tries, and markets and social and moral devel­
opment.
I credit.
Not offered 1999-2000.

ECON 005. Savage inaccuracies: The
Facts and Economics of Education in
America
(Cross-listed as EDUC 069)
This course investigates the relationship
between issues of resource allocation and edu­
cational attainment. It examines the facts
about student achievement and educational
expenditure in the U.S. and the relationship
between them. It studies what is known about
such questions as: Does reducing class size
improve student achievement? Does paying
teachers more improve teacher quality and stu­
dent outcomes? The course also investigates
the relationship between educational attain­
ment and wages in the labor market. Finally, it
analyzes the effects of various market-oriented
education reforms such as vouchers and charter
schools. This course may be counted toward a

concentration in Public Policy.
Prerequisites: ECON 001 and any statistics
course (or the consent of the instructor),
EDUC 014 is strongly recommended.
1 credit.
Not offered 1999-2000.

ECON 006. Ths U.S. Economy and
Economic Thought: Roosevelt Through
Clinton
The course will examine the development of
the U.S. economy since the 1920s. There will
be two major themes: How did economic
analysis respond to changing economic prob­
lems, and what effect did the new analysis have
on the economic policies that the government
pursued?
1 credit.
Not offered 1999-2000.

ECON 010. Current Issues in Economic
Policy
Examines current microeconomic and macroeconomic policy issues. Topics vary year to
year, depending on developments in the econ­
omy. Recent topics have included flagging
economy-wide performance, health care, tax
reform, and personal finance. The format is
seminar-like. Reading material includes the
economic and financial pages of current peri­
odicals, reports of think tanks, and other cur­
rent literature.
1 credit.
Fall 1999. Safiffan.

ECON 0 11. Intermediate Microeconomics
Provides a thorough grounding in intermedi­
ate-level microeconomics. The standard topics
are covered: behavior of consumers and firms,
structure and performance of markets, income
distribution, general equilibrium, and welfare
analysis. Students do extensive problem solv­
ing to facilitate the learning of theory and see
practical applications.
1 credit.
Fall 1999. Westphal.

ECON 012. Games and Strategies
How should you bargain for a used car or medi­
ate a contentious dispute? This course is an
introduction to the study of strategic behavior
and the field of game theory. We analyze situa­
tions of interactive decision making in which

129

Economics

the participants attempt to predict and to
influence the actions of others. We use exam­
ples from economics, business, biology, politics,
sports and everyday life. This course may be
counted toward a concentration in Peace and
Conflict Studies.
1 credit.
Not offered 1999-2000.

ECON 021. Intermediate Macroeconomics
Intermediate-level macroeconomics. Models
are developed of the determination of output,
interest rates, prices, and other aggregate vari­
ables in closed and open economies. Students
analyze conflicting views of business cycles,
stabilization policy, inflation/unemployment
tradeoffs, and fiscal and trade deficits.
Extensive problem-solving stresses the applica­
tion of theoretical tools to policy issues.
1 credit.
Spring 2000. Kuperberg.

ECON 022. Banking and Financial
Markets.
This course examines the economics of finan­
cial institutions and markets. Among the top­
ics considered are (1) economic explanations
for the existence and operations of banks; (2)
the regulation of financial institutions and
markets; and (3) theories of stock, bond,
futures, and option prices.
1 credit.
Fall 1999. Caskey.

ECON 031. 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 STAT 053, or
ECON 035.
1 credit.,
Fall 1999 and spring 2000. Hollister.

ECON 032. Operations Research
(Cross-listed as ENGR 057)
The principles of operations research as
applied in defining optimal solutions to engi­
neering and economic problems to assist deci­

130

sion making. The working principles of engi­
neering economics are introduced in conjunc­
tion with operations research topics. Normally
for junior and senior students.
Prerequisites: Elementary linear algebra and
high school algebra.
Primary distribution course, Natural Sciences only
and only if enrolled for ENGR 057. I credit.
Fall 1999. McGarity.

ECON 033. Accounting
This course surveys financial and managerial
accounting. Covered are concepts and meth­
ods of financial accounting following generally
accepted accounting principles and the effects
of alternative principles on the measurement
of periodic income and financial status. Recent
changes in accounting methods such as those
stimulated by manufacturing advances are
examined, as are concerns about ethical stan­
dards. (This course can not be used to satisfy
the College’s distribution requirements.)
1 credit.
Spring 2000. deProphetis.

ECON 035. Econometrics
Quantitative methods used in estimating eco­
nomic models and testing economic theories
are studied. Students learn to use statistical
packages to apply these methods to problems
in business, economics, and public policies.
Prerequisite: ECON 031 or equivalent; or
instructor’s permission.
1 credit.
Fall 1999. Hollister.

ECON 041. Public Finance
This course focuses on government expendi­
ture, tax, and debt policy. A major part of the
course is devoted to an analysis of current pol­
icy issues in their institutional and theoretical
contexts. The course will be of most interest to
students having a concern for economic policy
and its interaction with politics. This course
may be counted toward a concentration in
Public Policy.
Recommended: ECON O il.
1 credit.
Spring 2000. Dee.

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ECON 042. Law and Economics
The purpose of this course is to explore the
premises behind the use of utilitarian con­
structs in the analysis of public policy issues.
In particular, the appropriateness of the
growing use of economic methodology will
be examined through an intensive study of
issues in property, tort, contract, and criminal
law. This course may be counted toward a
concentration in Public Policy.
Recommended: ECON O il.
1 credit.
Not offered 1999-2000.

ECON 043. Public Policy and the
American Family
The American family has undergone tremen­
dous change over the last century: family size
has. decreased, mothers of young children
have entered the labor market in large num­
bers, the divorce rate and the rate of births to
single mothers have risen, and relationships
between generations within a family have
grown more distant. This course will exam­
ine these and related changes and attempt to
understand what their causes and effects are
and the role that public policy plays in caus­
ing the changes or responding to them. This
course may be counted toward concentra­
tions in Public Policy and Women’s Studies!
1 credit.
Not offered 1999-2000.

ECON 044. Urban Economics
The topics covered in this course include the
economic decline of central cities, trans­
portation policies, local taxation, theories of
urban growth patterns, local economic devel­
opment initiatives, and the economics of
land use and housing.
I credit .
Not offered 1999-2000.

ECON 051. The International Economy
This course surveys the theory of trade
(microeconomics) and of the balance of pay­
ments and exchange rates (macroeconom­
ics). The theories are used to analyze topics
such as trade patterns, trade barriers, flows of
labor and capital, exchange-rate fluctuations,
the international monetary system, and
macroeconomic interdependence. This
course may be counted toward a concentra­

tion in Public Policy.
Prerequisite: ECON O il or ECON 021;
Recommended: both.
1 credit.
Spring 2000. Golub.

ECON 053. International Political
Economy
(Cross-listed as POLS 068)
This course uses political and economic per­
spectives to analyze the international econo­
my. Topics include the rise and decline of
hegemonic powers, the controversy over
“free” versus “fair” trade under the
GATT/WTO, foreign debt and default, the
role of the state in economic development,
international financial markets, the history
of the international monetary system.
Prerequisite: POLS 004 and ECON 001.
1 credit.
Not offered 1999-2000.

ECON 061. Industrial Organization
This course examines why firms and markets
are organized as they are and how their orga­
nization affects the way they operate. Topics
include the relationship between market
structure and firm behavior; particular
aspects of firm behavior—pricing, advertis­
ing, and collusion; and the effects of regula­
tion. This course may be counted toward a
concentration in Public Policy.
Recommended: ECON O il.
1 credit.
Fall 1999. Magenheim.

ECON 0 71. Labor Economics
Labor market operations are the focus. Topics
covered include determinants of wage and
benefit levels, growth in inequality of earn­
ings, employment, unemployment, the
changing role of unions, discrimination on
the basis of race and gender, the effects of
immigration, and returns to education. This
course may be counted toward concentra­
tions in Black Studies and Women’s Studies.
Recommended: ECON O il.
1 credit.
Not offered 1999-2000.

131

Economics

ECON 073. Women and Minorities in the
Economy
This course focuses on the roles of gender,
race, and diversity in economic systems.
Topics include the economic status of women
and minorities; sources of race and gender
inequality, including wage and job discrimi­
nation; public policy issues (e.g., comparable
worth, affirmative action, child care, and
welfare reform); and bias in economic theory
and policy. This course may be counted
toward concentrations in Public Policy,
Women’s Studies, and Black Studies.
1 credit.
Not offered 1999-2000.

ECON 081. Economic Development
A survey covering the principal theories of
economic development and the dominant
issues of public policy. W ithin a perspective
that emphasizes choice and transfer of tech­
nology as well as technological development,
emphasis is given to agricultural and indus­
trial development, to interactions among
sectors, and to international trade and capi­
tal flows (including foreign aid). This course
may be counted toward a concentration in
Public Policy as well as programs in Black
Studies and Asian Studies.
1 credit.
Fall 1999. O ’Connell.

ECON 075. Health Economics

ECON 082. Political Economy of Africa

Topics addressed in this course include the
economics of health care demand and supply,
the changing organization of health care
delivery, demographic change and demands
on the health care system, problems of access
to health care services, economic analysis of
standard and new medical treatments, supply
and demand for doctors and nurses, govern­
ment financing and regulation, health insur­
ance, and comparative analysis of health care
systems in different countries. This course
may be counted toward a concentration in
Public Policy.
1 credit.
Not offered 1999-2000.

A survey of economic development experi­
ence in Sub-Saharan Africa, focusing on the
postindependence period. We study policy
choices in their political and institutional
context using case study evidence and the
analytical tools of positive political economy.
Topics of current interest include the eco­
nomic role of the state, risk management by
firms and households, devaluation in the
CFA zone, and international financial flows.
This course may be counted toward concen­
trations in Black Studies and Public Policy.
1 credit.
Not offered 1999-2000.

ECON 076. Environmental Economics

Examines economic development and cur­
rent economic structure, along with major
policy issues (domestic plus vis-à-vis the
United States), in some o f the principal
economies of Asia, focusing on those in East
Asia but including at least one South Asian
country as well. A major paper o n an Asian
economy is required. This course may be
counted toward a concentration in Public
Policy as well as a program in Asian Studies.
1 credit.
Spring 2000. Westphal.

Introduction to basic concepts and methods
used in evaluating environmental benefits
and costs and in assessing mechanisms for
allocating environmental resources among
present and future uses, with due attention to
seemingly noneconomic concerns. Specific
topics include pollution and environmental
degradation; use of exhaustible and renew­
able resources; management of air, water, and
energy resources; sustainable economic
growth; and international resource manage­
ment. This course may be counted toward
concentrations in Environmental Studies
and Public Policy.
Recommended: ECON O il.
1 credit.
Spring 2000. Westphal.

132

ECON 083. Asian Economies

ECON 099. Directed Reading
W ith consent of a supervising instructor,
individual, or group study in fields of interèst
not covered by regular course offerings.
Fall or spring semester. Staff.

SEMINARS
ECON101 A . Economic Theory: Advanced
Microeconomics
Subjects covered include consumer and pro­
ducer theory, optimization and duality, general
equilibrium, risk and uncertainty, asymmetric
information and game theory.
Prerequisites: ECON O il and at least one of
the following: MATH 016, MATH 018, or
MATH 030.
1 credit.
Spring 2000. Bayer.

ECON 101B. Economic Theory: Advanced
Macroeconomics
Subjects covered include microfoundations of
macroeconomics, monetary and fiscal policy
with multiple assets, dynamic aggregate supply
and demand, growth theory, rational expecta­
tions, and New Classical and New Keynesian
macroeconomics. Techniques used include
comparative statics with linear algebra and
economic dynamics with differential equations
Prerequisites: ECON 021 and at least one of
the following: MATH 016, MATH 018, or
MATH 030.
1 credit.
Spring 2000. O ’Connell.

ECON 122. Financial Economics
The seminar examines modem developments
in the theory of asset prices and the economics
of financial institutions. Topics include (1)
economic explanations for the existence and
operations of banks; (2) the regulation of
financial institutions and markets; and (3) the­
ories of stock, bond, futures, and option prices.
Prerequisites: ECON 011, MATH 06A and
06C, and ECON 031.
2 credits.
Fall 1999. Caskey.

ECON 135. Econometrics
Quantitative methods used in estimating eco­
nomic models and testing economic theories
are studied. Students leam to use statistical
packages to apply these methods to problems
in business, -economics, and public policies.
Studies applying econometric methods to
major economic issues are critiqued by stu­
dents. A substantial individual empirical

research project is required.
Prerequisite: ECON 031, equivalent, or per­
mission of the instructor.
2 credits.
Fall 1999. Hollister.

ECON 14 1. Public Finance
This seminar focuses on the analysis of govern­
ment expenditure, tax, and debt policy. This
course may be counted toward a concentration
in Public Policy.
Prerequisite: ECON O il. Recommended:
ECON 021.
2 credits.
Spring 2000. Safffan.

ECON 15 1. International Economics
Both microeconomics and macroeconomics
are applied to an in-depth analysis of the world
economy. Topics include: trade patterns; trade
barriers; international flows of labor and capi­
tal; exchange-rate fluctuations; the interna­
tional monetary system; macroeconomic inter­
dependence; and case studies of selected indus­
trialized, developing, and Eastern bloc coun­
tries. This seminar may be counted toward a
concentration in Public Policy.
Prerequisite: ECON O il and ECON 021.
2 credits.
Spring 2000. Golub.

ECON 16 1. Industrial Organization and
Public Policy
The seminar examines the organization of
firms and markets and the relationship
between organization and outcomes with
respect to pricing, advertising, product differ­
entiation, and other aspects of behavior. Other
topics include the effects of antitrust policy;
and economic regulation and deregulation.
This course may be counted toward a concen­
tration in Public Policy.
Prerequisite: ECON 011.
2 credits.
Fall 1999. Magenheim.

ECON 1 7 1 . Labor and Social Economics
Students discuss such topics as the organization
of work within firms; labor market operations,
unions and labor relations, unemployment and
macroconditions; economic analysis educa­
tion, health care, housing, and discrimination;

133

Economics

determinants of income inequality; govern­
ment policies with respect to health, educa­
tion, and welfare. This course may be counted
toward a concentration in Public Policy (1
credit) and Black Studies.
Recommended: ECON O il.
2 credits.
Spring 2000. Hollister.

ECON 18 1. Economic Development
A survey of theories of growth, stabilization,
income distribution, trade policy, and house­
hold behavior in developing countries. Issues
of current interest include the Asian “miracle,”
technological change, and the political econo­
my of government policy. Students write sever­
al short papers examining the literature and a
longer paper analyzing a particular country s
experience. This seminar may be counted
toward a concentration in Public Policy or
Black Studies or in the Asian Studies Program.
Prerequisite: ECON O il or ECON 021.
2 credits.
Fall 1999. O ’Connell.

ECON 198. Thesis
W ith consent of a supervising instructor, hon­
ors majors may undertake a senior thesis for
double credit.
Fall 1999 and spring 2000. Staff-

ECON 199. Senior Honors Study
Senior Honors Study consists of a seminar
taken in the second semester of senior year.
Majors rewrite and present one seminar paper
from each of their three preparations. Minors
rewrite and present a seminar paper from their
one preparation. These rewritten seminar
papers will be sent to the examiner who is
examining that preparation. Majors receive 1
credit and minors 0.5 credit.

134

Education

K. ANN RENNINGER, Professor3
EVA F. TRAVERS, Professor and Program Director
USA SMULYAN, Associate Professor
DIANE ANDERSON, Assistant Professor
ROBERT GROSS, Dean of Students
KEVIN KUMASHIRO, Visiting Instructor and Minority Scholar in Residence
MARIA ONG WENBOURNE, Visiting Instructor*5
ELAINE BRENNEMAN, Visiting Assistant Professor*
KAE KALWAIC, Administrative Assistant

3 Absent on leave, 1999-2000.
6 Spring 2000 (appointment that semester only).
5 Fall 1999 (appointment that semester only).

The Program in Education has three purposes:
to expose students to issues in education from
a variety of disciplinary perspectives, to pro­
vide a range of field experiences for students
who wish to explore their aptitude and interest
in teaching, counseling or research in an edu­
cational setting, and to prepare students to be
certified for entry into public school teaching.
Courses in the Program in Education are
intended to be integral to the College’s acade­
mic offerings. The Program’s most important
goal is to help students learn to think critically
and creatively about the process of education
and the place of education in society. To this
end, both its introductory and upper level
courses necessarily draw on the distinctive
approaches of Psychology, Sociology, Anthro­
pology, Political Science, Philosophy, and
History. Because students major in one of the
traditional disciplines, courses in Education
offer both an opportunity to apply the particu­
lar skills of one’s chosen field to a new domain
and interaction with other students whose dis­
ciplinary approaches may differ significantly
from their own. There is a limit of four fieldbased Education credits (currently EDUC 016,
017, and 091A) that can be counted toward
graduation. EDUC 014, Introduction to Edu­
cation, is generally considered a prerequisite
for further work in the Program.

SPECIAL MAJORS
There is no major in Education, but Special
Majors with Linguistics, Political Science,

Psychology, and Sociology/Anthropology are
regularly approved, and Special Majors with
other fields can be developed. Special Majors
involving Education usually include ten to
twelve credits, generally six credits in the pri­
mary department and four in Education or at
least five in each of the two disciplines. A the­
sis or a comprehensive examination integrat­
ing work in the two fields is required. Both
departments collaborate in advising students
pursuing Special Majors.

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

135

Education

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. The Swarthmore
course may be taken prior to study abroad or
subsequent to it.

Swarthmore courses for elementary certifica­
tion are: Introduction to Education, Educa­
tional Psychology, Developmental Psychology,
Teaching the Young Learner, Practice
Teaching, Curriculum and Methods Seminar,
and a series of workshops in Math, Social
Studies and Science Methods.

REQUIREMENTS FOR SECONDARY
TEACHER CERTIFICATION
TEAGHER CERTIFICATION
Swarthmore offers a competency-based teacher
preparation program for students who seek sec­
ondary certification from the Commonwealth
of Pennsylvania. Competency is judged by an
interdisciplinary committee of the faculty
whose members have established criteria for
certification in Biology, Chemistry, English,
French, German, Mathematics, Physics,
Spanish, and Social Studies. Individual pro­
grams are developed in conjunction with
departmental representatives and members of
the Education staff. All students seeking certi­
fication must meet Swarthmore College’s gen­
eral requirements for course distribution and a
major. A list of specific requirements for certi­
fication in each subject area are available in
the Education Office as well as the relevant
departmental office.
9th semester option: Students who have com­
pleted all the requirements for certification in
their discipline and in Education, except for
Student Teaching (EDUC 016) and Curric­
ulum and Methods Seminar (EDUC 017) may
apply to return following graduation to com­
plete the teacher certification program during
a ninth semester. During this semester they
take EDUC 016 and 017; they pay for a total of
one course of tuition and student fees; and are
not eligible for campus housing. Further infor­
mation on the 9th semester option is available
in the Education Office.
Elementary certification: Swarthmore College
does not offer certification in elementary edu­
cation. However, if students complete the
Swarthmore courses listed below and enroll for
two courses at Eastern College (Communi­
cation Arts For Children and Teaching of
Reading), they can receive elementary certifi­
cation through Eastern College. The required

136

Students planning to seek secondary certifica­
tion should take Introduction to Education,
EDUC 014, by the end of their Sophomore
year and enroll for Practice Teaching, EDUC
016 (a double credit course) and Curriculum
and Methods Seminar, EDUC 017 in their
senior year or during a ninth semester. In addi­
tion, they must complete the following
sequence of courses:
• Educational Psychology, EDUC 021
• Adolescence, EDUC 023
• A n additional elective course from the
following:
a. Counseling: Principles and Practices,
EDUC 025
b. Special Education Issues and Practice,
EDUC 026
c. Educating the Young Learner, EDUC 042
d. Literacies and Social Identities, EDUC
045
e. Gender and Education, EDUC 061
f. School and Society, EDUC 063
g. Environmental Education, EDUC 065
h. Child Development and Social Policy,
EDUC 066
i.
Urban Education, EDUC 068
A n Honors Seminar in education may be sub­
stituted for the elective course.
Students will be admitted to the certification
program after submitting their Sophomore
Paper and taking Introduction to Education.
Students must attain at least a grade point
average of C in courses in their major field of
certification and at least a grade of C+ in
Introduction to Education in order to student
teach. In addition, students must be recom­
mended by their major department, by their
Cooperating Teacher in Introduction to

Education, and by members of the faculty in
Education who have taught the student.
Placement of students for practice teaching is
contingent on successful interviews with the
Director of the Education Program and with
appropriate secondary school personnel.

EDUC 021. Educational Psychology

(See ENGL 001C)
Fall semester. Blackburn.

(Cross-listed as PSYC 021)
This course focuses on issues in learning and
development which have particular relevance
to understanding student thinking. Research
and theoretical work on student learning and
development provide the core readings for the
course. In addition, students tutor in local
schools and participate in a laboratory section
which provides an introduction to the process
of research.
1 credit.
Fall 1999. Wenboume.

EDUC 014. introduction to Education

EDUC 023. Adolescence

A survey of issues in education within an inter­
disciplinary framework. In addition to consid­
ering the theories of individuals such as Dewey,
Skinner, and Bruner, the course explores some
major economic, historical, and sociological
questions in American education and discusses
alternative policies and programs. The course
gives students an opportunity to determine
their own interest in preparing to teach, and
famishes them with first-hand experience in
current elementary and secondary school prac­
tice. Field work is required. This course is nor­
mally a prerequisite for farther course work in
Education.
Primary distribution course. 1 credit.
Each semester. Staff.

(Cross-listed as PSYC 023)
This course uses a developmental perspective
to examine salient characteristics of adoles­
cence. The goal is to obtain a theoretical
understanding of adolescence and an overview
of major research. During the first part of the
term, students explore various aspects of indi­
vidual development (e.g., cognitive, affective,
physiological, etc.). The second part of the
semester focuses on the adolescent’s adaptation
in major social contexts (e.g., family, peer
group, school, etc.).
1 credit.
Spring 2000. Smulyan.

COURSES
EDUC 001C. The Writing Process

EDUC 016. Practice Teaching

EDUC 025. Counseling: Principles and
Practice

Supervised teaching in either secondary or ele­
mentary schools. Students seeking secondary
certification must take EDUC 017 concurrent­
ly. (Single credit practice teaching may be
arranged for individuals not seeking secondary
certification.)
2 credits.
Each semester. Staff.

A n introductory course which critically exam­
ines counseling theories and techniques used
within the context of school and communitybased counseling agencies. Students will devel­
op and practice counseling skills through case
studies, role plays, and other modelling exer­
cises.
1 credit.
Spring 2000. Brenneman.

EDUC 0 17. Curriculum and Methods
Seminar

EDUC 026. Special Education: Issues and
Practice

This course will consider theoretical and
applied issues related to effective classroom
instruction. It must be taken concurrently with
EDUC 016.
1 credit.
Each semester. Staff.

This course explores current definitions and
approaches to the field of Special Education,
focusing mainly on the learning disabled and
socio-emotionally troubled student popula­
tions. Classwork includes readings from both
Education and Psychology. Field placement
required.
1 credit.
Not offered 1999-2000.

13 7

Education

EDUC 042. Educating the Young Learner
This course explores the ways in which chil­
dren construct meaning within their person­
al, community, and school lives. Areas to be
explored include conditions of learning, con­
structivist theory, problem solving, reading,
schema theory, the intersection of school,
home, and community contexts, ways in
which we can learn from the learner, and the
similarities and differences in learning in var­
ious disciplines. Field placement is required.
Required for elementary teaching certifica­
tion.
1 credit.
Not offered 1999-2000. Anderson.

EDUC 045. Literacies and Sncial
Identities
This course explores the intersections and
meanings of literacies and sociocultural
worlds and identities. Topics will include
orality and literacy; race, gender, class, reli­
gious, sexual orientation, and political iden­
tities; literacy programs and policies; academ­
ic literacy; situated, participatory, and daily
literacy practices; and practice and sacred
views of literacies. This course will draw
readings from anthropology, sociology, soci­
olinguistics, literary and reader response the­
ory, and education. Field work is required.
I credit.
Fall 1999. Anderson.

EDUC 054. Oral and Written Language
(See LING 054)
1 credit.
Fall 1999. Napoli.

EDUC 061. Gender and Education
This course uses historical, psychological,
and social frameworks to explore the role of
gender in the educational process. It exam­
ines how gender influences experiences of
teaching and learning and how schools both
contribute to and challenge social construc­
tions of gender.
1 credit.
Not offered 1999-2000. Smulyan.

EDUC 063. School and Society
(Cross-listed as SOAN 069)
This course examines various aspects and
perspectives of K-12 education in the United

138

States. We look at the multiple and contra­
dictory purposes and functions of schools,
focusing on the ways in which schools claim
to be meritocratic while reproducing the
class, racial, gender, and sexual orders of the
U.S. society. In the second half of the course,
we turn to experiences of teachers and stu­
dents and ask what role schools can play in
challenging different forms of social oppres­
sion.
I credit.
Fall 1999. Kumashiro.

EDUC 065. Environmental Education
This course will explore the developments in
environmental education, earth education
and Watershed programs from practical, cur­
ricular and philosophical perspectives. We
will assess the possibility of making environ­
mental education a central part of the cur­
riculum. Students will survey current pro­
grams, curricula and research and consider
the role of formal education in generating
environmental awareness in light of global
ecological crises. Fieldwork is required.
1 credit.
Not offered 1999-2000.

j

EDUC 066. Child Development and
Social Policy
This course provides students with an under­
standing of the implications of developmen­
tal psychology for social policy. Literature in
child development and educational psychol­
ogy is used to study particular educational
problems and policies. Field research is I
required.
1 credit.
Not offered 1999-2000. Renninger.

EDUC 068. Urban Education
(Cross-listed as SOAN 068)
This course will focus on issues facing urban
educators and policy makers, including
desegregation, compensatory education, curricular innovation, community involvement,
bilingual education, standardized testing,
school restructuring and multiculturalism.
The special problems and challenges faced by
urban schools in meeting the needs of individuals and groups in a pluralistic society will
be examined using the approaches o f psychology, sociology, anthropology, and politi-

I
I
i
I
I
I
I
I
I
I
I

EDUC 096-097. Thesis

cal science. Current issues will also be viewed
in historical perspective. Field work is
required.
1 credit.
Spring 2000. Travels.

One or two credits, normally in conjunction
with a Special Major.
1 or 2 credits.

EDUC 069. Savage Inaccuracies: The
Facts and Economics of Education in
America

SEMINARS

(Cross-listed as ECON 005)
This course investigates the relationship
between issues of resource allocation and
educational attainment. It examines the facts
about student achievement and educational
expenditures in the U.S. and the relationship
between them. The course also investigates
the relationship between educational attain­
ment and wages in the labor market. Finally,
it analyzes the effects of various market ori­
ented education reforms such as vouchers
and charter schools.
Prerequisites: ECON 001 and any statistics
course (or the consent of the instructor).
EDUC 014 is strongly recommended.
1 credit.
Not offered 1999-2000. Kuperberg.

Selected topics in child psychology will be
read and their implications for theory,
method and practice will be considered.
Students will be involved in (a) developing
an understanding of the relation between
change and development through study of
the constraints and conditions necessary for
learning; (b) designing a tutorial setting
which responds to the needs of students, par­
ents and the school; and (c) articulating links
between issues in cognitive science and top­
ics in education.
Prerequisites: EDUC 014 and 021.
2 credits.
Not offered 1999-2000.

EDUC 070. The Arts as Community
Service/ Social Change

EDUC 13 1. Social and Cultural
Perspectives on Education

(See DANC 070)
1 credit.
Spring semester. Sepinuck.

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.
2 credits.
Not offered 1999-2000. Smulyan.

EDUC 091A. Special Topics
With the permission of the instructor, quali­
fied students may choose to pursue a topic of
special interest in education through a field
project involving classroom or school prac­
tice.
Available as a credit/no credit course only.
0.5 or 1 credit.
Each semester. Staff.

EDUC 091D. Special Topics
With the permission of the instructor, stu­
dents may choose to pursue a topic of special
interest by designing an independent reading
or project which usually requires a compre­
hensive literature review, laboratory work,
and/or field-based research.
0.5 or 1 credit.
Each semester. Staff.

EDUC 12 1. Child Psychology and
Practice

EDUC 14 1 . Educational Policy
This seminar will explore issues in the design,
implementation, and evaluation of educa­
tional policy at the federal, state, and local
levels. In light of the ongoing historical and
cultural debates over educational policy, the
course will examine topics, including finance
and equity, school governance, the standards
movement, school choice, systemic reform,
curricular reform, early childhood education,
immigrant and bilingual education, special
education, and school-to-work reforms from
the perspectives of several social science dis­
ciplines and political perspectives. Field work
in a policy-related educational organization
is required.

139

Education

2 credits.
Fall 1999. Travers.

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

140

Engineering

NELSON A . MACKEN, Professor
ARTHUR E . McGARITY, Professor
FREDERICK L . ORTHLIEB, Professor
FARUQ M .A . SIDDIQUI, Professor and Chair
ERIK CHEEVER, Associate Professor
ERICH CARR EVERBACH, Associate Professor
LYNNE A. MOLTER, Associate Professor2
BRUCE A . MAXW ELL, Assistant Professor
HOLLY A . CASTLEMAN, Administrative Assistant

2 Absent on leave, spring 2000.

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

1. Proficiency in the analysis of engineering
systems
2. Proficiency in engineering design
3. Broad background in the liberal arts
4. Effective oral and written communica­
tions skills
5. Ability to adapt to changing situations
and new technical challenges
Our departmental major program leading to
the degree of bachelor of science in Engi­
neering is accredited by the Engineering
Accreditation Commission of the Accredi­
tation Board for Engineering and Technology.
The structure of the department’s curriculum
permits engineering majors to devote as much
as three-eighths of their course work to the
humanities and social sciences. About half of
our majors pursue either a concentration or a
double major leading to two degrees, the bach­
elor of science in Engineering and a bachelor
of arts in a second academic discipline within
their four-year course of study. Departmental
approval of a double major requires a B average
among courses in Mathematics, Science, and
Engineering.
The department’s physical facilities include
laboratories for general instruction and indi­
vidual student projects in electronics, electro­
magnetism, optics, systems dynamics and con­
trol, communications, engineering materials,
solid and structural mechanics, fluid mechan­
ics, fossil and solar energy conversion,
acoustics, nonlinear dynamics, and environ­
mental water and air pollution control. W ithin
these laboratories is a wide variety of modem

141

Engineering

measurement equipment configured for com­
puter-assisted data acquisition and process con­
trol; data files are directly accessible from the
college computer network. A workstation lab­
oratory with high performance color graphics
and industry-standard engineering design,
analysis, and graphics software is also part of
our departmental facilities. Electronics, metal,
and woodworking shops th at support our
courses and laboratories are also available for
student use.
Courses Readily Available to Nonmajors
High Performance Composites (001), Explor­
ing Acoustics (002), Problems in Technology
(003), and A rt and Science of Structures (007)
are designed chiefly for students contemplating
only an introduction to engineering. Mechan­
ics (006) is primarily for prospective majors,
but other interested students, particularly
those preparing for a careers in architecture or
biomechanics, are encouraged to enroll.
Introduction to Environmental Protection
(032), Operations Research (057), Solar
Energy Systems (035), Water Quality and
Pollution Control (063), Swarthmore and the
Biosphere (064), Environmental Systems
(066), and Environmental Policy (068) appeal
to many students majoring in other depart­
ments, particularly those pursuing the Envi­
ronmental Studies concentration. Students
interested in computers, including those in the
Computer Science concentration, may wish to
consider Digital System Design (021),
Principles of Computer Architecture (022),
Computer Graphics (026), Computer Vision
(027) and Robotics (028). Students majoring
in the physical sciences or mathematics may
enroll- routinely in advanced engineering
courses. Students may major or minor in the
Honors Program in the Engineering Depart­
ment 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 special major
■with the Linguistics Program.
Program for Engineering Majors
General departmental requirements fall into
three categories: successful completion of at
least (1) 12 engineering courses, (2) 4 courses
in the sciences, which must include PHYS 003
and 004 or 007 and 008 (taken or begun in the
freshman year) and CHEM 010 (or a more

142

advanced chemistry course), and (3) 4 courses
in mathematics, including MATH 005 and 006
(to be taken in the first year), MATH 018, and
MATH 030 (normally taken in the sophomore
year). No courses intended to satisfy these
departmental requirements, except those taken
frill semester in the first year, may be taken
Credit/No Credit. The unspecified science
course in category (2) should be chosen to
complement the student’s overall program of
study; only courses acceptable for credit toward
a minimal major in the offering department are
admissible toward an Engineering major.
Computer Science courses are not eligible for
inclusion in category (2).
W ithin category (1), the following core courses
are required of all students: Mechanics,
Physical Systems Analysis I and II, Experi­
mentation for Engineering Design, Thermofluid Mechanics, and Engineering Design. Of
these, the first four are normally taken as fol­
lows: Mechanics in the spring semester of first
year, Physical Systems Analysis I in the fall
semester of sophomore year, and the next two
in the spring semester of sophomore year.
Thermofluid Mechanics is normally taken in
the fall of junior year, and Engineering Design,
the culminating experience for engineering
majors, must be taken in the spring of senior
year. Submission and oral presentation of the
Final Project Report in Engineering Design
constitutes the comprehensive examination for
majors in Engineering.
Elective Program for Course Majors: In consulta­
tion with his or her advisor, each student devis­
es a program of advanced work in the depart­
ment. These programs, normally including six
courses, are submitted for departmental
approval as part of the formal application for a
major in engineering during the spring semes­
ter of sophomore year.
A student’s elective program may or may not
conform to some traditional or conventional
area of engineering specialization (e.g., electri­
cal, mechanical, and 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 the following
1. Electrical engineering group: Electronic Cir­

cuit Applications, Physical Electronics,
Electrodynamics, Communication Sys­
tems, and Control Theory and Design.
Students having an interest in digital sys­
tems might replace one or more of these
courses with Digital System Design,
Principles of Computer Architecture, or
Computer Graphics.
2. Computer engineering group: Digital System
Design, Principles of Computer Archi­
tecture, Computer Graphics, Computer
Vision, and Robotics. Students with an
interest in computer hardware may
include Electronic Circuit Applications,
Physical Electronics, or Control Theory
and Design.
3. Mechanical engineering group: Mechanics of
Solids, Engineering Materials, Fluid
Mechanics, H eat Transfer, Thermal
Energy Conversion, Solar Energy Systems,
or Control Theory and Design.
4. Civil and environmental engineering group:
Basic preparation includes Mechanics of
Solids, Structural Theory and Design I,
Soil and Rock Mechanics, and Water
Quality and Pollution Control. Addi­
tional courses include Operations Re­
search and Environmental Systems for
those interested in the environment or
urban planning, or Structural Theory and
Design II for those interested in architec­
ture or construction. Other recommended
coufses include Solar Energy Systems,
Fluid Mechanics, and Engineering
Materials.
Note that High Performance Composites,
Exploring Acoustics, Problems in Technology,
Art and Science of Structures, Introduction to
Environmental Protection, Swarthmore and
the Biosphere, and Environmental Policy are
not admissible as technical electives within an
Engineering major but may be taken as free
electives subject to the 20-Course Rule.
Honors Program in Engineering: Students with a
B+ average among courses in engineering, sci­
ence, and mathematics may apply to stand for
Honors in engineering. Honors majors must
complete all of the regular math, science, and
core engineering requirements and accumulate
at least 12 foil course credits in engineering; an
Honors thesis taken in the fall of senior year
may substitute for one of the usual six engi­

neering electives. O ne of the three engineering
preparations required for every honors degree
in engineering must include ENGR 090.
Examination is normally offered for 2-credit
preparations in areas listed following the
course descriptions; others are possible by spe­
cial arrangement.
More specific information about Honors and
Course programs is distributed by the depart­
ment to prospective engineering majors in
December of each year.

COURSES
ENGR 001. High-Performance Composites
Introduction to the structure, properties, and
performance of modem composites in sports
equipment, automotive, and aerospace applica­
tions. Simple models of material behavior are
developed and used to examine products like
ski poles, fishing rods, tennis racquets, radial
tires, and human-powered aircraft. Labs
include making and testing a number of poly­
mer and ceramic matrix composites, plus a
research project of the student’s choice.
Primarily for students not majoring in engi­
neering.
Recommended: High school physics.
Primary distribution course. 1 credit.
Spring 2000. Orthlieb.

ENGR 002. Exploring Acoustics
(Cross-listed as LING 002)
A course to provide students with exposure to
basic scientific and engineering principles
through an exploration of the acoustics of
musical instruments, the human voice, struc­
tures, and the environment. Emphasis on
hands-on analysis with a minimum use of
mathematics. For students not majoring in
engineering. Includes laboratory.
I credit.
Spring 2000. Everbach.

ENGR 003. Problems in Technology
For students not majoring in science or engi­
neering. This year, the course will concentrate
on the automobile and its impact on society.
Technical, political, and socioeconomic as­
pects will be discussed. Class members will also
work on teams with engineering students in

143

Engineering

designing, building, and testing a hybrid electrie car. Enrollment limited.
Primary distribution course. 1 credit.
Fall 1999. Macken.

ENGR 005. Engineering Methodology
A fall 0.5-credit course for those interested in
engineering, presenting techniques, and tools
that engineers use to define, analyze, solve,
and report on technical problems and an
introduction to department facilities.
Designed for students who are potential
majors as well as those interested only in an
introduction to engineering. A lthough
ENGR 005 is not required of prospective
engineering majors, it is strongly recommended. Offered in the fall semester.
0.5 credit.
Fall 1999. Everbach.

ENGR 006. Mechanics
Fundamental areas of statics and dynamics.
Elementary concepts of deformable bodies
including stress-strain relations, flexure, tor­
sion, and internal pressure. Laboratory work
includes a MATLAB workshop, experiments
on deformable bodies, and a truss bridge team
design competition.
Prerequisite: PHYS 003 or equivalent.
Primary distribution course. 1 credit.
Spring 2000. Siddiqui/Orthlieb.

ENGR 007. 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,
architectural history, or with an interest in
structures. Includes laboratory. For students
not majoring in engineering.
1 credit.
Offered when demand and staffing permit.

ENGR 0 11, 012. Physical Systems
Analysis I and II
The study of engineering phenomena that
may be represented by a linear, lumped-parameter model. ENGR 011 is oriented mainly
toward electrical devices and the develop­
ment of mathematical techniques for the
analysis of their linear behavior. ENGR 012

144

is more concerned with mechanical, thermal,
and fluid systems. Includes laboratory. Credit
may be given for either semester or both.
Prerequisites: MATH 006 and PHYS 004 (or
equivalent) or permission of the instructor.
ENGR 011 offered in the fall semester.
ENGR 012 offered in the spring semester.
1 credit.
ENGR 011: Fall 1999. Molter.
ENGR 012: Spring 2000. Cheever/Maxwell.

ENGR 014. Experimentation for
Engineering Design
Introduction to measurement systems, instru­
ments, probability, statistical analysis, mea­
surement errors, and their use in experimen­
tal design, planning, execution, data reduc­
tion and analysis. Techniques of hypothesis
testing, confidence intervals, single and mul­
tivariable linear and nonlinear regression.
Includes laboratory.
Prerequisites: ENGR O il and ENGR 012.
Offered in the spring semester.
1 credit.
Spring 2000. McGarity/Macken.

ENGR 021. Digital System Design
This course covers digital system design.
Topics include Boolean logic, digital repre­
sentations, and techniques for design of com­
binational, sequential, and asynchronous cir­
cuits. We also study I/O interfaces, commu­
nication protocols, and microcontroller
architecture. Labs focus on CAD techniques,
VHDL (very high speed integrated circuit
hardware description language),; and pro­
grammable logic devices.
Prerequisites: CPSC 021, ENGR 011, or per­
mission of the instructor. Offered in the fall
semester every year.
1 credit.
Fall 1999. Maxwell.

ENGR 022. Principles of Computer
Architecture
(Cross-listed as CPSC 023)
This course covers the physical and logical
design of a computer. Topics include current
microprocessors, CPU design, RISC and
CISC concepts, pipelining, superscalar pro­
cessing, cache, paging, segmentation, virtual
memory, parallel architectures, bus protocols,

and I/O devices. Labs cover analysis of cur­
rent systems and microprocessor design using
CAD tools, including VHDL.
Prerequisites: CPSC 021, ENGR 021, or per­
mission of the instructor. Offered in the
spring semester every year.
1 credit.
Spring 2000. Maxwell.

ENGR 026. Computer Graphics
(Cross-listed as CPSC 040)
Computer graphics deals with the manipula­
tion and creation of digital imagery. We
cover drawing algorithms for two-dimension­
al graphics primitives, 2D and three-dimen­
sional matrix transformations, projective
geometry, 2D and 3D model representations,
clipping, hidden surface removal, rendering,
hierarchical modeling, shading and lighting
models, shadow generation, special effects,
fractals and chaotic systems, and animation
techniques. Labs will focus on the implemen­
tation of a 3D hierarchical modeling system
that incorporates realistic lighting models
and fast hidden surface removal.
Prerequisites: ENGR 012, CPSC 021, or per­
mission of the instructor. Recommended:
Linear algebra and some calculus. Offered fall
semester, alternate years.
1 c r e d i t.

Fall 2000. Maxwell.

ENGR 027. Computer Vision
(Cross-listed as CPSC 027)
Computer vision studies how computers can
analyze and perceive the world using input
from imaging devices. Topics include line
and region extraction, stereo vision, motion
analysis, color and reflection models, and
object representation and recognition. The
course will focus on object recognition and
detection, introducing the tools of computer
vision in support of building an automatic
object recognition and classification system.
Labs will involve implementing both off-line
and real-time object recognition and classifi­
cation systems.
Prerequisites: ENGR 012, CPSC 021, or per­
mission of the instructor. Recommended:
Math background at the level of MATH 016
or MATH 018. Offered fall semester, alter­
nate years.

1 credit.
Fall 1999. Maxwell.

ENGR 020. Robotics
(Cross-listed as CPSC 081)
This course addresses the problems of con­
trolling and motivating robots to act intelli­
gently in dynamic, unpredictable environ­
ments. Major topics will include robot per­
ception using vision and sonar, kinematics
and inverse kinematics, navigation and con­
trol, optimization and learning, and robot
simulation environments. To demonstrate
these concepts, we will be looking at mobile
robots, robot arms and positioning devices,
and virtual agents. Labs will focus on pro­
gramming robots to execute tasks, explore,
and interact with their environment.
Prerequisites: ENGR 027/CPSC 027, CPSC
063, CPSC 128, or permission of the instruc­
tor. Offered on demand.
1 credit.
Spring 2000. Maxwell.

ENGR 032. Introduction to
Environmental Protection
Primarily for those not majoring in engineer­
ing, this course focuses on solutions to envi­
ronmental problems in the areas of water
supply, water pollution, air pollution, and
energy supply. Local and global pollution
control and solar energy technologies are
examined. Public policy developments and
alternative perspectives are explored.
Methods of computer-based systems analysis
are introduced for developing economically
effective environmental protection policies.
1 credit.
Spring 2000. Everbach.

ENGR 035. Solar Energy Systems
Fundamental physical concepts and system
design techniques of solar energy systems.
Topics include solar geometry, components of
solar radiation, analysis of thermal and pho­
tovoltaic solar collectors, energy storage,
computer simulation of system performance,
computer-aided design optimization, and
economic feasibility assessment. Includes
laboratory.
Prerequisites: ENGR 012 or equivalent or
consent of the instructor.
1 credit.

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Engineering

Fall 1999. McGarity.

ENGR 041. Thermofluid Mechanics
Introduction to macroscopic thermodynamics;
first and second laws, properties of pure sub­
stances, applications using system and control
volume formulation. Introduction to fluid
mechanics; development of conservation theo­
rems, hydrostatics, dynamics of one-dimen­
sional fluid motion with and without friction.
Includes laboratory.
Prerequisites: ENGR 012 and ENGR 014 (or
equivalent background). Offered in the fall
semester.
1 credit.
Fall 1999. Macken/Everbach.

ENGR 057. Operations Research

ries. Includes laboratory.
Prerequisite: ENGR 06 or equivalent. Offered
in the fall semester.
1 credit.
Fall 1999. Orthlieb.

ENGR 060. Structural Theory and Design I
Fundamental principles of structural mechan­
ics. Statically determinate analysis of frames
and trusses. Approximate analysis of indeter­
minate structures. Virtual work principles.
Elements of design of steel and concrete struc­
tural members. Includes laboratory.
Prerequisite: ENGR 059 or permission of the
instructor. Offered in the spring semester.
1 credit.
Spring 2000. Siddiqui.

(Cross-listed as ECON 032)
Introduces students to computer based model­
ing and optimization for the solution of com­
plex, multivariable problems such as those
relating to efficient manufacturing, environ­
mental pollution control, urban planning,
water and food resources, and arms control.
Includes case study project. Prerequisites: ele­
mentary linear algebra. Offered in the fall
semester.
Primary distribution course (natural sciences only ;
and only if enrolled for ENGR 057) ■
1 credit.
Fall 1999. McGarity.

ENGR 061. Geotechnical Engineering:
Theory and Design

ENGR 058. Control Theory and Design

ENGR 062. Structural Theory and
Design II

Introduction to the control of engineering sys­
tems. Analysis and design of linear control sys­
tems using root locus, frequency response, and
state space techniques. Also provides an intro­
duction to digital control techniques, includ­
ing analysis of A/D and D/A converters, digital
controllers, and numerical control algorithms.
Includes laboratory.
Prerequisite: ENGR 012 or equivalent. Offered
in the spring semester.
1 credit.
S[mng 2000. Cheever.

ENGR 059. Mechanics of Solids
Internal stresses and changes of form that
occur when forces act on solid bodies or when
internal temperature varies. State of stress and
strain, strength theories, stability, deflections,
and photoelasticity. Elastic and plastic theo­

146

Soil and rock mechanics, including soil and
rock formation, soil mineralogy, soil types,
compaction, soil hydraulics, consolidation,
stresses in soil masses, slope stability and bear­
ing capacity. Application to engineering design
problems. Includes laboratory.
Prerequisite: ENGR 006 or permission of the
instructor. May be taken concurrently with
ENGR 059. Offered in the fall semester, alter­
nate years.
1 credit.
Not offered 1999-2000.

Advanced structural analysis. Classical and
matrix methods of analysis-. Digital computer
applications. Design of steel and concrete
structures. Includes laboratory.
Prerequisite: ENGR 060. Offered in the fall
semester.
1 credit.
Fall 1999. Siddiqui.

ENGR 063. Water Quality and Pollution
Control
Elements of water quality management and
treatment of wastewaters. Measurement of
water quality indicators. Analysis of wastewater treatment processes. Sewage treatment
plant design. Computer modeling of the effects
of waste discharge on rivers and estuaries.

Environmental impact assessment. Laboratory
and field studies included.
Prerequisite: ENGR 012 or equivalent or con­
sent of instructor. Offered in the fall semester,
alternate years.
1 credit.
Not offered 1999-2000.

ENGR 064. Swarthmore and the Biosphere
An interdisciplinary seminar-style investiga­
tion of the role of Swarthmore College and its
community within the biosphere, including an
intensive field-based analysis of one major
aspect of Swarthmore’s interaction with its
environment such as food procurement, waste
disposal, or energy use. The selected topic is
explored from various perspectives by student
project groups, and the class proposes and
attempts to implement solutions. Faculty from
various departments provide background lec­
tures, lead discussions of approaches outlined
in the literature, and coordinate project
groups. Classes meet once weekly for lectures,
student progress reports, and project planning.
Cross-listed in the instructors’ departments
1 credit.
Offered when demand and staffing permit.

ENGR 066. Environmental Systems
Mathematical modeling and systems analysis of
problems in the fields of water resources, water
quality, air pollution, urban planning, and pub­
lic health. Techniques of optimization includ­
ing linear and integer programming are used as
frameworks for modeling such problems.
Dynamic systems simulation methods includ­
ed. Laboratory included.
Prerequisite: ENGR 057, or equivalent.
Offered in the spring semester, alternate years.
1 credit.
Not offered 1999-2000.

ENGR 068. Environmental Policy
(Cross listed as POLS 043)
Topics in environmental analysis, policy for­
mulation and pollution regulation.
1 credit.
Offered when demand and staffing permit.

and Fourier representation of sequences; fast
Fourier transform algorithms. Discrete-time
transfer functions and filter design techniques.
Provides an introduction to architecture and
programming of Digital Signal Processors.
Laboratory included.
Prerequisite: ENGR 012.
1 credit.
Spring 2000. Staff.

ENGR 072. Electronic Circuit Applications
This course is of interest to a broad range of
students in the sciences. The student will learn
the fundamentals of electronic circuit design
starting with a brief survey of semiconductor
devices including diodes and bipolar and field
effect transistors. The coursé continues with
op-amp applications, including instrumenta­
tion and filter design. The use of digital logic is
also explored. Throughout the course, practical
considerations of circuit design and construc­
tion are covered. Includes laboratory.
Prerequisite: ENGR 011 or PHYS 008. Offered
in the fall semester.
1 credit.
Fall 1999. Cheever.

ENGR 072a. Electronic Circuit
Applications
ENGR 072a is a 0.5-credit course comprising
only the laboratory section of ENGR 072. It is
intended for physics or other non-engineering
majors only. This course is taken in place of
ENGR 072, not in addition to it. The student
will learn the fundamentals of electronic cir­
cuit design starting with a brief survey of semi­
conductor devices including diodes, and bipo­
lar and field effect transistors. The course con­
tinues with op-amp applications, including
instrumentation and filter design. The use of
digital logic is also explored. Throughout the
course practical considerations of circuit design
and construction are covered. Includes labora­
tory.
Prerequisite: ENGR 011 or PHYS 008. Offered
in the fall semester.
0.5 credit.
Fall 1999. Cheever.

ENGR 0 71. Discrete Time Systems

ENGR 073. Physical Electronics

Introduction to difference equations and dis­
crete-time transform theory; the Z-transform

Physical properties of semiconductor materials,
semiconductor devices, and simple circuits.
The physics of electron/hole dynamics; band

14 7

Engineering

and transport theory; and electrical, mechani­
cal and optical properties of semiconductor
crystals. Devices examined include diodes,
transistors, FETs, LEDs, lasers and pin photo­
detectors. Modeling and fabrication processes.
Infcludes laboratory.
Prerequisites: ENGR O il or PHYS 008.
Offered in the spring semester.
I credit.
Not offered 1999-2000.

ENGR 075, 076. Electromagnetic Theory
I and II
Static and dynamic treatment of engineering
applications of Maxwell’s equations. Macro­
scopic field treatment of interactions with
dielectric, conducting, and magnetic materials.
Analysis of forces and energy storage as the
basis of circuit theory. Electromagnetic waves
in free space and guidance within media; plane
waves and modal propagation. Polarization,
reflection, refraction, diffraction, and interfer­
ence. ENGR 076 will include advanced topics
in optics and microwaves, such as laser opera­
tion, resonators, Gaussian beams, interferome­
try, anisotropy, nonlinear optics, modulation
and detection, and other current technologies.
Laboratories for both courses will be oriented
toward optical applications using lasers, fiber
and integrated optical devices, modulators,
nonlinear materials, and solid state detectors.
Prerequisite: ENGR 012 or equivalent. ENGR
075 or Physics equivalent is a prerequisite for
ENGR 076. ENGR 075 is offered in the fall
semester of alternate years. ENGR 076 is
offered in the spring semester when student
interest and staffing permit.
1 credit.
Not offered 1999-2000 (ENGR 075 and 076).

ENGR 0 77. VLSI Design
This course is an introduction to the design,
analysis, and modeling of integrated circuits,
both analog and digital. The course will focus
on CMOS technology. The course will intro­
duce sophisticated models of MOS transistors
and discuss how they can be used to develop
analog and digital circuitry. There will be a
heavy emphasis on computer modeling of
devices and circuits. Includes Laboratory.
Prerequisite: ENGR 011 or PHYS 008.
1 credit.

148

Fall 1999. Cheever.

ENGR 078. Communication Systems
Theory and design principles of analog and
digital communication systems. Topics include
frequency domain analysis of signals; signal
transmission and filtering; random signals and
noise; AM, PM, and FM signals; sampling and
pulse modulation; digital signal transmission;
PCM; coding; and information theory.
Applications to practical systems such as tele­
vision and data communications. Includes lab­
oratory.
Prerequisite: ENGR 012 or equivalent. Offered
in the spring semester.
1 credit.
Not offered 1999-2000.

ENGR 081. Thermal Energy Conversion
Development and application of the principles
of thermal energy analysis to energy conver­
sion systems, including cycles and solar energy
systems. The concepts of availability, ideal and
real mixtures, and chemical and nuclear reac­
tions. Includes laboratory.
Prerequisite: ENGR 041. Offered in the spring
semester, alternate years.
1 credit.
Spring 2000. Macken.

ENGR 082. Engineering Materials
Introduction to material structure, properties,
and processing. Analysis of microstructures,
physical properties, thermal and mechanical
transformation of metals, polymers, concrete,
wood, and a variety of composites. Material
selection in design, laboratory testing for qual­
ity assurance, and performance evaluation in
service are included through labs and a semes­
ter project.
<
Prerequisite: ENGR 059 or permission of the
instructor. Offered in the fall semester, alter­
nate years.
1 credit.
Foil 1999. Orthlieb.

ENGR 083. Fluid Mechanics
Fluid mechanics is treated as a special case of
continuum mechanics in the analysis of fluid
flow systems. Conservation of mass, momen­
tum, and energy. Applications to the study of
inviscid and viscous, incompressible, and com­
pressible fluids. Includes laboratory.

Prerequisite: ENGR 041. Offered in the spring
semester, alternate years.
1 credit
Not offered 1999-2000.

ENGR 084. Heat Transfer
Introduction to the physical phenomena
involved in heat transfer. Analytical 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 of conduc­
tion problems. Includes laboratory.
Prerequisite: ENGR 041. Offered in the fall
semester, alternate years.
1 credit.
Not offered 1999-2000.

ENGR 090. Engineering Design
Students work on a design project that is the
culminating exercise for all senior Engineering
majors. Under the guidance of a faculty mem­
ber, students investigate a problem of their
choice in an area of interest to them. A
comprehensive written report and an oral pre­
sentation are required. Offered in the spring
semester.
1 credit.
Spring 2000. Staff.

ENGR 091. Spnciai Topics
Subject matter dependent on a group need or
individual interest. Normally restricted to
seniors.
1 credit.
Offered only when staff, interest, and availability
make it practicable.

ENGR 093. Directed Reading or Project
With the permission of the Department and a
willing faculty supervisor, qualified students
may do special work with theoretical, experi­
mental, or design emphasis in an area not cov­
ered by regular courses.
1 credit.
Offered only with department approval and faculty
supervision.

ENGR 096. Honors Thesis
With approval of the department and a faculty
advisor, an Honors major may undertake, in
addition to ENGR 090, an Honors thesis in the

fall semester of the senior year. A prospectus of
the thesis problem must be submitted and
approved not later than the end of junior year.
1 credit.
Offered only with department approval and faculty
supervision.

PREPARATION FOR HONORS
EXAMINATIONS
The department will arrange Honors examina­
tions in the following areas to be prepared for
by the combinations of courses indicated.
O ther preparations are possible by mutual
agreement.

Communications
Communication Systems
Electromagnetic Theory

Computer Design
Principles of Computer Architecture
Computer Graphics

Continuum Mechanics
Mechanics of Solids
Fluid Mechanics

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

Digital Systems
Digital System Design
Principles of Computer Architecture

Electronics
Electronic Circuit Applications
Semiconductor Devices and Circuits

Electromagnetic Theory
Electromagnetic Theory I and II

Environmental Systems
Operations Research
Environmental Systems

Materials Engineering
Mechanics of Solids
Engineering Materials

149

Engineering

Perception
Computer Vision
Robotics

Solar Thermal Systems
Solar Energy Systems
Thermal Energy Conversion or Heat Transfer

Structural Analysis and Design
Structural Theory and Design I and II

Structures and Soils
Structural Theory and Design I
Geotechnical Engineering: Theory and Design

Thermal Energy Conversion
Thermal Energy Conversion
Heat Transfer

Visual Information Systems
Computer Graphics
Computer Vision

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

150

English Literature

NATHALIE ANDERSON, Professor
THOMAS H. BLACKBURN, Professor
CHARLES L . JAM ES, Professor and Chair
PETER J . SCHMIDT, Professor1
PHILIP M . WEINSTEIN, Professor
CRAIG WILLIAMSON, Professor
ABBE BLUM, Associate Professor3
ELIZABETH BOLTON, Associate Professor
BEN YAGODA, Visiting Associate Professor (part-time)5
LISA COHEN, Visiting Assistant Professor and Mellon Postdoctoral Fellow
RAIMA EVAN, Visiting Assistant Professor (part-time)
NORA JOHNSON, Assistant Professor
CAROLYN LESJAtK, Assistant Professor
EMILIE PASSOW, Assistant Professor (part-time)12
PATRICIA WHITE, Assistant Professor
MICHELLE HERMANN, Visiting Instructor and Minority Scholar in Residence
FRANK K. SARAGOSA, Instructor
CAROLYN ANDERSON, Administrative Assistant
NANCY BECH, Administrative Assistant (part-time)
THEATRE STUDIES
LEE DEVIN, Professor
ALLEN KUHARSKI, Associate Professor, Resident Director, and Director of Theatre Studies
WILLIAM MARSHALL, Associate Professor and Resident Designer2
URSULA NEUERBERG DENZER, Instructor
ABIGAIL ADAMS, Visiting Lecturer (part-time)
CARLA BELVER, Visiting Lecturer (part-time)

1 Absent on leave, fall 1999.
2 Absent on leave, spring 2000.

3 Absent on leave, 1999-2000.
5 Fall 1999 (appointment that semester only).

This department offers courses in English liter­
ature, American literature, African and
Caribbean literatures, and Asian-American lit­
eratures, Gay and Lesbian literatures, theatre,
film, some foreign literatures in translation,
creative writing, and critical theory. The
departmental curriculum includes the inten­
sive study of works of major writers, major peri­
ods of literary history, and the development of
literary types; it also provides experience in
several critical approaches to literature and
dramatic art and explores certain theoretical
considerations implicit in literary study, such as
the problematics of canon formation and the
impact of gender on the creation and reception
of literary works. In addition, the Theatre

Program offers both practical and theoretical
courses in performance studies.

ENGLISH LITERATURE REQUIREMENTS
AND RECOMMENDATIONS
Any introductory course—ENGL 005A
through 005Y—is the prerequisite for all other
courses in literature. (Exempted from this pre­
requisite are seniors, juniors, and students who
wish to take only studio courses.) Introductory
courses attempt in a variety of ways to reflect
the diversity of interests—with respect to sub­
ject matter, theoretical approach, literary

151

English Literature

genre, historical period, and race and gender—
characteristic of the departmental offerings as a
whole. Introductory courses are characterized
by syllabi with less reading than in advanced
courses, by frequent short papers with some
emphasis upon rewriting, by self-conscious
examination of methodology, and by consider­
able attention to class discussion; they are
viewed by the Department as particularly
appropriate for freshmen; they are primary dis­
tribution 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.
Only one such course may be counted towards
the major. The minimum requirement for
admission as a major or as a minor in English is
two semester-courses in the Department—nor­
mally an introductory course and an advanced
literature course. (Students with AP scores of
4-5 in English Literature and/or English
Composition receive credit toward graduation.
Only the credit for English Literature may
count toward the major requirements. AP
credit does not satisfy the prerequisite for
upper-level courses. Scores of 6 or 7 on the
International Baccalaureate are treated in the
same way.)
Students considering a major in English are
strongly urged to take one or two additional
English courses during the sophomore year.
Majors and prospective majors should consult a
member of the English Departm ent for
information about courses in other depart­
ments complementary to their work in English;
work in foreign languages is especially recom­
mended.
Students who plan to do graduate work, to fol­
low a course of professional training, or to seek
teacher certification in English, should see a
member of the Department for early help in
planning their programs, as should students
who plan to include work in English literature
in a special or cross-disciplinary major or in a
program with a concentration. Students plan­
ning to qualify for teacher certification in
English are reminded that work in American
literature, in linguistics or the history of the
English language, and in theatre or film is
required in addition to other requirements of
the major. Non-majors who wish to be certified
in English must meet all the course require­
ments noted above (e.g., requirements for the

152

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

al major requirement of three units of credit in
literature written before 1830 and three units
of credit in literature written after 1830 as well
as a course or seminar that features critical
theory. The departmental requirements for
Honors, including instructions about Senior
Honors Study, are spelled out in detail in a
departmental handout.
Students who wish to write a thesis or pursue a
creative writing project under faculty supervi­
sion as part of their Honors Program must sub­
mit proposals to the Department; the number
of these ventures the Department can sponsor
each year is limited. Students who propose cre­
ative writing projects will normally be expect­
ed to have completed at least one writing
workshop as part of, or as a prelude to, the pro­
ject; the field presented for examination will
thus normally consist of a one-credit workshop
plus a one-credit Directed Creative Writing
Project. For further information, including
deadlines for Directed Creative Writing pro­
posals, see rubric under ENGL 070K.
Minor in the Honors Program: Minors must do a
single, two-credit preparation in the Depart­
ment by means of a seminar (or, under special
circumstances, a creative writing project).
Minors are required to do a total of at least five
units of work in English (including their
Honors preparation).
Students interested in pursuing Honors within
a faculty approved interdisciplinary major, pro­
gram, or concentration that draws on advanced
English courses or seminars should see the
Chair for early help in planning their programs.
Creative Writing Emphasis: Students who want
to major in English with an emphasis in cre­
ative writing—whether regular or honors
majors—must complete three units of creative
writing in addition to the usual departmental
requirements of pre-1830 and post-1830 units
and the critical theory requirement. The cre­
ative writing credits will normally consist of
two workshops and ENGL 070K, the Directed
Creative Writing project. Students may count
towards the program no more than one work­
shop offered by departments other than
English Literature. Admission into the pro­
gram will depend upon the quality of the stu­
dent’s written work and the availability of fac­
ulty to supervise the work. Students who are
interested in the program are urged to talk
both with the Department Chair and with one

of the Department faculty who regularly teach
the workshops.

T he English Department
Curriculum
The English Department courses are grouped
together by historical period, genre, or course
level as follows:
001A, B, C: Special Courses which do not
count toward the major
005A, B, C, etc.: Introductory Courses: all
primary distribution courses
(PDCs)
010-099: Advanced Courses
010,011: Survey Courses in British Literature
014-019: Medieval
020-029: Renaissance and 17th Century
030-039: Restoration, 18th Century,
Romantic
040-049: Victorian to Modem
050-069: American (including African
American and Asian American)
070A, B, C, etc.: Creative Writing Workshops
071 A, B, C, etc.: Genre Studies
072-079: Comparative Literature/Literature in
Translation
080-096: Critical Theory, Film, and Media
Studies
097-099: Independent Study and Culminating
Exercises
Over 100: Honors Seminars, Theses, etc.
(open to juniors and seniors only
with approval of the Department
Chair)

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

ENGL 001A. Thinking and Writing
Analytically (Workshop)
W hat writing strategies can generate powerful
ideas, solid support, coherent organization, arid

153

English Literature

clear syntax? ENGL 001A, Thinking and
Writing Analytically, helps students acquire a
conceptual grasp of the writing process applic­
able across the curriculum. Short assignments
in response to a range of readings and frequent
conferences with the instructor allow students
to improve specific elements of their own
styles.
Does not meet distribution requirements or
count toward the major.
I credit. May be repeated for 0.5 credit.
Pall 1999. Passow.

ENGL 001B. English for Foreign Students
Individual and group work on an advanced
level for students with non-English back­
grounds.
Does not meet distribution requirements or
count toward the major.
1 credit.

Each semester. Evans.

ENGL 001C. The Writing Process
(Cross-listed as EDUC 001C)
This course combines study of theories of com­
position and the teaching of writing with
supervised experience applying the skills
derived from that study in paper comments and
conferences. Enrollment limited to students
selected as Writing Associates.
Does not meet distribution requirements or
count toward the major.
1 credit.
Fall 1999. Blackburn.

005: INTRODUCTORY COURSES
These courses are all introductory courses and
PDCs. Freshmen and sophomores must take one
of these courses before taking an advanced course.
Normally, a student is allowed to take only one
introductory course.

ENGL 005A. Technology and the Text
In this course, we will explore the changing
nature of literary texts and our conceptions of
them from what we might call the “zero tech­
nology” of the oral tradition, through the age
of manuscript transmission, into the age of
print and the development of printing tech­
nologies and the publishing industry, and

154

beyond into our own new world of electronic
texts and hypertexts. Our reading will range
from Beowulf to Shakespeare, to Dickens and
out into the contemporary world of fictions
and hyperfictions.
Primary distribution course. 1 credit.
Spring 2000. Blackburn.

ENGL 005B. Science and the Literary
Imagination
A n introduction to the critical reading of liter­
ature, using texts (in prose and verse from the
16th century to the present) that are con­
cerned with or reflect the impact of science
and scientific thinking on individual and
society.
Primary distribution course. 1 credit.
Fall 1999. Blackburn.

ENGL 005C. Cultural Practices and
Social Texts
W hat constitutes ‘culture’? W ho is entitled to
it? W hat are the effects of not having it? This
course will look at how different conceptual­
izations of culture— in theory and in prac­
tice—have at stake questions of identity (indi­
vidual and collective), political practice and
agency, structures of power, and possibilities for
social transformation. Authors will include
Shakespeare, Arnold, Kipling, Raymond
Williams, Brecht, and Zora Neale Hurston.
Primary distribution course. 1 credit.
Fall 1999. Lesjak.

ENGL 005E. The Subject in Question
How do we become who we are? W hat social
discourses and practices enable the shaping of
identity? How does reading affect this process?
This course will explore the ways in which sub­
jectivity and ideology interpenetrate within a
range of texts and our commentary upon them.
Writers will include Shakespeare, Flaubert,
Kafka, Faulkner, Rich, Kingston, and Morri­
son. Theoretical essays may also be assigned.
Primary distribution course. 1 credit.
Not offered 1999-2000. Weinstein.

ENGL 005G. Rites of Passage
The course will focus on various rites of pas­
sage, symbolic actions th at chart crucial
changes in the human psyche, as they are con­
sciously depicted or unconsciously reflected in
different literary modes and will examine the

shared literary experience itself as ritual
process. Authors will include Shakespeare,
Blake, Conrad, Lawrence, and Walker.
Primary distribution course. I credit.
Not offered 1999-2000. Williamson.

ENGL 005H. Portraits of the Artist
We will study a wide variety of works portray­
ing artists in different cultures and contexts
and media. Writers will tentatively include
Dante, William Blake, Salman Rushdie, and
Judith Ortiz Cofer. The syllabus also contains
movies.
Primary distribution course, i credit.
Spring 2000 and Fall 2000. Schmidt.

ENGL 005J. The Ironic Spirit
This course is interested in the risky business of
irony as discursive practice or strategy—why
and how ironies are used and understood and
the consequences of attributing interpreta­
tions. ‘Ironists’ include Shakespeare (Othello)
Toni Morrison (Sula), Emily Dickinson (poe­
try), Mark Twain (Pudd’nhead Wilson), Ralph
Ellison (Invisible Man), Stephen Crane
(stories) and Audre Lorde (poetry). Required
viewing: Apocalypse Now.
Primary distribution course. 1 credit.
Fall 2000. James.

ENGL 005K. Literature and the Grotesque
Exploring ways the grotesque may be used to
redefine the human or dramatize the limits of
human understanding, this course tracks the
comic, uncanny, and generative elements of
the grotesque through works by GarcfaMirquez, Shakespeare, Baudelaire, Browning,
Kafka, Wright, and O ’Connor.
Primary distribution course. 1 credit.
Not offered 1999-2000. Bolton.

ENGL 005L. Writing Nature
This course explores the broad and often para­
doxical field of nature writing, ranging from
Shakespeare’s “green world” through English
and American Romanticism (Wordsworth,
Thoreau, etc.) to the environmental legisla­
tion these writers helped produce and includ­
ing the work of contemporary writers such as
Terry Tempest Williams. We’ll explore the
aims and strategies informing attempts to
translate the natural world into marks on a
page, and students will be asked to produce

some nature writing of their own over the
course of the semester.
Primary distribution course. 1 credit.
Fall 2000. Bolton.

ENGL 005M. Ways of Seeing
A study of the cultural codes by which we “see”
and locate ourselves in the world—from love
at first sight to cyborg vision; siting home to
revisioning gender/sexuality; from “classic” to
“popular” texts. Works include A Midsummer
Night's Dream, Do Androids Dream of Electric
Sheep, Bladerunner, Love Medicine, Kindred,
The Simpsons, classic Seinfelds-, shorter works:
Jen, Berger, Haraway, Russ; poetry by Soto and
Olds.
Primary distribution course. I credit.
Fall 2000. Blum.

ENGL 005N. Illicit Desires in Literature
This course will examine literary expressions of
a range of sexual desires from the 17th century
to the present day. Among other questions, we
will ask what differences race and gender have
made, noting, for instance, that works by
canonical writers can depict and even cele­
brate forms of sexuality that are much more
problematic for those who speak from positions
of less privilege.
Primary distribution course. 1 credit.
Fall 1999 and Fall 2000. Johnson.

ENGL 005P. Writing Red: Native American
Literature
This survey course is designed to acquaint stu­
dents with a range of Native American (pri­
marily U.S.) literatures. We will question and
think critically about mass-mediated images of
Native Americans as well as examine the ways
in which “Indianness” is performed, construct­
ed, contested, and embodied in a variety of lit­
erary texts and contexts: poetry, film, autobiog­
raphy, fiction, and photography. Authors will
include Drew Hayden Taylor, Gerald Vizenor,
Maria Campbell, Tiffany Midge, Sherman
Alexie, Ray A. Young Bear, and D’Arcy
McNickle.
Primary distribution course. 1 credit.
Spring 2000. Hermann.

ENGL 005Q. Subverting Verses
Once history, biography, fiction, philosophy,
and even science could be written in verse

155

English Literature

without seeming peculiar or affected, but today
the line between poetry and prose is sharply
drawn. O r is it? This course will examine
unconventional forms and uses of poetry—
from Chaucer’s Tales to Cocteau’s Orpheus,
from Barrett Browning’s Aurora Leigh to Dove’s
Darker Face of the Earth, from Darwin’s Loves of
the Plants to Seth’s Golden Gate—to explore
our assumptions about the nature of genre.
Primary distribution course. I credit.
Fall 1999. Anderson.

ENGL 005R. Fictions of Identity
W hat are the assumptions behind and limits to
the modem Western understanding of the
individual? How can we reconcile psychoana­
lytic and postmodern conceptions of the frag­
mented subject with the urgency of identity
politics for people of color, women, lesbians,
and gay men? We will examine how identity
and difference are constructed, communicated,
and contested through language and literature
and through structures of seeing and being seen
in film and video. Texts by Shakespeare, Mary
Shelly, Freud, Woolf, Baldwin, Hitchcock, and
others.
Primary distribution course. 1 credit.
Fall 2000. White.

ENGL 005T. The Mask of Love
This course will examine the relationship
between love and performance. How does the
search for a loved one involve the creation of a
mask or persona? W hat is the mask’s relation to
the self? Can this character be repeatedly per­
formed and sustained? How is the mask a
response to the desired Other? Selected
authors: Shakespeare, Hwang, Pinter,
W harton, and Walker. Films by N unn and
Wenders. Versions of Cinderella and Beauty and
the Beast.
Primary distribution course. I credit.
Fall 1999 and 2000 and Spring 2001. Evan.

ENGL 005W. American Dreams
The various visions and ideas of “America”—as a haven of freedom, as a land of opportuni­
ty, even as promised land—will be the focus of
this course. We will examine a range of literarytexts from the 17th to the 20th century, repre­
sentative of various literary forms, in order to
think about the dreams, aspirations, contes­
tations, and negotiations which have informed
our sense of America and American national
identity.
Primary distribution course. 1 credit.
Fall 1999, Fall 2000, and Spring 2001. Saragosa.

ENGL 005Y. Reading and Writing the Body
In this class, we will analyze a range of texts
(fiction, poetry, and essays), paying particular
attention to the ways they represent various
bodily events (including eating, illness, sex,
and dress) in order to ask how they define both
the body and the act of reading. We will ask
what it means to represent bodies as subject to
and the subjects of history, and we will investi­
gate the body as both a physical and a textual
entity. Authors studied include Jamaica
Kincaid, Nella Larsen, Franz Kafka, Susan
Sontag, William Shakespeare, and Gertrude
Stein.
Primary distribution course. 1 credit.
Fall 1999. Cohen.

010-099: ADVANCED COURSES
These courses are open to freshmen and sopho­
mores who have successfully completed an intro­
ductory course and to juniors and seniors without
the introductory prerequisite.

010-011. SURVEY COURSES IN BRITISH
LITERATURE

ENGL 005V. Literature and Poverty
How do literary genres influence our percep­
tions of poverty? This course explores the pas­
toral, romanticism, realism, and magic realism
while we talk about how representations of
poverty are related to the historical phenomenon.
Primary distribution course. 1 credit.
Not offered 1999-2000. Johnson.

156

ENGL 010. Survey I: Beowulf to Milton*
A historical and critical survey of poetry, prose,
and drama from Beowulf to Milton. This will
include British literature from the following
periods: Anglo-Saxon, Middle English,
Renaissance, and 17th century.
1 credit.
Fall 2000. Williamson.

ENGL 0 11. Survey II: Neo-Classical to
Post-Colonial
A historical and critical survey of poetry, prose,
and drama from Pope to Rushdie, focusing on
progress, modernity, and the subject as central
concepts which British literature of this period
confronts whether in form or content.
1 credit.
Spring 2000. Lesjak.

014-019: MEDIEVAL
ENGL 014. Old English/History of the
Language*
(Cross-listed as LING 014)
A study of the origins and development of
English—sound, syntax, and meaning—with
an initial emphasis on learning Old English.
Topics may include writing and speech, a his­
tory of morphology, the changing phonology
from Old to Middle English, Shakespeare’s
puns and wordplay, a history of sounds and
spellings, modem coinages, and creoles. We
range from Beowulf to Cummings, from
Chaucer to Chomsky.
This course may be taken without the usual
prerequisite course in English; however, it may
not serve in the place of a prerequisite for other
advanced courses.
1 credit.
Spring 2001. Williamson.

ENGL 016. Chaucer*
Readings in Middle English of most of
Chaucer’s poetry with emphasis on The
Canterbury Tales and Troilus and Criseyde. We
place the poems in a variety of critical and cul­
tural contexts—both medieval and modem—
and which help to illuminate Chaucer’s art. In
the manner of Chaucer’s Oxford Clerk, we
hope to gladly leme and gladly teche.
1 credit.
Spring 2000. Williamson.

020-029: RENAISSANCE AND
17TH CENTURY
ENGL 020. Shakespeare*
We’ll cover many topics in this survey of
Shakespeare’s plays, including kingship, come­
dy and tragedy, father-daughter relationships,
sexuality, race, performance, the roles of
women, language, and the rewriting of history.
We will frequently return to the question of
theaters place in 16th and 17th century
England as represented on stage and in other
writings of the period. We will also examine
Shakespeare’s place in the cultures we inhabit.
1 credit.
Fall 1999 and 2000. Johnson.

ENGL 021. Shakespeare and Critical
Theory: “ Our Shakespeares” * / **
W ho or what is “Shakespeare” as the plays are
approached today? A n intensive study of
Macbeth, Twelfth Night, Henry V, Hamlet, and
one play performed in the Philadelphia area in
the context of current critical approaches
including deconstruction, performance studies,
gender, feminist and queer studies, New
Historicism and cultural materialism, treat­
ments of nationalism, race, and class.
1 credit.
Not offered 1999-2000. Blum.

ENGL 022. Literature of the English
Renaissance*
This course will begin with More’s Utopia and
end with selections from Paradise Lost, paying
particular attention to literature’s political
contexts, gender, genre, and the relation of
women’s writing to the male canon. Among
the other writers included will be Wyatt,
Surrey, Philip Sidney, Mary Herbert, Maty
W roth, Spenser, Elizabeth Cary, Jonson,
Bacon, Donne, Herrick, George Herbert, and
Marvell.
1 credit.
Spring 2000. Johnson.

ENGL 023. Renaissance Sexualities*/**
The study of sexuality allows us to pose some of
the richest historical questions we can ‘ask
about subjectivity, the natural, the public, and
the private. This course will explore such ques­
tions in relation to Renaissance sexuality,
examining several sexual categories—„the

157

English Literature

homoerotic, chastity and friendship, marriage,
adultery, and incest—in a range of literary and
secondary texts.
1 credit.
Spring 2001. Johnson.

ENGL 024. Inscriptions of the Feminine in
16th and 17th Century England*/**
Writings about and by English women when
very few women published or had rooms of
their own. Works from sonnets to closet dra­
mas, spiritual narratives to fiction by (among
others) Queen Elizabeth, Elizabeth Cary,
Aphra Behn, Aemilia Lanier, Shakespeare,
John Milton, Thomas Middleton, and Virginia
Woolf. Close reading of texts; class, gender,
nationalism, and sexuality in historical and
cultural contexts.
1 credit.
Not offered 1999-2000. Blum.

ENGL 026. English Drama Before 1642*
English drama began as a communal religious
event, but the theaters were shut down in 1642
because of their reputation for impiety and
social disorder. This course will trace the drama
from its medieval forms up through its com­
mercial success in the Renaissance and its ulti­
mate dissolution in the Civil War.
1 credit.
Not offered 1999-2000. Johnson.

ENGL 027. Tudor-Stuart Drama*
A survey of plays and masques written by
Christopher Marlowe, Ben Jonson, Thomas
Middleton, Thomas Dekker, John Webster,
Elizabeth Cary, John Ford, and others. The
course will consider historical, socio-political,
and literary contexts; just as important, we will
look at how the plays have been and continue
to be performed.
1 credit.
Fall 2000. Blum.

ENGL 028. Milton*
Study of M ilton’s poetry with particular
emphasis on Paradise Lost.
1 credit.
Spring 2000. Blackburn.

158

030-039: RESTORATION, 18TH CENTURY,
ROMANTIC
ENGL 030. Restoration Drama*
The restoration of the monarchy reopened
London theatres and brought actresses to the
English stage for the first time. We’ll explore
the new forms produced in this historical con­
text—heroic drama, comedy of manners, farce,
the drama of sentiment—along with the audi­
ences, theatres, players, and critics that helped
shape those forms.
1 credit.
Spring 2001. Johnson.

ENGL 031. Topics in the “ New” 18th
Century*/**
The 18th century has been seen as the age of
reason and the age of exaggerated emotion; an
era of imperialism and expanding political par­
ticipation; a time of progress and melancholy,
technical advances and spiritual necrophilia.
We’ll examine the 18th century’s schizo­
phrenic ‘spirit of the age’ and its implications
for our own time. Specific topics: The
Haunting of the Public Sphere (1999) and
Transatlantic Conversations (2001).
1 credit.
Not offered 1999-2000. Bolton.

ENGL 033. The Rnmantic Sublime*
“The essential claim of the sublime is that man
[sic] can, in speech and feeling, transcend the
human” (Weiskel). W hat does this transcen­
dence look like? How is it achieved? W hat
resources does it offer us, and at what cost?
Authors: Burke, Blake, the Wordsworths,
Coleridge, Byron, the Shelleys, and Keats.
1 credit.
,
Spring 2001. Bolton.

ENGL 034. Restaging Romanticism*
During the Romantic period, the number of
women writing in all genres increased dramat­
ically: many of these women writers were con­
nected with the stage as actresses, dramatists,
or critical spectators. This course explores
some of the connections between theatre and
politics, between genre and gender in the work
of both male and female writers of the period.
1 credit.
Not offered 1999-2000. Bolton.

ENGL 035. Rise of the Novel*/**
This course will look at classic 18th-century
novels considered to constitute the origins of
the novel in relation to less canonical texts—
mainly by women—in order to examine the
debate over the cultural legitimacy of the
novel and questions regarding high/low art
(and concomitant distinctions of gender)
raised by it. Novelists include Behn, Burney,
Defoe, Richardson, Fielding, Haywood, and
Austen.
I credit.
Not offered 1999-2000. Lesjak.

ENGL 036. The Age of Austen*
First we’ll read Austen’s novels and other rele­
vant texts in order to sketch the general con­
tours of “The Age of Austen.” Then we’ll turn
to recent film and television remakes of
Austen novels to explore what’s gained and
lost in the translation to film—and the reasons
behind Austen’s resurgent appeal to late 20th
century audiences.
1 credit.
Spring 2001. Bolton.

040-049: VICTORIAN TO MODERN
ENGL 040. Victorian Studies
A n interdisciplinary study of British cultural
formation during the Victorian period. This
semester will focus on how and why certain
cultural boundaries were drawn between civi­
lized and savage, man and machine, normal
and deviant, paying particular attention to
some of the more unsuspecting forms (gothic
horror, ‘sensational’ mysteries, the detective
story, children’s literature)— in and through
which ideas of gender, sexuality, domination,
and violence are approached.
1 credit.
Not offered 1999-2000. Lesjak.

ENGL 041. The Victorian Poets: Eminence
and Decadence
From Tennyson’s mythic moralizing to Robert
Browning’s vivid ventriloquism, from Elizabeth
Barrett Browning’s sharp-eyed social commen­
tary to Oscar Wilde’s tragic outrageousness, this
course examines the responses of the Victorian
poets to the stresses peculiar to their era.

1 credit.
Not offered 1999-2000. Anderson.

ENGL 044. Modern Rodies in the Making:
The 19th-Century Novel
Covering a wide range of Victorian novels; this
course will examine how these narratives
understand and represent class and gender for­
mation, national and racial definition, produc­
tive and reproductive labors and sexualities,
and issues of representation as they are rede­
fined through these narratives. Authors will
include Austen, the Brontes, Dickens, Eliot,
Hardy, Wilkie Collins, William Morris, and
Wilde.
1 credit.
Not offered 1999-2000. Lesjak.

ENGL 045. Modern British Poetry
Steven Spender called them “recognizers,” cre­
ating a complex, fractured art out of circum­
stances they experienced as extraordinary,
unprecedented. This course examines the
responses of British male and female poets—
and some American expatriates—to the wars,
shifting beliefs, complicated gender roles, and
other dislocations of early 20th-century life.
1 credit.
Spring 2001. Anderson.

ENGL 046. Stein and Woolf
This course is an intensive consideration of
two icons of modernism and of some of the cur­
rent critical writing on their work. As we
investigate these writers’ formal experimenta­
tion and their attempts to delineate modem
subjectivity, we will analyze the representation
of gender, sexuality, and national identity in
their work, and we will pay explicit attention
to the history of their status as “icons of mod­
ernism”—to their places in the canon. Texts
include Stein’s QED, Three Lives, and Tender
Buttons, and various “portraits,” and Woolf’s
Jacob’s Room, Mrs. Dalloway, To the Lighthouse,
and Orlando.
1 credit.
Spring 2000. Cohen.

ENGL 046. Contemporary Women’s Poetry
“Merely the private lives of one-half of human­
ity”: thus Carolyn Kizer defines the 20th-cen­
tury revolution through which women poets
give voice to the previously unspeakable and

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explore the political implications of the supposedly personal. This course considers a vari­
ety of poetic styles and stances employed by
women writing in English today—feminist or
womanist, intellectual or experiential, lesbian
or straight, and mindful of ethnic heritage or
embracing the new through artistic experimen­
tation.
1 credit.
Spring 2000. Anderson.

ENGL 049. 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,
Carson, McGuckian, Muldoon, and ni
Dhomnaill (among others) within the socio­
political contexts of contemporary Ireland.
1 credit.
Spring 2001. Anderson.

050-069: AMERICAN (INCLUDING AFRICAN
AMERICAN AND ASIAN AMERICAN)
ENGL 051. Fictions in American Realism
This course considers some basic and probably
unanswerable questions about late 19th centu­
ry relationships between art and conscience,
when rapid national expansion and social dis­
locations rendered American romance obso­
lete. The chosen narratives portray individuals
confronted by hardships or moral dilemmas
peculiar to early modernism. Writers include
W. D. Howells, Henry James, Kate Chopin,
Theodore Drieser, Stephen Crane, Edith
W harton, and Charles Chesnutt.
I credit.
Spring 2000. James.

ENGL 052A. Studies in American Prose
A study of 19th and 20th century American
narratives exploring the consequences of for­
bidden border crossings—cultural, racial, sexu­
al. Nineteenth century texts: a feminist look at
the Puritans and Indians (Hobomok); Douglass’
The Heroic Slave; Hawthorne’s Scarlet Letter;
and James’ Portrait of a Lady. More modem
works: C ather’s The Professor’s House;
Hemingway’s The Garden o f Eden; Charles
Johnson’s tribute to Douglass and Melville

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(Middle Passage); and Bharati Mukherjee’s
Holder of the World.
1 credit.
Not offered ¡999-2000. Schmidt.

ENGL 0520. American Fiction: Melville
and Pynchon
A study of two writers with many shared ambi­
tions, interests, and compulsions, with empha­
sis on their work in shorter forms as well as the
epic-length novel. Melville readings will
include “Bartleby the Scrivener” and “Benito
Cereno” and the short novel Israel Potter as
well as Moby-Dick. Pynchon readings will be
“Entropy,” “The Secret Integration,” The
Crying of Lot 49, and Mason & Dixon.
1 credit.
Not offered 1999-2000. Schmidt.

ENGL 052C. American Women’s Fiction
A look at romance and realism and race in
women’s fiction over two centuries. Tentative
syllabus: Lydia Maria Child’s A Romance of the
Republic (1867); the “local color” short stories
of Mary Wilkins Freeman; Maria Amparo Ruiz
de Burton, Who Would Have Thought It?
(1872); Edith W harton, The Age of Innocence
(1920); Zora Neale Hurston, Their Eyes Were
Watching God (1937); plus selected contempo­
rary work by Toni Morison, Dorothy Allison,
Rebecca Wells, and others.
1 credit.
Not offered 1999-2000. Schmidt.

ENGL 053. American Poetry
A study of the poetry and prose of selected U.S.
writers, including W hitm an, Dickinson,
Williams, Stevens, Hughes, and H.D.
1 credit.
,
Spring 2000. Schmidt.

ENGL 054. Faulkner, Morrison, and the
Representation of Race
This course has two aims: to explore in some
depth the fiction of two major American nov­
elists and to work towards aesthetic criteria
attentive to both racial dynamics and formal
achievement.
1 credit.
Fall 1999. Weinstein.

ENGL 057. The African American Writer
This century-long overview considers the way

African American writers frame their doublefaced culture, foreground their history and her­
itage, and portray their community’s way of
knowing itself. Writers range from Chesnutt to
Morrison and may include J.W. Johnson,
W.E.B. DuBois, Jean Toomer, Richard Wright,
Langston Hughes, or Alice Walker.
1 credit.
Not offered 1999-2000. James.

ENGL 059. The Harlem Renaissance
Through the lens of the Harlem Renaissance
era, this course considers African American
modernism and cultural nationality in the
decade following World War I. We will focus
largely on writings, but lectures on art and
music are included, and views concerning the
meaning of Harlem as locale are pertinent. A
day trip to Harlem will be arranged.
1 credit.
Spring 2001. James.

ENGL 060. Sites of Memory:
Contemporary African American Writing
Imaginative texts that remap the terrain of
African American cultural and social history
since the 1970s are central to this study of con­
temporary writing that focuses on “memories”
of slavery as a way of understanding the pre­
sent. Writers may include, among others,
Ernest Gaines, Paule Marshall, Charles
Johnson, Toni Morrison, Alice Walker, David
Bradley, Ishmael Reed, or Octavia Butler.
1 credit.
Fall 2000. James.

ENGL 061. Earlier Native American
Literature*/**
In 1969, Kiowa writer N. Scott Momaday was
awarded the Pulitzer Prize for House Made of
Dawn, a novel set on the Jemez Pueblo in New
Mexico. This event sparked what Kenneth
Lincoln has termed a literary “Native
American Renaissance,” and in its wake, there
has been a surge in both the production of and
interest in Native American literature.
Overlooked in the focus on contemporary lit­
erature, however, has been earlier Native
American literature. This course will examine
literature produced by Native Americans in
English from the 18th to the mid-19th cen­
turies primarily. Genres will include spiritual
narratives, letters, autobiographies, and fiction.

1 credit.
Fall 1999. Herm ann.

ENGL 062. Native American
Autobiography
This course is designed to acquaint students
with the varieties of self-life-narration in
native North America. We will examine issues,
such as the construction of Native American
images, ‘Indianness’, literary nationalism, vio­
lence, contemporary storytelling, and notions
of the ‘self’. We will be reading critical and cul­
tural theory alongside primary texts to under­
stand the ways in which Native American per­
sonal narratives are read and discussed in the
academy and in tribal communities.
1 credit.
Not offered 1999-2000. Hermann.

ENGL 063. Asian American Literature
This course is designed to introduce you to the
common texts and critical issues in the study of
Asian American literature in the context of
the various and changing circumstances of
Asian immigration to the United States. We
will think about such issues as “authentic”
identity, assimilation, remembering or imagin­
ing a homeland, and how these issues may be
influenced by differences in generation, gen­
der, and sexuality.
1 credit.
Not offered 1999-2000. Saragosa.

ENGL 064. The Asian American
Misceg-Nation
The historical circumstances of Asian immi­
gration to America, and American and
European involvement in Asia, will be occa­
sions to think about how the representation of
interracial romance is deployed to mediate
broader cultural fears. We will examine the
sexual stereotypes of Asian men and women;
we will think about how the people concerned
maneuver within a very loaded cultural mine­
field; and we will look at political racial mix­
ing, thinking about the possibilities for crossracial coalition building.
1 credit.
Not offered 1999-2000. Saragosa.

ENGL 065. Seif-Formation and Minority
Literature
This course will be organized around the

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notion of “self-formation,” and we will think
about autobiography and the novel as forms
through which model, or normative, subjectiv­
ities are produced. In this context, we will
think about the notion of “minor” literature
(as opposed to “major” or canonical literature),
how this relates to the construction of “minor­
ity” literature, and how works by women and
people of color revise and contest notions of
self-formation and normative subjectivity.
1 credit.
Spring 2001. Saragosa.

Tomas Rivera, Richard Rodriguez, Guillermo
Gomez-Pena, Sandra Cisnceros, and Cherrie
Moraga. Issues examined will include borderlands/border theory; ethnic and national iden­
tity; gender and sexuality en la movimiento;
and the place of the ethnic intellectual.
1 credit.
Spring 2000. Saragosa.

ENGL 066. Oriental Visions and Asian
Eyes: Asians on Stage and Screen**

Regular creative writing workshops are limited to
12 and require the submission of writing samples
for students to apply for them. Workshops marked
with a # combine a balance of substantial literary
analysis of models along with creative writing exer­
cises geared to the models; these workshops are lim­
ited to 15, do not require the submission of manu­
scripts, and have as their prerequisite (for freshmen
and sophomores but not for juniors or seniors) an
English introductory course. Students may nor­
mally take only one workshop at a time.

The history of representations of Asians will
provide the basis for our interrogation of race
in the popular American imagination. We will,
however, spend more time on the recent histo­
ry of Asian American theater, film, and perfor­
mance. Topics will include racial performance
and performance theory; representational
strategies of containment and resistance; ques­
tions of production, distribution, and recep­
tion; and the viability of theater and film as
locations from which to imagine an alternative
political reality.
1 credit.
Spring 2001. Saragosa.

ENGL 067. (Asian) Ethnicity and
(Heterosexual Nnrmativity**
In this class, we will examine a variety of liter­
ary texts and performance pieces to think
about how ideas of sexual normativity are
deployed to police not only gender identity,
but a whole range of political identifications.
While we will be looking at these issues in the
specific context of Asian American ethnicity,
the theoretical issues we raise will have impli­
cations in our broader understanding of race
and ethnicity.
1 credit.
Not offered 1999-2000. Saragosa.

ENGL 068. Chicano/a Literature
We will examine Mexican American literary
production in the context of the Chicano
rights movement. This will entail an examina­
tion of cultural production and movimiento
and post-movimiento politics. Our texts will be
literarature, film, performance, and visual art,
and the artists will include (among others)

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070: CREATIVE WRITING WORKSHOPS

ENGL 070A. Poetry Workshop
(Studio course)
A class, limited to 12, in which students write,
read, translate, and talk about poetry. We will
emphasize the discovery and development of
each individual’s distinctive poetic voice,
imagistic motifs, and thematic concerns, with­
in the context of contemporary poetics.
Students should submit three to five pages of
poetry for admission, at a time announced dur­
ing fall semester. The workshop will meet once
a week for four hours. Admission and credit
are granted at the discretion of the instructor.
1 credit.
Spring semester each year.
1
Spring 2000: Anderson. Spring 2001: Schmidt.

ENGL 070R. Fiction Writers’ Workshop
We’ll approach the challenge of constructing
compelling narratives through a series of for­
mal exercises and experiments. Students will
read and comment on each others’ writing as
they work to hone their own style and clarify
their central thematic concerns. Twelve stu­
dents are admitted to the class on the basis of a
writing sample submitted during fall semester.
1 credit.
Spring semester each year.
Spring 2000 and 2001. Bolton.

ENGL 070C. Advanced Poetry Workshop
(Studio course)
Intensive volumes of poetry often represent
their authors’ conscious statements, made
through selection, organization, and graphic
presentation. This course is intended as an
advanced workshop for students who have
taken the Poetry Workshop or have completed
a substantial body of work on their own.
Limited to 12. Admission and credit are
granted at the discretion of the instructor.
1 credit.
Fall 2000. Anderson.

ENGL 0700. Grendel’s Workshop (New
Texts From Old)#
John Gardner rewrote the ancient epic Beowulf
in modem idiom from the monster’s point of
view. Shapers like Cesaire and Auden have
brought Shakespeare’s Tempest into the 20th
century. Angela Carter’s Beauty liked the Beast
better than the Prince. Students will study old
texts and their modem revisions and then,
using these models as starting points, reshape
their own beautiful or beastly visions.
1 credit.
Fall 2000. Williamson.

ENGL 070E. Lyric Encounters#
Matthew Arnold called it “a criticism of life”;
Dylan Thomas “a naked vision.” Emily
Dickinson defined it as a blow: “If I feel physi­
cally as if the top of my head were taken off, I
know that it is poetry.” Students will examine
varieties of the lyric and then shape their own
criticisms, visions, cerebral explosions in
response.
1 credit.
Fall 1999. Anderson.

I credit.
Fall 1999. Yagoda.

ENGL 070K. Directed Creative Writing
Projects
Students—whether regular or honors majors—
who plan a directed writing project in fiction
or poetry must consult with the Department
Chair and with a member of the Department’s
writing faculty who might supervise the proj­
ect, and must submit a prospectus to the
Department by way of application for such
work before the beginning of the semester dur­
ing which the project is actually done. The
number of these ventures the Department can
sponsor each year is limited. Deadlines for the
receipt of written applications are the second
Monday in November and the first Monday in
April. Normally limited to juniors and seniors
who have taken an earlier workshop in the
Department.
For creative writing projects in the Honors
Program, the approximate range of pages to be
sent forward to the examiners will be 20 to 30
pages of poetry, or 30 to 50 pages of fiction.
There will be no written exam for the creative
writing project; the student’s portfolio will be
sent directly to the examiner, who will then
give the student an oral exam during Honors
week. For purposes of the transcript, the cre­
ative writing project will be assigned a grade
corresponding to the degree of Honors award­
ed it by the external examiner. Students are
advised that such independent writing projects
must normally be substantially completed by
the end of the fall semester of the senior year as
the spring semester is usually the time when
the Senior Honors Study essay must be written.
Staff.

ENGL 070F. Journalism Workshop
This course will consider a variety of journalis­
tic genres—the hard-news article, the inves­
tigative story, the profile, the feature, the work
of literary journalism—historically, theoreti­
cally, and practically as well as examining how
they are variously adapted for newspapers,
magazines, and books. Students will produce a
substantial work of journalism, or a series of
shorter pieces that address different aspects of
the same subject. Periodically, professional
journalists with a range of interest and exper­
tise will visit the class.

071: GENRE STUDIES
See also ENGL 081. Theory of the Novel.

ENGL 071 A . Tragedy***
A study of tragedies from the Greeks to the
postcolonial world. We’ll examine the history
of the genre, theories of the tragic, and the
ongoing effort to rewrite tragedy in changing
historical circumstances.
Note: By arrangement with the professor, this

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English Literature

course may be countered as either pre-1830 or
post-1830, but not both.
1 credit.
Not offered 1999-2000. Johnson.

ENGL 071B. The Lyric in English***
A history of the lyric poem in English from its
origins in Old and Middle English to contem­
porary poetry, with emphasis on comparing
particular lyric genres like the elegy, the love
poem, and the pastoral lyric.
Note: By arrangement with the professor, this
course may be countered as either pre-1830 or
post-1830, but not both.
1

credit.

Fall 2000. Schmidt.

ENGL 071C. The Short Story
As we read widely in the 19th- and 20th-cen­
tury short story, we’ll focus on technical devel­
opments as well as certain recurring preoccu­
pations of the genre: fragmentation and recon­
struction; the staging of an encounter between
the ordinary and the extraordinary; the refuta­
tion of time and mortality.
1 credit.
Fall 2000. Bolton.

ENGL 071E . Autobiographical Acts
W hat compels the act of writing the self? W hat
do the acts have in common across race, cul­
ture, or gender? This course examines impulses
to testify and considers a range of ethnic and
cultural instances in its questioning, but exam­
ples will vary from time to time.
1 credit.
Not offered 1999-2000. James.

ENGL 0 71F. Gothic Possibilities
“High Gothic” flourished in England in the
1790s; “Southern Gothic” adapted the con­
ventions of the form to the demands of mod­
ernist fiction and the culture of the American
South. Among the Gothic possibilities we will
consider: sensationalism (Lewis), domestica­
tion (Raddiffe), parody (Austen), autobiogra­
phy (Porter), fragmentation (Faulkner), and
cultural critique (Toomer).
1 credit.
Not offered 1999-2000. Bolton.

ENGL 071G. Satire: Spirit and Art
This course speculates about the nature and

164

aims of satire and its problematical standing.
How valid are claims to moral purpose? To
power or influence? We will question whether
satires ranging from toasts in verse to narra­
tives in fiction and film are ‘open’ or ‘closed’
forms. Authors will include Atwood, Huxley,
Charles Johnson, Pope, Ishmael Reed, Swift,
John Kennedy Toole, and Nathanael West.
1 credit.
Not offered 1999-2000. James.

ENGL 071H. Science Fiction
A n exploration of origins, genres, themes, and
contexts in a dozen or so works of sciencebased speculative fiction from several ages. We
will be concerned not only with the workings
of the literary imagination in these novels (and
a few plays), but also with shifting ideas about
what science is, of the relation of science to
human affairs (religious, political, economic,
and even psycho-sexual); and of the percepti­
ble shape of the universe itself. Authors may
include Bacon, Swiff, Mary Shelley, Verne,
Wells, Stapledon, Asimov, Clarke, Brunner,
Gibson, LeGuin, Piercy, etc.
1 credit.
Not offered 1999-2000. Blackburn.

ENGL 0 71J. Cherchez la femme: The
“ Mystery” of Women in the Mystery
Genre
From Eden on, our cultural narratives o f decep­
tion and discovery have often centered on
Woman, vulnerable, culpable, and duplicitous.
The concept of 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 of this “mystery” will involve
male authorities—Conan Doyle, Chandler,
Hammett— and female private “I”s—Sara
Paretsky, Sue Grafton, Barbara Wilson.
1 credit.
Not offered 1999-2000. Anderson.

ENGL 071K. Lesbian Novels Since
World War II
This course will examine a wide range of nov­
els by and about lesbians since World War II.
O f particular concern will be the representa­
tion of recent lesbian history; how, for
instance, do current developments in cultural

studies influence our understanding of the les­
bian cultures of the 50s, 60s, and 70s? W hat is
at stake in the description of the recent lesbian
past?
1 credit.
Spring 2000. Johnson.

ENGL 071M . James Merrill and the Epic
Poem
An introduction to what may be the most
important epic poem published in our lifetime,
James Merrill’s The Changing Light at Sandover
(1984). It is a moving mixture of tragedy and
comedy featuring conversations with the dead
via an Ouija board and the heroic exploits of
God Biology recycling souls and cloning
genius. We will begin the course with a brief
look at Dante’s Inferno, one earlier epic poem
important to Sandover.
Enrollment limited to 15.
I credit.
Not offered 1999-2000. Schmidt.

ENGL 7 1 N. Narratives of Spiritual
Quest***
A study of how writers from the 16th century
to the present explore spirituality and unlock
the conscience within through particular
forms—from allegory to lyric, fiction to autobi­
ography. Works by Spenser, Milton, Herbert,
Dickinson, Merton, Kerouac, Tolstoy, Gold­
berg, Morrison, Butler, Hillesum, Hooks, and
others. Popular film and TV may include The
Rapture, Buffy Vampire Killer, Touched by an
Angel, and the X-Files.
Note: By arrangement with the professor, this
course may be counted as either pre-1830 or
post-1830, but not both.
1 credit.
Spring 2001. Blum.

ENGL 071R. Feminist Theatre
Feminist playwrights have used the stage to cri­
tique a patriarchal discourse founded upon
woman as spectacle. A t the same time, they
have created a new theatrical language devot­
ed to staging women as subjects. We will start
our readings with a backward glance at the
modem drama canon, then focus upon 20th
century playwrights and performance artists,
such as Glaspell, Johnson, Churchill, Terry,
Fomes, Shange, Kennedy, Duras, Yamauchi,
Wong, Smith, Hughes, and Split Britches.

1 credit.
Spring 2000. Evan.

072-079: COMPARATIVE LITERATURE/
LITERATURE IN TRANSLATION
ENGL 072. Proust, Joyce and Faulkner
Selections from Proust’s Remembrance of Things
Past, Joyce’s Dubliners and Ulysses entire, and
Faulkner’s The Sound and the Fury and Absalom,
Absalom! Emphasis on the ideological and for­
mal tenets of modernism.
1 credit.
Spring 2000. Weinstein.

ENGL 073. Modernism: Theory and
Practice**
Drawing on a range of theorists and practition­
ers, this course will explore some salient ener­
gies and problems of modernism. Theorists will
include Nietzsche, Freud, Weber, Simmel,
Adomo, Benjamin, Bakhtin, and de Certeau,
among others. Practitioners will be chosen
from among the following writers: Joyce,
Kafka, Proust, Rilke, Mann, Woolf, and
Faulkner.
1 credit.
Spring 2001. Weinstein.

ENGL 073A. Mapping the Modern
(Crosslisted as SOAN 052)
The course seeks to explore some of the salient
issues, achievements, and problems that serve
to map Western modernity. Beginning with
“prophetic voices” from the mid-19th century,
we then concentrate upon “urban fables” of
early 20th-century high modernism, conclud­
ing briefly with late-20th century “postmodern
lenses.” Texts will be chosen from among the
following writers: Marx, Baudelaire. Nietzsche,
and Dostoevsky; Rilke, Kafka, Freud, Joyce,
and Woolf; Weber, Simmel, Adorno,
Benjamin, and Lukács; Bakhtin, Arendt,
Canetti, and de Certeau; Calvino and Borges;
Berman and Harvey. The central topics under
study are the phenomena of the modem sub­
ject and the modem city, as expressed in liter­
ature, analyzed in sociology and critical theory,
and represented in a range of cultural practices.
1 credit.
Not offered 1999-2000. Weinstein and WagnerPacifici.

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ENGL 074. Modern Epic: Tolstoy, Joyce,
and Garcia-Marquez
This course will examine three “encyclopedic”
texts (War and Peace, Ulysses, One Hundred
Years of Solitude) that rehearse and transform
inherited paradigms of cultural identity, pur­
pose, and destiny. Through sustained attention
to formal and ideological tenets of these specif­
ic texts, we will also seek to interrogate some of
the salient procedures of realism, modernism,
and postmodernism,
i credit.
Fall 2000. Weinstein.

ENGL 075. Studies in Comparative Fiction
This course will explore the relationships
between desire and law, as well as the social
construction of identity, in a range of 19thand 20th-century novels. Writers will include
Flaubert, Dostoevsky, Tolstoy, Kafka, Faulkner,
and Morrison.
1 credit.
Not offered 1999-2000. Weinstein.

ENGL 076. Studies in Modern Drama
The course will focus on selected modem play­
wrights who have been instrumental in recon­
ceiving dramatic form and in shaping the mod­
ernist (or post-modernist) tradition. Major
topics may include: text and subtext, realism
and expressionism, theatre as self-reflexive
form, acting and acting out, language and
silence, and ideas of the spectacular. Major
authors will include Ibsen, Pirandello, Brecht,
Beckett, Pinter, and Churchill.
1 credit.
Not offered 1999-2000. Williamson.

ENGL 0 77. Literature of the Asian
Diaspora
The political and economic circumstances of
immigration and exile have produced a rich
body of literature in English by Asians in
England, Canada, and the United States. As
.we read these texts, we will think about how
they address common concerns of national and
transnational identity, themes of exile and
return, and visions of home and homeland.
Authors we will read will include Salmon
Rushdie, Anchee Min, and Teresa Hak Kyung
Cha.
1 credit.
Fall 1999. Saragosa.

166

ENGL 070. The Black African Writer
The texts in this course challenge outworn per­
ceptions of m onolithic African cultures
and— through imaginative narratives and
poetry by selected writers—reflects the shared
need of women and men to come to terms with
a past usurped by colonial regimes and tradi­
tions tested by modernist visions. These writers
meditate on the national present as well as on
the shape of things to come even as they search
the past. Authors include Chinua Achebe,
Buchi Emecheta, Ama A ta Aidoo, Amos
Tutuola, Sembene Ousmane, Ngugi wa
Thiong’o, and others.
1 credit.
Fall 1999. James.

ENGL 079. Fictions From the Black
Atlantic
This course focuses on a ‘black Atlantic cul­
ture’ whose themes and techniques complicate
and enrich our understanding of Western
‘modernism’. Works range from Equiano and
Delaney to Morrison and Baldwin.
1 credit.
Not offered 1999-2000. James.

080-096: CRITICAL THEORY, FILM AND
MEDIA STUDIES
Courses in critical theory are also listed elsewhere
and are noted by **.

ENGL 080. Critical and Cultural Theory**
An introduction to texts and contexts in con­
temporary critical theory and cultural studies.
We will read narrative, psychoanalytic, marxist, poststructuralist, feminist, queer and post­
colonial theory, raising questions of subjectiv­
ity, difference, ideology, representation, meth­
odology, and cultural politics.
1 credit.
Not offered 1999-2000. White.

ENGL 081. Theory of the Novel**
A study of novels representative of the novel’s
development as a form in conjunction with dif­
ferent theories of the novel. We will consider
the origins of the novel, the relationship
between the history of the novel and the his­
tory of sexuality, and debates regarding the

novel and the politics of realism, modernism,
and contemporary postmodernism. Authors
include: Watt, Lukács, Brecht, Armstrong,
Jameson, Richardson, Eliot, and Woolf.
1 credit.
Spring 2000. Lesjak.

ENGL 082. Representations of Women’s
Identity * *
(Cross-listed as PSYC 052)
A study of the ways that psychology, literature,
film, and literary theory illuminate women’s
identity and self-expression. By examining psy­
chological case studies, prose narratives by
male and female authors, psychological and lit­
erary theory, we will identify ways women have
been represented in our culture, the conse­
quences of this representation, and possibilities
for self-awareness and expanding creativity.
Prerequisite: an introductory course in English.
1 credit.
Not offered 1999-2000. Blum and Maracek.

ENGL 083. Feminist Theory**
Close readings of a range of feminist theory,
from early feminist texts which attempt to
establish the fact of sex-based oppression to
later works addressing psychoanalysis and the
problem of “master discourse”; the issue of
what is “woman”; and questions of how class,
sex, gender, imperialism, and race intersect.
1 credit.
Spring 2000. Lesjak.

ENGL 084. Lesbian Representation**
Using the framework of feminist theory, we
will explore models of lesbian representation in
literature and film and the construction of sub­
jectivity and desire in texts authored by les­
bians. Works by Radclyffe Hall, Audre Lorde,
Chantal Akerman, and others will be read and
viewed in the context of psychoanalysis, mod­
ernist and postmodern aesthetics, feminist pol­
itics, gay history, and popular culture.
1 credit.
Not offered 1999-2000. White.

ENGL 085. “ Whiteness” and Racial
Difference**
A look at the history of how “racial” identities
and differences have been constructed in past
and contemporary cultures, especially in the
United States. Includes writings on the subject

by cultural critics of all races.
1 credit.
Spring 2001. Schmidt.

ENGL 086. Postcnlonial Literature and
Theory**
A comparative study of postcolonial literature
and theory within a global framework, empha­
sizing the political, historical, and cultural
dimensions of these texts. O f central concern
will be how the “empire writes back”: its repre­
sentations of political and literary histories,
nationalism, race, and gender. Readings by
Said, Aijaz Ahmad, Amin, Rushdie,
Emecheta, Ousmane, Dangarembga, Achebe,
Nwapa, and Mariamma Ba.
1 credit.
Not offered 1999-2000. Lesjak.

ENGL 087. American Narrative Cinema**
Introduction to film as narrative form, audiovi­
sual medium, industrial product, and social
practice, emphasizing the emergence and dom­
inance of classical Hollywood as a national
cinema, with some attention to independent
narrative traditions such as “race movies.”
Genres, such as the western, the melodrama,
and film noir, express aspirations and anxieties
about race, gender, class, and ethnicity in the
United States. Auteurist, formalist, marxist,
feminist, and psychoanalytic methods will be
explored.
1 credit.
Fall 1999 and 2000. White.

ENGL 088. American Attractions: Leisure,
Technology, and National Identity**
Visual spectacles such as Bamum’s museum,
minstrel and Wild West shows and vaudeville
shaped American “identity” from ethnic,
racial, religious, geographical and gender dif­
ferences and hierarchies, anticipating the
national audiences of the Hollywood studio
system and television networks. This teamtaught interdisciplinary class focuses on the
history and analysis of U.S. popular culture
from the Civil War to the present.
1 credit.
Not offered 1999-2000. Sharon Ullman (His­
tory, Bryn Mawr) and Patricia White.

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English Literature

ENGL 089. Women and Popular Culture:
Fiction, Film, and Television
This course looks at Hollywood “women’s
films” and television soap operas, their sources
in 19th and 20th century popular fiction and
melodrama, and the cultural practices sur­
rounding their promotion and reception. How
do race, class, and sexual orientation intersect
with gendered genre conventions, discourses of
authorship and critical evaluation, and the
paradoxes of popular cultural pleasures? Uncle
Tom’s Cabin, Gone With the Wind, Rebecca, The
Joy Luck Club.
1 credit.
Spring 2000. White.

ENGL 090.Queer Media**
How are sexual identities mediated by popular
culture? How do lesbian and gay film and video
makers “queer” sexual norms and standard
media forms? Challenging classic Hollywood’s
heterosexual presumption and mass media
appropriations of lesbian and gay culture, we
will examine lesbian and gay aesthetic strate­
gies and modes of address in contexts such as
the American and European avant-gardes,
AIDS activism, and diasporan film and video
movements.
1 credit.
Fall 2000. White.

ENGL 091. Feminist Film and Media
Studies**
This course focuses on critical approaches to
films and videos made by women in a range of
historical periods, national production con­
texts, and styles: mainstream and independent,
narrative, documentary, video art, and experi­
mental. Readings will address questions of
authorship and aesthetics, spectatorship and
reception, image and gaze, race, sexual, and
national identity, and current media politics.
1 credit.
Spring 2001. White.

ENGL 092. Film Theory and Culture**
A survey of major paradigms in classical and
contemporary film theory and historiography:
realism, montage, authorship, genre, narratology, semiotics of image and sound, the cine­
matic apparatus, spectatorship, feminism, and
cultural studies. Directors include Eisenstein,
Vertov, Welles, Ophuls, Godard, Akerman,

168

Lanzman, Jarman, Trinh. Background in film
studies required.
1 credit.

Fall 1999 and Spring 2001. White.

ENGL 093. Studies in Film and Literature
A study of the complex ways in which film and
literature interact. Heart of Darkness as the
source and inspiration for Apocalypse Now.
The collaboration of Handke and Wenders on
Wings of Desire. The self-reflexive meta-forms
of Pirandello and Resnais. Dramatic and cine­
matic treatments of Kaspar Hauser and the
Elephant Man. The art of Pinter on stage and
screen.
1 credit.
Not offered 1999-2000. Williamson.

097-099: INDEPENDENT STUDY AND
CULMINATING EXERCISES
ENGL 097. Independent Study
Students who plan an independent study must
consult with the appropriate instructor and
submit a prospectus to the Department by way
of application for such work before the begin­
ning of the semester during which the study is
actually done. Deadlines for the receipt of writ­
ten applications are the second Monday in
November and the first Monday in April.
Normally limited to juniors and seniors.
0.5-1 credit.
Staff.

ENGL 0 9 8 ,098A. Senior Thesis
Course majors in the Department may pursue a
thesis of their own choosing under the supervi­
sion of a member of the Department. The the­
sis may be for one (40-50 pages) or two (80-100
pages) credits. A brief prospectus for the pro­
ject must be submitted for approval by the
Department in April of the junior year. Before
submitting this prospectus, Course majors
should consult with the Department Chair and
with the Department member who might
supervise the project. This work must be sepa­
rate from that of the senior culminating essay,
required of every course major for graduation.
1 or 2 credits.
Staff.

ENGL 099. Senior Culminating Essay
During the fall and spring terms of the senior
year, each course major is required to write a
senior essay. Proposals are due in the fall and
completed essays are due in the spring. Details
about the essay are available in the Depart­
ment Office. One-half credit will be awarded
for the essay, normally in the spring term; the
essay will receive a regular letter grade.
0.5 credit.
Spring semester. Staff.

SEMINARS

tion and containment. Special emphasis on
Paradise Lost, and some attention to works by
Milton’s male and female contemporaries.
2 credits.
Not offered 1999-2000. Blackburn or Blum.

ENGL 106. Renaissance Epic*
The two major English epics of the period,
Spenser’s Farie Queene and Milton’s Paradise
Lost, considered in contexts of social and liter­
ary history, including two epic antecedents,
Virgil’s Aeneid and Tasso’s Jerusalem Delivered.
2 credits.
Not offered 1999-2000. Blackburn.

ENGL 107. Renaissance Literature*
Honors seminars are open to juniors and seniors
only and require approval of the Department
Chair. Priority is given to Honors majors and
minors.

Group I: (Pro-1830)
ENGL 10 1. Shakespeare*
Study of Shakespeare as dramatist and poet.
The emphasis is on the major plays, with a
more rapid reading of much of the remainder of
the canon. Students are advised to read
through all the plays before entering the sem­
inar.
2 credits.
Fall 1999: Blackburn. Fall 2000: Blum.
Spring 2000'and 2001: Johnson.

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

ENGL 104. Milton*
Study of Milton’s works in relation to questions
of authorial identity, canon formation, gender
and genre politics, spiritual and social revolu­

Covers a range of Renaissance writing, empha­
sizing relations between texts and their social
realms. We’ll study the private exchange of
elite poetic texts, the relation between fame
and stigma for published authors, the profes­
sion of the playwright, the roles of women who
wrote, and the uses of writing in the Civil War.
Our readings will include significant amounts
of Shakespeare, non-Shakespearean drama,
criticism, and theory.
2 credits.
Not offered 1999-2000. Johnson.

ENGL 110 . Romantic Poetry*
We’ll read the women poets of the period
(Smith, Robinson, Baillie, Wordsworth,
Hemans, and L.E.L.) alongside their more
famous male contemporaries (Blake, Words­
worth, Coleridge, Byron, Shelley and Keats) in
order to explore issues of concern to both.
Topics may include revolution, theatricality,
hauntings, class conflict, orientalism, and
empire.
2 credits.
Spring 2000. Bolton.

Group II (Post-1830)
ENGL 1 1 1 . Victorian Literature and
Culture**
This seminar will treat novels, non-fictional
works, and visual art from the Victorian period
in the context of Britain’s age of empire. We
will consider the major issues of the day—the
“Condition of England” question, the “woman
question,” theories of evolution and revolu-

169

English Literature

tion, the role of aesthetics—and how they are
engaged and represented by different media
and disciplines. Works by Carlyle, Mill, Marx,
Darwin, Gaskell, Eliot, Gissing, Schreiner,
Wilde, among others.
2 credits.
Fall 1999. Lesjak.

ENGL 112 . Women and Literature**
A. Issues of agency and subjectivity as set out
by contemporary women writers in current fic­
tion, autobiography, feminist, and womanist
theory. Topics include body image, narratives
of race, nation and strategic essentialism, gen­
der and sexuality, feminist science fiction, and
spirituality. Works by Erdrich, Morrison,
Tiptree, Allison, Suleri, Sapphire, Winterson,
Moraga, Shikeguni, Butler, among others.
2 credits.
Not offered 1999-2000. Blum.
B. Women’s Poetry of the 20th Century: “Tell
it slant,” Emily Dickinson advises, and women
poets—whether or not they have read her
work—have typically taken her subversive
advice to heart. How women “slant” their
truth, and how their poetic methods differ—if
at all—from those of their male counterparts
will form the center of this inquiry into
Modernist and post-Modemist feminist aes­
thetics.
2 credits.
Fall 2000. Anderson.

ENGL 115 . Modern Comparative Literature
The fall semester will focus on fiction respon­
sive to colonial and postcolonial conditions.
Writers will include Conrad, Forster, Achebe,
Emecheta,
Faulkner,
Garcia-Mirquez,
Morrison, Silko, Erdrich, and Rushdie.
The spring semester will focus on Modernism:
theory and practice. Drawing on a range of
authors writing between the 1850s and the
1930s, this seminar will attend to the concep­
tual underpinnings of European modernism
.and will seek to come to terms with several of
its most salient texts. Primary readings will be
drawn from among the following writers: Marx,
Baudelaire, Dostoevsky, Nietzsche, Rilke,
Kafka, Freud, Joyce, Eliot, Proust, Woolf,
Faulkner, and Hurston. Secondary readings
will include essays by Simmel, Lukács,
Benjamin, Adorno, Bakhtin, and De Certeau.

170

2 credits.
Fall 1999 and 2000; Spring 2000 and 2001.
Weinstein.

ENGL 116 . American Literature
Advanced work in U.S. literary history.
Students who enroll in this course should nom­
inate one to two works of literature to be con­
sidered for the syllabus. These will be supple­
mented by other primary and secondary works
of American literature and history chosen by
the instructor. Prior work in U.S. literature
and/or history is recommended.
2 credits.
Fall 2000. Schmidt.

ENGL 1 1 7 . Ethnic Studies in Literature
If feminist politics has taught us that the “per­
sonal” is the “political,” in what ways is it also
the “critical”? This course will be an intensive
exploration into how “identity”—racial, eth­
nic, gender, and sexual—has come to be used
as an organizing principle in the construction
of literary traditions and as a point of entry into
various critical practices. In particular, we will
interrogate how literary and cultural criticism
take up such forms of identity, how critical
practices based on gender and sexuality are
often in a troubling relationship to those based
on race, and how contemporary challenges to
identity politics force us to reconsider the util­
ity of such identitarian models.
2 credits.
Fall 2000. Saragosa.

ENGL 118 . Modern Poetry
A study of the poetry and critical prose of
Yeats, Eliot, Stevens, and H.D., in an,effort to
define their differences within the practice of
“Modernism,” and to assess their significance
for contemporary poetic practice.
2 credits.
Fall 1999 and Fall 2000. Anderson.

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

2 credits.
Spring 2000. White.

ENGL 12 1. The Harlem Renaissance in
The Jazz Age
This study extends and challenges received
conceptions of the Harlem Renaissance by
reading the era in relation to The Jazz Age—
African American modernism side by side with
American cultural nationalism. It weighs the
effects of focusing on intersections between
American/Affican American (and African)
cultural positions and their impact on each fol­
lowing World War I. Texts may range from
Hughes and Hurston to Stein and O ’Neill.
2 credits.
Not offered 1999-2000. James.

the processes of play production, especially as
they involve collaborative making; all produc­
tion for performance in the program is part of
course work.
Theatre Studies emphasizes writing as an
important aspect of discursive thinking and
communication. All courses have a significant
writing component, the nature of which varies
from course to course.
Since in practice, public performance engages
theatre artists for less time and is less compli­
cated than rehearsal and other preparations, it
receives proportionally less attention in this
curriculum. Since all work in theatre even­
tually issues in a public occasion, classes are
usually open to visitors.

ENGL 180. Thesis
A major in the Honors Program may, with
Department permission, elect to write a thesis
as a substitute for one seminar. The student
must select a topic and submit a plan for
Department approval no later than the end of
the junior year. Normally, the student writes
the thesis of 80-100 pages, under the direction
of a member of the Department, during the fall
of the senior year.
2 credits.
Staff.

ENGL 183. Independent Study
Students may prepare for an Honors examina­
tion in a field or major figure comparable in lit­
erary significance to those offered in the regu­
lar seminars. Independent study projects must
be approved by the Department and supervised
by a Department member. Deadlines for the
receipt of written applications are the second
Monday in November and the first Monday in
April.
2 credits.
Staff.

THEATRE STUDIES
The Theatre Studies major uses the study of all
aspects of dramatic art as the center of a liber­
al arts education. It is intended to be of broad
benefit regardless of a student’s professional
intentions. All courses in the program address

REQUIREMENTS AND RECOMMENDATIONS
Planning a program in Theatre Studies can be
complicated. First and second year students
thinking about a Theatre Studies major should
read these Requirements and Recommenda­
tions closely, and should consult with the
Director of Theatre Studies early and often.
Leave schedules, study abroad, a wide variety
of intern and apprentice programs, and the
importance of course sequences make longrange planning essential.
Courses numbered 001 through 010 are intro­
ductory and are prerequisite to intermediate
courses.
Courses numbered O il through 049 are inter­
mediate and are prerequisite to advanced
courses numbered 050 through 099.
Seminars carry numbers 100 and above.
Intermediate work in each of the course
sequences requires a beginning course in that
area. Thus, the prerequisite for THEA 012
(Acting II) is THEA 002 (Acting I); for
THEA 035 (Directing II), THEA 015
(Directing I), and so on throughout the pro­
gram.
Some advanced courses carry additional
prerequisites that are listed in the course
descriptions.
For those majors who intend a career in profes­
sional theatre, whether academic, not-for-prof­
it, or commercial, internships in professional
theatres are strongly recommended. Because of

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Theatre Studies

scheduling difficulties, students should plan
and apply for internships, time spent off cam­
pus, and community projects as far in advance
as possible.
The Pig Iron Theatre Company is in residence
on campus during the summer. Positions are
usually available in production, development,
public relations, marketing, box office, and
house or stage management. Positions are usu­
ally not available in acting, directing, or
design.
Major in the Course Program: Ten credits of
work including THEA 002 (Acting I), THEA
004A (Design IA: Set Design), THEA 004B
(Design IB: Lighting Design), THEA 015
(Directing I), THEA 016 (Playwright’s Lab),
THEA 106 (Theatre History Seminar), and
THEA 099 (Senior Company). In addition,
each major will choose an area of specialization
and take the intermediate and advanced
courses in that area.
The areas of specialization are Acting,
Directing, Scenography, Playwriting/Dramaturgy, 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
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; (2) an oral examination
on the essay and related subjects by Theatre
Studies faculty.
Major in Honors: Honors students majoring in
Theatre Studies will make three preparations
as follows.
1. Theatre History Seminar, written examina­
tion, and an oral set by an outside examiner.
2. THEA 121 or a thesis attachment to a
course to be read by an outside examiner
along with an oral.
3. A production project in one of the following
fields.
Directing from a script. The student will, under
faculty supervision, read in the playwright’s
work, make a director’s preparation for the
entire play, and rehearse for public presenta­
tion a locally castable portion of the chosen
play. The instructor will supervise these activi­
ties appropriately, on the model of a special

172

project in Theatre Studies. The external exam­
iner will visit this project several times
(depending on schedule and available funds).
These visits (to rehearsals or planning sessions)
will not include feedback from the examiner.
The examiner attends rehearsal to know as
much as possible about the student’s methods
of making the work. The examiner also attends
one or more of the public performances. The
examination proper will consist of an extended
interview directly following the performance
and a briefer oral during Honors weekend. The
subject of the first interview will be the stu­
dent’s processes as they relate to the produc­
tion. The second oral will concern the stu­
dent’s assessment of the entire process as a part
of his or her undergraduate education and
future plans. The student will support both
interviews with an extensive production jour­
nal.
Design from a script. The student will prepare
all research, sketches, and preliminary writing
for a production in a designated venue, He or
she will make renderings, working drawings,
and a model, and will prepare detailed budgets,
schedules, etc. In addition to the model, the
student will supervise the construction of a
buildable portion of the design. The local
instructor will supervise these activities appro­
priately, on the model of a special project in
Theatre Studies. The external examiner will
receive copies of all materials as the student
generates them, and will pay special attention
to the way in which the project develops under
continual revision. During the Honors week­
end, the examiner will see the full-sized por­
tion and the model. The examination proper
will be an extensive presentatioh by the stu­
dent, of the entire project, with special atten­
tion to processes of development and revision.
During this presentation, the examiner (proba­
bly a professional designer, not necessarily an
academic) will question the student, on the
model of advanced classes in architecture.
Dramaturgy. This project will be associated
with Dramaturgy Seminar, Directing, or Play­
wright’s Lab. The student will create a body of
writing appropriate to the specific project. This
will include (but is not limited to) notes on
production history, given circumstances, script
analysis, program and press kit notes, study
guide, and a grant proposal. For a community,
education, or other project, the student, in

consultation with an instructor, will create and
fulfill a protocol suited to the work. O n a pro­
duction project, the student will continue work
in rehearsal. The external examiner will
receive all materials as they are generated. If
the work is rehearsed, the examiner will attend
as many rehearsals as possible. If the work is
performed, or the project presented in some
other way, the examiner will attend. The
examination proper, given during the Honors
weekend, will consist of an extended oral pre­
sentation similar to a design presentation.
Acting. This student, with the advice of an
advisor, will select and prepare a role from an
appropriate script. The Program will hire a pro­
fessional actor for 50 hours of rehearsal, which
the student will supplement with practice and
other acting “homework.” The advisor will
assist in this work on a regular basis. The exter­
nal examiner will attend as many rehearsal ses­
sions as possible, in order to observe the stu­
dent’s process. The student will keep a journal
(an expanded version of the private “book”
actors keep) to support discussion with the
examiner in an extended interview immediate­
ly following an in-house presentation of the
work. During the Honors weekend, the exam­
iner will conduct a second oral examination,
focusing on the student’s reconsideration of the
work after some time has passed.
One of these combinations will constitute 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 project. The usual schedule
will be spring of junior year, Theatre History
Seminar; fall of senior year, THEA 099 and
project planning; spring of senior year, thesis
and production project.
Double majors taking three examinations in
Theatre will also follow that schedule.
For double majors taking one examination and
comps in Theatre Studies, the examination
may be a production project, depending on
available resources.
Minor in Honors. Theatre Studies minors are
required to take either THEA 015 (Perfor­
mance Theory and Practice) and THEA 106
(Theatre History Seminar) or THEA 016
(Playwright’s Lab) and THEA 121 (Production
Dramaturgy Seminar). Minors may petition at
the end of the junior year to enroll in THEA

099 (Senior Company) if they have otherwise
completed the prerequisites for the course.
SEMESTER ABROAD IN POLAND. The
Programs in Theatre Studies and Dance are
jointly developing a new semester-abroad pro­
gram for interested Swarthmore students based
at the Silesian Dance Theatre (Slgski Teatr
Taftca) in Bytom in conjunction with the
Jagiellonian University of Cracow and other
institutions in the vacinity. The Program is
intended to provide participating students with
a combination of foreign study with the expe­
rience of working in various capacities (dance
performance, arts administration, scenography,
etc.) within the environment of a professional
dance theatre company for credit. Partici­
pating students would be housed in Bytom
along with attending weekly tutorials in
Cracow. Intensive study of Polish while in the
country will be required of all participating stu­
dents. Although details of the program are still
being finalized as the College catalog goes to
press, it is expected that students will be able to
participate in the program beginning in Spring
2000. Students participating will be able to
enroll for the equivalent of a full semester’s
credit (4 to 5 credits). Participation in the
Annual International Dance Conference and
Performance Festival hosted by Silesian Dance
Theatre in June and July is highly rec­
ommended for certain types of credit. Beyond
credits in Theatre Studies, Dance, and inten­
sive Polish, a menu of possible tutorials is being
developed in Polish literature and history,
Environmental Studies, Film, Religion, Jewish
and Holocaust Studies, and other fields.
Interested students should contact Professor
Allen Kuharski, Director of Theatre Studies, as
early as possible for advising purposes and
updated information on the status of the pro­
gram. See course listings in both the Theatre
Studies Program and the Music and Dance
Department for types of academic credit being
offered.
A separate but parallel semester abroad option
in Cracow, Poland, is being offered through the
Engineering Department and the Environ­
mental Studies Concentration. Interested stu­
dents should contact Professor A rthur
McGarity in the Engineering Department for
details.
Co-curricular and extra-curricular work in
Theatre, although not specifically required, is

173

Theatre Studies

strongly recommended for majors. Oppor­
tunities include paid and volunteer staff posi­
tions with the Theatre Studies Program, inhouse projects for various classes, production
work in The Eugene M. and Theresa Lang
Performing Arts Center, and Drama Board pro­
duction.
W ith respect to the 20-course rule, courses in
dramatic literature taught in the English
Literature, Classics, or Modem Languages and
Literatures Departments may be designated as
part of the major. Courses in nondramatic lit­
eratures taught in those departments will not
be considered part of the major.

INTRODUCTORY COURSES
THEA 001. Making Theatre
How theatre is made in the United States:
commercial, not-for-profit, and academic.
Theatre professionals (schedules permitting)
meet with the class for discussion and work­
shops. How to make theatre locally, using col­
laborative ensemble techniques and available
space and material. Weekly lab sessions leading
to in-house performance of original work.
Short papers based on reading, local rehearsals
and performances, and class projects.
Primary distribution course. 1 credit.
Fall 1999. Denzer, Devin.

KeyCAD Complete by Softkey.
1 credit.
Fall 1999. Marshall.

THEA 004B. Design 10: Lighting Design
This is an exploratory class in the complexities
of lighting design. The course objective is to
introduce lighting concepts and how to express
them. It is intended to demystify an enormous­
ly powerful medium. This course will culmi­
nate in a full-scale lighting design for a public
performance of a Directing III project. Text:
Designing with Light by J. Michael Gillette;
Software: Power CADD and MacLux Pro-C.
1 credit.
Spring 2000. TBA.

THEA 006. Wnrld Performance Traditions
A comparative and cross-cultural survey of
classical, modem, and contemporary ap­
proaches to theatrical performance. The course
will combine the classroom study of theatre
history, performance theory, and production
dramaturgy with practical exercises in acting,
playwriting, directing, and so forth. Assigned
materials will include a variety of plays and
videotapes as well as historical and theoretical
texts relating to performance. A variety of
writing required, ranging from playwriting
exercises to critical and research papers.
Primary distribution course. 1 credit. .
Spring 2000. Denzer.

THEA 002. Acting I
Work on the self through fundamental exer­
cises in acting: vocal and physical warm-up;
focus and release; sense and affective memory;
journals. Work toward collaborative models
and the use of improvisation as a tool for
invention and discovery. Short papers on local
rehearsals and performances. This class meets 6
hours a week.
1 credit.
Fall 1999: Denzer, Devin. Spring 2000: Devin.

THEA 004A . Design !A: Set Design
This course is intended to introduce students
to the artistic world of theatre design. It
includes projects in rendering, model making,
and computer-aided design. Students will sur­
vey selected set designers from the Renaissance
to the 20th century. Text: Designing and Paint­
ing for the Theatre by Lynn Pecktal; Software:

174

INTERMEDIATE COURSES
THEA 012. Acting II
Work on playscripts through scene study and
rehearsal process: given circumstances, charac­
ter biography; objectives; tasks and behavior;
activities and actions; vocal and physical
warm-up; focus, release, and body awareness.
Short papers on local rehearsals and perfor­
mances. This course meets 6 hours a week.
Prerequisite: THEA 002.
1 credit.
Fall 1999: Belver. Spring 2000: Denzer.

THEA 014. Design II: Scenographic Design
The development of a scenic design in
response to a play’s symbolic expression. This
course will focus on the creative and artistic

processes of the scenic designer. It is centered
around a project for a major production
design. Work will be conducted in areas of
research, perspective drawing, model mak­
ing, and mechanical drawing with computeraided design programs. Text: Designing and
Painting for the Theatre by Lynn Pecktal;
Software: PowetCADD. Required readings
include Sceno-Graphic Techniques by Owen
Parker, and Theory and Craft of the Scéno­
graphie Model by Darwin Payne.
Prerequisite: THEA 004A or 004B.
1 credit.
Fall 1999. Marshall.

THEA 015. Directing I: Performance
Theory and Practice
(Cross-listed with Asian Studies)
This course covers a series of major texts on
performance theory and practice, with
emphasis on directing and acting. Assigned
readings will focus on theoretical writings by
or about the performance work of artists such
as Zeami, Stanislavsky, Artaud, Brecht,
Grotowski, Mnouchkine, Chaikin, Suzuki,
and Robert Wilson, as well as selected theo­
retical and critical texts by nonpractitioneis.
The course includes units on performance
traditions and genres outside of Europe and
North America. Weekly video screenings
required.
Prerequisite: THEA 001 or THEA 006 high­
ly recommended but not required.
1 credit.
Fall 1999. Kuharski.

THEA 016. Playwright’s Lab
Exercises in writing, improvisational rehear­
sal, plotting and dramaturgy, which result in
a performance. Traditional playscript con­
struction, as well as organizing and recording
improvisations.
Prerequisite: THEA 001 or THEA 006 high­
ly recommended but not required.
1 credit,
Fall 1999 and Spring 2000. Adams.

THEA 021. Production Dramaturgy
Dramaturgy as a part of play production.
Exercises in playscript conception, analysis,
and preparation; discovery of given circum­
stances and support materials; conception
and analysis of rehearsal process. Weekly lab

sessions.
Prerequisite: THEA 001 or THEA 006 high­
ly recommended but not required.
1 credit.
Fall 1999. Devin.

THEA 035. Directing II
This course focuses on the theatre director’s
role in a collaborative ensemble and on the
ensemble’s relation to the audience. Units
cover the director’s relationship with actors,
designers, composers, technicians, and
choreographers, as well as playwrights and
their playscripts. The student’s directorial
self-definition through this collaborative
process is the laboratory’s ultimate concern.
Final project consists of an extended scene to
be performed as part of a program presented
by the class.
Prerequisites: THEA 002, 004B, and 015.
1 credit.
Fall 1999. Kuharski.

ADVANCED COURSES
THEA 052. Acting III
A n advanced scene study studio; given cir­
cumstances and dramaturgy; vocal and phys­
ical character making.
Prerequisite: THEA 002 and 012.
1 credit.
Spring 2000. Belver.

THEA 054. Design III: Designing for
Performance/The Design Firm
As a foundation for The Firm, this course
calk on the teachings of Jo Mielziner and
Frank Lloyd Wright. The objective of the
course is to create what Jo Mielziner called a
“harmony of style.” This is accomplished by
bringing together theatre design students in a
studio-workshop much like those of the
Renaissance. Students will devleop and
design the scenography for the Senior Com­
pany class (THEA 099). Text: Designing and
Painting for the Theatre by Lynn Pecktal;
Software: PowerCadd.
Prerequisites: THEA 004A, 004B, and 014.
I credit.
Fall 1999. Marshall.

175

Theatre Studies

THEA 055. Directing III

THEA 092. Off-Campus Projects in Theatre

Requires students to apply the exercises from
Directing II (THEA 035) to a variety of scene
assignments. These will address a variety of
theatrical genres (force, epic theatre, verse
drama, etc.) and various approaches to dramat­
ic text (improvisation, cutting, and/or augmen­
tation of playscripts, adaptation of nondramatic texts for performance, etc.). Projects will
usually be presented for public performance.
Prerequisites: THEA 002, 004B, 015, and 035.
1 credit.
Spring 2000. Kuharski.

Residence at local arts organizations and the­
atres. Fields include management, financial
and audience development, community out­
reach, as well as stage and house management.
Prerequisite: Appropriate preparation in the
major.
1 credit.
Fall 1999 and Spring 2000. Staff.

THEA 073. Arts Administration for
Performance

THEA 099. Senior Company

THEA 093. Directed Reading
1 credit.

THEA 094. Special Projects in Theatre
1 credit.

(Cross-listed as DANC 073)
Available to students enrolled in the College’s
semester abroad in Poland. Students enrolled
are encouraged to extend their stay in Poland
through early July 2000 to participate in the
Annual International Contemporary Dance
Conference and Performance Festival hosted
by Silesian Dance Theatre in Bytom.
By arrangement with Allen Kuharski.
Spring 2000.

THEA 074. Scenography for Dance
Theatre Performance
(Cross-listed as DANC 074)
Available to students participating in the
semester abroad in Poland. Students enrolled
are encouraged to extend their stay in Poland
through early July 2000 to participate in the
Annual International Contemporary Dance
Conference and Performance Festival hosted
by Silesian Dance Theatre in Bytom.
By arrangement with Bill Marshall.
Prerequisites: Theatre 004B and 014.
Spring 2000.

THEA 076. Polish Theatre and Drama
Available to students participating in the
semester abroad in Poland. No reading knowl­
edge of Polish required.
By arrangement with Allen Kuharski.
Prerequisite: THEA 015 or consent of Program
Director.
Spring 2000.

176

A workshop course emphasizing issues of col­
laborative play making across lines of special­
ization, ensemble development of performance
projects, and the collective dynamics of form­
ing the prototype of a theatre company. Work
with an audience in performance of a single
project, or a series of projects.
This course is required of all Theatre Studies
majors in their senior year and will not nor­
mally be taken for external examination. Class
members will consult with the instructor dur­
ing spring semester of their junior year, before
registration, to organize and make prepara­
tions. Non-majors and Honors minors may
petition to enroll, provided they have met the
prerequisite.
Prerequisite: Completion of one three-course
sequence in Theatre Studies.
1 credit.
Fall 1999. Devin.

SEMINARS
T H E A 106. Theatre History Seminar
(Cross-listed with Francophone Studies and
Women’s Studies)
A critical and comparative survey of selected
theatrical companies from the early Renais­
sance to the 20th century. Emphasis on collab­
orative relations within a given theatrical
company, placement of theatrical perfor­
mances within specific cultural contexts, and
their relevance to contemporary theatrical
practice. Readings will include, but not be lim­
ited to, dramatic texts as one form of artifact of
the theatrical event. The Spring 2000 seminar
will focus on the work of Ariane Mnouchkine
and the Théâtre du Soleil in France.
Prerequisite: THEA 015.
2 credits.
Spring 2000. Kuharski.

THEA 12 1. Production Dramaturgy
Somfnar
Fundamentals of dramaturgy, including script
preparation and analysis, given circumstances
and ongoing life, education and outreach, as
well as occasional writing. As way opens, the
class will work with local professionals on plan­
ning and production.
Prerequisite: THEA 016 or the instructor’s
consent.
2 credits.
Not offered 1999-2000. Devin.

THEA 180. Honors Thesis
Credit either for Honors attachments to
courses or for Honors thesis projects in direct­
ing, scenography, acting, and so on. By ar­
rangement with the student’s faculty advisor in
Theatre Studies.
Fall and spring semester each year. Staff.

THEA 18 1. Honors Thesis
Credit for Honors thesis projects in directing,
scenography, acting, and so on. By arrange­
ment with the student’s faculty advisor in
Theatre Studies.
Fall and spring semester each year. Staff.

177

Environmental Studies

Coordinator: CARR EVERBACH (Engineering)
Holly Castleman (Administrative Assistant)
Committee:

Wendy Horwitz (Psychology)
Roger Latham (Biology)3
Arthur McGarity (Engineering)
Rachel M en (Biology)
Carol Nackenoff (Political Science)
Hans Oberdiek (Philosophy)
Frederick Orthlieb (Engineering)
Michael Speirs (Sociology and Anthropology)
Don Swearer (Religion)
Richard Valelly (Political Science)
Mark Wallace (Religion)3

3 Absent on leave, 1999-2000.

Profound, anthropogenic changes are occur­
ring in the land, water, and air around us, and
education needs to respond to these changes.
Swarthmore’s heritage of social concern com­
pels us to educate students so that they are well
informed about vital, current issues, and capa­
ble of full political participation. The College
has a responsibility to provide means for the
study of environmental problems and to
encourage students to develop their own per­
spectives on these problems. The Environ­
mental Studies Concentration is one way that
the College meets these responsibilities.
Environmental Studies is truly interdisciplin­
ary and offers numerous opportunities for rigor­
ous interdisciplinary work because environ­
mental issues have scientific, engineering,
social, political, economic, literary, and philo­
sophical dimensions, all of which must be
addressed. The Concentration helps guide stu­
dents to the many academic fields that afford a
perspective on environmental problems and
enables them to explore questions-most com­
pelling to them from the vantage point of var­
ious disciplines in the natural and social sci­
ences, engineering, and the humanities.
A Concentration in Environmental Studies
consists of an integrated program of five cours­
es plus a capstone seminar that a student takes
in addition to a regular major.
Concentrators must take five courses from the
list below, including at least one course in

178

Environmental Science/Technology, at least
one course in Environmental Social Science/
Humanities, and at least one more from either
of these two groups for a minimum of three
courses in these two categories. Up to two
courses may be chosen from the list of Adjunct
Courses. Students may petition the Faculty
Committee on Environmental Studies- to have
courses taken at other institutions fulfill some
of these requirements. A t least three'of the.five
courses must be outside the major. One of the
courses may be independent work or a field
study (in the U.S. or abroad) supervised by a
member of the Committee (Environmental
Studies 90). In addition to the five courses,
each concentrator will participate in the
Capstone Seminar in Environmental Studies
(Environmental Studies 91) during the spring
semester of the senior year. The capstone sem­
inar will involve advanced interdisciplinary
work on one or more issues or problems in
environmental studies. Leadership of the
Capstone Seminar rotates among the members
of the Faculty Committee on Environmental
Studies.

COURSES IN ENVIRONMENTAL
SCIENCE/TECHNOLOGY
The Environmental Science/Technology cate­
gory includes courses which emphasize tech­

niques and methodologies of the sciences and
engineering and whose subject is central to
Environmental Studies. Therefore, all concen­
trators will be familiar with a body of scientific
knowledge and scientific approaches to envir­
onmental problems.

CHEM 001. Chemistry in the Human
Environment
0I0L 036. Ecology
0I0L 037. Systematic Ootany
6I0L 039. Marine Biology
BIOL 12 1. Physiological Ecology
BIOL 130. Behavioral Ecology
BIOL 137. Biodiversity
ENGR 032. Introduction to
Environmental Protection
ENGR 063. Water Quality and
Pollution Control
ENGR 066. Environmental Systems
GE0L 103 (Bryn Mawr College).
Environmental Geology

COURSES IN ENVIRONMENTAL
SOCIAL SCIENCES/HUMANITIES
The Environmental Social Science/Humanities category includes courses which are central
to Environmental Studies and which focus on
values, their social contexts, and their imple­
mentation in policies. Thus, all concentrators
will have studied the social context in which
environmental problems are created and can
be solved.

S0AN 064. Seeds of Change: The
Environmental Consequences of the
Agricultural Revolution in Prehistory

ADJUNCT COURSES
There are other courses that are relevant to
Environmental Studies and which can be in­
cluded in the five courses required for the con­
centration but are not central enough to justi­
fy their inclusion in the preceding groups.

ASTR 009. Meteorology
BIOL 016. Microbiology
BIOL 026. Invertebrate Zoology
BIOL 027. Crop Plants
BI0L/EC0N 226E (Haverford College).
Agricultural Biotechnology in
Developing Economies
ENGR 003. Problems in Technology
ENGR 035. Solar Energy Systems
ENGR 064. Swarthmore and the Biosphere
ENVS 090. Directed Reading in
Environmental Studies
(Advanced permission of instructor is
required.)

ENVS 092. Research Project
MATH 061. Modeling
PHYS 020. Principles of the Earth
Sciences
POLS 047. Politics of Famine and Food
Policy
POLS 065. Politics of Population

EC0N 076. Economics of the
Environment and Natural Resources
EDUC 065. Environmental Education
ENGR 068/P0LS 043.
Environmental Policy
POLS 222 (Bryn Mawr College).
Introduction to Environmental Issues
PSYC 057. Psychology and Nature
RELG 022. Religion and Ecology

179

Francophone Studies

Coordinator: JEAN-VINCENT BLANCHARD* (French) (Fall 1999)
BRIGITTE LA NE* (French) (Spring 2000)“
Eleonora Bayinski (Administrative Coordinator)
Committee:

Robert DuPIOSSiS* (History)
James Freeman (Music)
BrUCe Grant (Sociology/Anthropology)
Cynthia Halpern (Political Science)
Sally Hess (Dance)
Constance Hungerford* (Art History)
Tamsin Lorraine (Philosophy)*1
George MOSkOS* (French)3

Micheline Rice-Maximin* (French)"
Mark Wallace (Religion)3
Philip Weinstein (English)
Colette Windish (French)

*Members of the Steering Committee.
1 Absent on leave, fall 1999.
3 Absent on leave, 1999-2000.

10 Program director, Swarthmore Program in
Grenoble, fall 1999.
11 Program director, Swarthmore Program in
Grenoble, spring 2000.

The concentration in Francophone Studies
explores areas and peoples significantly influ­
enced by and participant in Francophone cul­
tures throughout the world: Africa, the
Americas, Europe, and Southeast Asia. It takes
a broad view of cultural achievements and thus
will examine cultural diversity and identity at
all community levels. Through the use of ana­
lytical methods drawn from both the humani­
ties and the social sciences, the concentration
encourages interdisciplinarity in courses, semi­
nars, and student programs of study. W ithin a
cultural studies approach, various perspectives
will be used to establish new critical and theo­
retical paradigms better to understand the
complex relations and reciprocal influences
between “centers” and “peripheries.”
.Through the study of an important transna­
tional culture, the Concentration will prepare
students for graduate education and careers in
international relations, business, law, and aca­
demic disciplines and enable them to partici­
pate better in our increasingly globalized world.
Besides the study of francophone language, lit­
erature, and culture courses offered in the
Modem Languages and Literatures Depart­

ment, students will have the opportunity of
using French-language materials in many of
the courses and seminars offered by other
departments.
General Requirements: A concentration in
Francophone Studies consists of 5 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 2 credits may be from the student’s major
department, and at least 2 credits must come
from courses marked +. Only 1 credit, taken
abroad may count toward the concentration.
A t least 3 credits must come from core courses
and seminars, whereas only 2 credits may come
from cognate courses or seminars. Students are
expected to work in at least two departments.
To ensure a strong groundwork for all concen­
trators, one of the credits must be a core course;
we particularly recommend FREN 025 and
HIST 022, but any of the core courses or sem­
inars can function as an introductory course. In
addition to the 5 credits, each concentrator
will complete a 15- to 20-page independent,
interdisciplinary Senior Paper. The initial pro­

180

posal and bibliography, which are due immedi­
ately after the Thanksgiving break, must be
approved by two professors in two different
departments. The completed paper is due at
the end of spring break.
Students are required to be proficient in the
French language: to complete FREN 004 or the
equivalent. They are strongly encouraged to
study abroad in a French-speaking country. In
addition, they must either take an advanced
literature or culture course in French or use
French-language sources in the Senior Paper.
In any case, students are encouraged to read
French-language materials in the original lan­
guage wherever possible.
Courses and seminars that may be offered for a
Francophone Studies Concentration (+ indi­
cates courses that cover Francophone material
outside of France and/or multicultural materi­
al) are the following:
CORE COURSES AND SEMINARS
(75 percent to 100 percent Francophone '
content): A t least 3 credits required.
Courses m Disciplines Other Than French

ARTH 017: Nineteenth-Century European
Art
HIST 022: Early Modern France and the
Francophone New World+
HIST 027: To the Barricades: The
European Revolutionary Tradition
HIST 030: France Since 1789:
Revolutions, Republics, and Empires
Seminars in Disciplines Other Than French

ARTH 145: Gothic Art and Architecture
ARTH 160: Eighteenth-Century Western
Art
ARTH 164: Modern Art Seminar
PHIL 145: Feminist Theory Seminar
TH EA106: Theatre History Seminar
French Courses Numbered 12 and Above

FREN 012C: Literature and Culture of
Quebec4,
FREN 012C: France “ Year 2000” :
Introduction socioculturelle a la
France actuelle4.

FREN 012L: Introduction à l’analyse
littéraire
FREN 022: Le Cinéma français
FREN 023: Topics in French Civilization:
Multicultural France*
FREN 024: Société et littérature: Cultures
de l’exil*
FREN 025: Centers and Peripheries in the
Francophone World'1'
FREN 028: Franco/Ciné: Francophone
Film+
FREN 030: Topics in 17th- and 18thCentury Literature: L’invention de la
modernité féminine en France
(16e-18e)
FREN 033: Le Monde francophone:
Résistances et expressions littéraires+
FREN 036: Poésie d’écritures françaises+
FREN 037: Ville et exclusion+
FREN 040: French Theatre and Cultural
Studies
FREN 060: Le Roman du 19ème siècle
FREN 061: Odd Couplings: Writing and
Reading Across Gender Lines
FREN 062: Le Romantisme
FREN 065: La Poésie de Baudelaire à
Apollinaire
FREN 067: Nineteenth- and 20th-Century
French Theater
FREN 070: Théâtre Moderne: Beyond
Realism: Meta-Theater in French and
European Drama
FREN 070F: Caribbean and French
Civilizations and Cultures’1,
FREN 071 F : French Critical Discourse:
From Barthes to Baudrillard
FREN 072: Le Roman du 20ème siècle
FREN 073: Roman et cinéma
FREN 075F: Haïti and the French Antilles
and Guyane in translation4,
FREN 076: Femmes écrivains4,
FREN 077: Prose francophone: Littérature
et société4.

181

Francophone Studies

FREN 078: Théâtre d’écritures françaises:
connaissance et société4
FREN 079F. Scandal in the Ink: Queer
Traditions in French Literature
FREN 091: Special Topics (Counting as +
depending on the topic of the year)
French Seminars

FREN 102: Baroque Culture and Literature
FREN 104: Stendhal et Flaubert
FREN 105: Proust
FREN 106: Poésie symboliste
FREN 108: Le Roman du 20ème siècle:
Crises et Transformations
FREN 109: Le Romantisme
FREN 110: Ecritures françaises hors de
France: Fiction et réel4
FREN 1 1 1 : Espaces Francophones:
La Ville réelle et imaginaire+
FREN 112: Ecritures Francophones:
Fiction and History in the FrenchSpeaking World+
FREN 113: Voyage et littérature:
Exploration, nomadisme, et migration4
FREN 114 : Théâtre d’écritures
françaises4
FREN 115: Paroles de Femmes+
COGNATE COURSES A N D SEMINARS
(30 percent Francophone content minimum):
No more than 2 credits may count toward the
concentration.
Cognate Courses

ARTH 018: IWentieth-Century Western Art
ARTH 029: Film: Form and Signification
ARTH 064: Philadelphia and American
Architecture
DANC 022: History of Dance: Europe’s
Renaissance Through 1900
DANC 036: Dance and Gender
DANC 037: The Politics of Dance
Performance4
EC0N 082: Political Economy of Africa4
ENGL 72: Proust, Joyce and Faulkner
182

HIST 008b: Modern Africa, 1880 to
Present4,
HIST 020: Official and Popular Cultures in
Early Modern Europe
UTR 014: Modern European Literature
MUSI 004: Opera
MUSI 022: Nineteenth-Century Music
MUSI 023: TWentieth-Century Music
MUSi 038: Color and Spirit
PHIL 039: Existentialism
POLS 003: Introduction to European
Politics
POLS 012: Modern Political Thought
POLS 052: The European Welfare State
SOAN 002: Nations and Nationalisms
SOAN 036: History of the Cultural Concept
Cognate Seminars (30 percent Francophone
content minimum)

HIST 1 1 7 : State and Society in Early
Modern Europe
HIST 122: Revolutionary Europe
1750-1870
HIST 124: Europeans and Others Since
1750
HIST 140: The Colonial Encounter in
Africa4
PHIL 139: Phenomenology,
Existentialism, and Poststructuralism
POLS 101: Political Theory: Modern
R ELG 112: Postmodern Religious Thought
SOAN 102: History and Myth
SOAN 103: Gift and Fetish
Note: Among all the courses listed previously,
those satisfying the requirement of at least 2 credits
covering Francophone material outside of France
and/or multicultural materials are marked +.
These can be courses in French or in other dis­
ciplines. FREN 091 (Special Topics) may
count among this category, depending on the
topic of the year.

MINOR IN FRANCOPHONE STUDIES
To be eligible to minor in Francophone Studies
for the Honors Program, students must com­
plete all the requirements for the Francophone
Studies concentration. This entails the com­
pletion of 5 credits and the writing of the
Senior Paper. Candidates for an Honors minor
will offer a single 2-credit preparation outside
the designated honors major. The student will
follow the requirements for Senior Honors
Study for the minor in the department in
which the seminar is offered, and take that
exam.

183

German Studies

Coordinators: MARION FABER (German)
Eleonore Baginski (Administrative Coordinator)
Committee:

Richard Eldridge (Philosophy)
Jarnos Freeman (Music)
Pieter JudSOn (History)2
James Kurth (Political Science)
Tamsin Lorraine (Philosophy)'
Michael Marissen (Music)
Braulio Muhoz (Sociology/Anthropology)
Christopher Pavsek (German)1
Sunka Simon (German)
Hansjakob Werien (German)

1 Absent on leave, fell 1999.

2 Absent on leave, spring 2000.

The concentration in German Studies grows
out of the connection between German
thought and art of the 19th and 20th centuries.
Figures such as Goethe, Wagner, Nietzsche,
Marx, and Freud, for example, go beyond the
boundaries of particular disciplines. In addi­
tion, the study of German history and politics
enriches and is enriched by the study of
German literature and art. A combination of
approaches to German culture introduces the
student to a field of knowledge crucial to con­
temporary society and prepares the student for
graduate work in a good number of academic
disciplines as well as for various international
careers. The Concentration may be under­
taken in the Course Program or in the Honors
Program. Concentrators should consult the
program coordinator during the sophomore
year to plan their work toward the Concen­
tration.
General Requirements: Students are required to
take 5 credits from designated courses in
German Studies, three of which must be out­
side the student’s major department. To ensure
a common groundwork for all concentrators,
students must take the core course, GERM
014, Introduction to German Studies. To
ensure work in depth, at least 1 credit must be
a thesis on an interdisciplinary topic, normally
to be proposed at the end of the junior year and
written in the fall semester of the senior year.
A n interdisciplinary thesis for the student’s

major department may fulfill this requirement.
It is required that students do substantial work
in the German language (GERM 004 or the
equivalent). It is also strongly recommended
that students study in Germany (for a summer
or, preferably, for a semester) if at all possible.
After studying abroad, concentrators must take
at least one additional class in German Studies.
Students who do not take an advanced litera­
ture course must either use original German
sources in the thesis or add an attachment in
German to one course in the concentration.
Note: A student can accomplish a Special
Major in German Studies by taking 5 addition­
al credits from the courses listed below.
German Studies Minor in the Honors Program
Requirements: The German Studies Concentra­
tion offers only a Minor in the Honors Pro­
gram. Students in the German Studies Honors
Program are expected to be sufficiently profi­
cient in spoken and written German tp com­
plete all their work in German and are strong­
ly advised to spend at least one semester of
study in a German-speaking country. Candi­
dates are expected to have a B average in I
course work both in the department and at the I
College.
Prerequisites: GERM 014 and an advanced I
course in German Studies.
Preparations: A seminar in German Studies (or, I
in lieu of the seminar, two advanced courses in I

184

German Studies).
Senior Honors Study (SHS) and Examination
Honors preparation will include a revised ver­
sion of a seminar paper (approximately 3,000
words) from the seminar for which the student
is being examined. Otherwise, preparation for
the examination will be discussed with the
director of German Studies on a case-by-case
basis to ensure adequate preparation for the
Honors examination. There will be no credit
given for the revised paper.
The Honors examination will take the form of
a 3-hour written examination based on a
German Studies seminar or, in lieu of the sem­
inar, two advanced courses in German Studies,
the 0.5-credit SHS preparation, and a 30- to
45-minute oral examination based on all pre­
vious work in the field.
The following courses and seminars may be
offered for a German Studies concentration:
Courses (1 credit)

HIST 034. Europe 1900. Eros and Anxiety
HIST 035. The Jew as Other
HIST 036. Modern Germany
HIST 037. The Holocaust and German
Culture/UTR 037G
MUSI 022.19th-Century Music
MUSI 033. Lieder
MUSI 034. Bach
MUSI 035. Late Romanticism
PHIL 039. Existentialism*
S0AN 083. Senior Colloquium on Art
and Society*

PHIL 114 . Nineteenth-Century Philosophy
PHIL 13 7. German Romanticism and
Idealism
PHIL 139. Phenomenology,
Existentialism, and Poststructuralism
R E LG 106. Contemporary Religious
Thought
S 0AN101. Critical Modern Social Theory
S0AN105. Modern Social Theory
S0AN115 . Freud and Modern Social
Theory
GERM 104. Goethe und seine Zeit
GERM 105. Die Deutsche Romantik
GERM 108. German Studies Seminar:
Wien und Berlin
GERM 109. Rise of the Modern German
Novel
GERM 110 . German Literature after
World War II
* Cognate course: No more than two may be
counted toward the German Studies concen­
tration.
+ Cognate seminar: No more than one may be
counted toward the German Studies concen­
tration.

G erm an courses num bered 0 0 3 B an d
above.

LITR courses taught in English
Sem inars (2 credits)

HIST 122. Revolutionary Europo+
HIST 124. Europeans and Others
Since 1750+
HIST 125. Fascist Europe
MUS110 1. Bach
185

History

ROBERT S. DUPLESSIS, Professor
LILLIAN M . LI, Professor
MARJORIE MURPHY, Professor
STEPHEN P. BENSCH, Associate Professor
PIETER M . JUDSON, Associate Professor2
ROBERT E . WEINBERG, Associate Professor and Chair
TIMOTHY J . BURKE, Assistant Professor
ALLISON DORSEY, Assistant Professor3
BRUCE A . DORSEY, Assistant Professor
LAURA GOTKOWITZ, Assistant Professor3
THERESA BROWN, Administrative Assistant

2 Absent on leave, spring 2000.

3 Absent on leave, 1999-2000

COURSE OFFERINGS AND PREREQUISITES

Courses and seminars offered by the History
Department are integral to most interdiscipli­
nary programs, such as Black Studies,
Francophone Studies, German Studies, Latin
American Studies, Peace Studies, and
Women’s Studies as well as to the majors in
Asian Studies and Medieval Studies. Students
interested in these programs should consult the
appropriate statements of requirements and
course offerings. In addition, we encourage stu­
dents who wish to obtain teaching certification
to major in history (see section on Teaching
Certification for more information).
Survey Courses: Survey courses (HIST 002010) are open to all students without prerequi­
sites and are designed to serve the needs of stu­
dents who seek a general education in the field
as well as to provide preparation for a range of
upper-level courses. Survey courses provide
broad chronological coverage of a particular
field of history. Although these entry-level
courses vary somewhat in approach, they nor­
mally focus on major issues of interpretation,
the analysis of primary sources, and historical
methodology. First-year seminars (HIST 001)
explore specific historical issues or periods in
depth in a seminar setting; they are open to
first-year students and are limited to 12 stu­
dents. Students who are not admitted to firstyear seminars in the fall will receive priority for
seminars in the spring. Students with scores of
4 or 5 in Advanced Placement examinations
(or scores of 6 or 7 in International Baccalaur­
eate [IB] examinations) may receive preference

The courses and seminars offered by the
History Department attempt to give students a
sense of the past, an acquaintance with the
social, cultural, and institutional developments
that have produced the world of today, and an
understanding of the nature of history as a dis­
cipline. The discipline of history is a method of
analysis that focuses on the contexts in which
people have lived and worked. Our courses and
seminars emphasize less the accumulation of
data than the investigation, from various
points of view, of those ideas and institutions—
political, religious, social, economic, and cul­
tural—by which people have endeavored to
order their world. The History Department’s
curriculum introduces students to historical
methodology and the fundamentals of histori­
cal research and writing.
The study of history prepare? students for a
wide range of occupations and professions
because it develops their analytical, writing,
and research skills. Former Swarthmore
History majors can be found in all sectors of
the economy, ranging from Wall Street to the
world of medicine, from elementary and high
schools to trade unions and public interest
foundations and institutes, from journalism
and publishing to consulting, and from the pri­
vate to the public sector. In particular, many of
our former majors claim that studying history
was excellent preparation for law school and
enabled them to succeed as attorneys.

186

in admission to certain first-year seminars.
Upper-division courses (HIST 011-099; 1
credit) are specifically thematic and topical in
nature and do not attempt to provide the broad
coverage that surveys do. They are generally
open to students who have fulfilled one of the
following: (1) taken one of the courses num­
bered 001-010; (2) received an Advanced
Placement score of 3 in the same area as the
course they wish to take; (3) received an
Advanced Placement score of 4 or 5 in any
area; (4) received the permission of the
instructor; or (5) taken Classics courses 031,
032, 042, 044, or 056. Exceptions are courses
designated “not open to first-year students" or
where specific prerequisites are stated.
Seminars: Admission to double-credit History
seminars is selective and based on an evalua­
tion of the student’s potential to do indepen­
dent work and to contribute to seminar discus­
sions. A minimum grade of B in at least two
History courses is required of all students enter­
ing seminars. In addition, the opinions of
department members who have taught the stu­
dent are solicited.
Sophomores hoping to take History seminars
in their junior and senior years should give spe­
cial thought to the seminars they list in their
sophomore papers. The department will weigh
the merit of each request on the basis of the
importance of the seminar to the student’s pro­
posed program as well as the student’s qualifi­
cations. Seminar enrollments are normally
limited to nine. If you are placed in a seminar
at the end of your sophomore year, you will be
one of nine students guaranteed a space, and
you are, in effect, taking the space of another
student who might also like very much to be in
the seminar. Consequently, you should not list
any seminar in your sophomore paper without
being quite certain that you intend to take it if
you are admitted. To help you make an
informed choice about seminars, a binder enti­
tled “History Department Seminars” contain­
ing syllabi of all seminars currently offered by
the department is available in the department
office. You may wish to consult it before writ­
ing your sophomore paper.

REQUIREMENTS FOR HISTORY MAJORS

mally requires at least two history courses
taken at Swarthmore and a satisfactory staridard of work in all courses. Beginning with the
Class of 2002, one of these two courses will
normally be a first-year seminar. However, stu­
dents who do not take a first-year seminar
can still major in history. Courses in Greek
and Roman history offered by the Classics
Department count toward this prerequisite.
Students who intend to continue the study of
history after graduation should bear in mind
that a reading knowledge of one or two foreign
languages is now generally assumed for admis­
sion to graduate school.
All majors (course and Honors Programs) in
History must take at least nine credits in the
department, chosen so as to fulfill the follow­
ing requirements:
1. A t least six of the nine credits are normally
done at Swarthmore.
2. A t least one course or seminar at
Swarthmore from each of the following cat­
egories: (a) all courses and seminars before
1750 (including CLAS 031,032,042,044,
and 056) and (b) all courses and seminars
in areas outside Europe and the United
States, specifically Africa, Asia, Latin
America, and the Near East. This distribu­
tion requirement is designed to have stu­
dents explore various fields of history and
engage in comparative historical analysis.
A list of these distribution courses is on file
in the department office. The department
expects students to concentrate in topics or
areas of special interest to them and to specify
them in their sophomore papers.
Course Major
Complete the Senior Research Seminar (HIST
091) in which students write a research paper
based on primary and secondary sources. The
department strongly believes that majors
should develop their expertise in a chosen field
of history by producing a piece of historical
writing and analysis. This course satisfies the
College’s requirement that all majors and con­
centrations have a culminating exercise for
their majors. The research paper should build
upon a cluster of courses that the student has
defined. The department encourages students to
suggest possible research topics in their sophomore
papers and requires them to select topics by the end
of their junior year. Possible research themes

Admission to the department as a major nor­

18 7

History

include but are not limited to colonialism
and imperialism, nations and nationalism,
popular culture, urbanization, politics and
diplomacy, revolution and rebellion, and eco­
nomic history.
Thesis
A student who wishes to write a thesis should
state her or his intention by submitting a pro­
posal at the beginning of the senior year. The
department must approve the topic before the
student can enroll in HIST 092 (Thesis). The
thesis should be a work of about 10,000 to
15,000 words (50-75 pages), and a brief oral
examination will be conducted on completion
of the thesis.
Major and Minor in the Honors Program
(External Examination Program)
Seminars are the normal mode of preparation
for students majoring in history in the Honors
Program. Majors in the Honors Program will
complete three double-credit preparations and
revise one paper per preparation for their port­
folio submitted to external examiners. Revised
papers will not be graded but will be included
in the portfolio to provide examiners a context
for the evaluation of the written examination
taken in the spring. Students may substitute an
Honors Thesis (HIST 180) for one of their
seminars. The thesis and revised seminar
papers are due by April 28.
Minors in the Honors Program will complete
one double-credit preparation and include one
revised paper from that preparation in their
portfolio. We strongty advise minors to take
additional work in the History Department as
part of their preparation for Honors.
Students in seminars must take a three-hour
written examination at the end of each semi­
nar and will receive a grade from the seminar
instructor for their overall performance in the
seminar, including the written examination.
Seminar instructors will not normally assign
grades during the course of the seminar, but
they will meet periodically with students on an
individual basis during the course of the semes­
ter and discuss their progress.
Seminars are a collective, collaborative, and
cooperative venture among students and fac­
ulty members designed to promote self-directed
learning. Active participation in seminar is,
therefore, required of all students. Evaluation
of performance in seminar will be based on the

188

quality of seminar papers and comments during
seminar discussions, in addition to the written
examination. Because the seminar depends on
the active participation of all its members, the
department expects students to live up to the
standards of Honors. These standards include
attendance at every seminar session, submis­
sion of seminar papers according to the dead­
line set by the instructor, reading of seminar
papers before coming to seminar, completion of
all reading assignments before seminar, respect
of the needs of other students who share the
reserve binders and readings, and eagerness to
engage in a scholarly discussion of the issues
raised by the readings and seminar papers. The
department reminds students that the responsi­
bility for earning Honors rests squarely on the
students’ shoulders and will review on a regular
basis their performance in the program. Failure
to live up to the standards outlined previously
may disqualify students from continuing in the
Honors Program. Students earn double-credit
for seminars and should be prepared to work at
least twice as hard as they do for single-credit
courses.
The revised seminar papers are written in two
stages. During the first stage, students must
confer with their seminar instructor as to what
papers they are preparing for Honors and what
revisions they plan for these papers. Seminar
instructors will offer advice on how to improve
the papers with additional readings, structural
changes, and further development of argu­
ments. The second stage occurs when the stu­
dent revises the papers independently; Faculty
members are not expected to read tire revised
papers at any stage of the revjsion process.
Each revised paper must be from 2,500 to 4,000
words and include a brief bibliography.
Students will submit them to the department
office by April 28. The department will assume
that students failing to submit their revised
papers by the deadline have decided not to
complete the Honors Program.
In addition, the department expects students
to form their own study groups to prepare for
the external examinations. Although faculty
members may at their convenience attend an
occasional study session, students are generally
expected to form and lead the study groups.
Once again, this is in keeping with the depart­
ment’s belief that Honors is a collaborative,
self-learning exercise that relies on the corn-

mitment of students.
Students enrolled as minors in History will
submit one revised paper as part of their port­
folio. It is due by April 28. The instructions for
the preparation of portfolio papers are the same
for minors as they are for majors. The depart­
ment also encourages minors in Honors to
form self-directed study groups. The depart­
ment will assume that students failing to sub­
mit their revised papers by the deadline have
decided not to complete the Honors Program.

FOREIGN STUDY
The History Department encourages students
to pursue the study of history abroad and grants
credit for such study as appropriate. We believe
that History majors should master a foreign
language as well as immerse themselves in a
foreign culture and society. To receive Swarthmore credit for history courses taken during
study abroad, or at other colleges and universi­
ties in the United States, a student must have
departmental preapproval and have taken at
least one history course at Swarthmore (nor­
mally before going abroad). The department is
unable to offer credit for courses taken abroad
or elsewhere in the United States in which no
department member has expertise. Beginning
with the Class of 2002, students who want to
receive credit for a second course taken abroad
or elsewhere in the United States must take a
second history course at Swarthmore. Students
must receive a grade of C or higher to receive
History credit at Swarthmore.

ADVANCED PLACEMENT/
INTERNATIONAL BACCALAUREATE
The History Department will automatically
grant 1 credit for incoming students who have
achieved a score of 4 or 5 in either the U.S. or
European History Advanced Placement exam­
inations if they take any course numbered 001
through 010. Beginning with the Class of
2002, students who want credit for two
Advanced Placement history examinations for
which they scored a 4 or 5 must take a second
history course at Swarthmore. This course need
not be a survey course. Moreover, a grade of C

or higher must be earned in the Swarthmore
course(s) for the credit(s) to be granted.
Advanced Placement credit may be counted
toward the number of courses required for grad­
uation and may be used to help fulfill the
College’s distribution requirements. Students
with Advanced Placement credit may elect to
take HIST 003 or 005a, 005b or 005c (but not
more than one of these U.S. history survey
courses). A grade of 3 allows students to take
an upper-division course in the same area as
the Advanced Placement credit; a grade of 4 or
5 allows students to take any upper-division
course in the History Department.
The History Department will also grant 1
credit for incoming students who have
achieved a score of 6 or 7 in the IB examina­
tions if they take any course numbered 001 to
010. Moreover, a grade of C or higher must be
earned in the Swarthmore course for the cred­
it to be granted. IB credit may be counted
toward the number of courses required for grad­
uation and may be used to help fulfill the
College’s distribution requirements. Students
with IB credit may elect to take HIST 003 or
005a, 005b or 005c (but not more than one of
these U.S. history survey courses).

LANGUAGE ATTACHMENT
Certain designated courses offer the option of a
foreign language attachment, normally for 0.5
credit. Permission to take this option will be
granted to any student whose reading ability
promises the profitable use of historical sources
in a foreign language. Arrangements for this
option should be made with the instructor at
the time of registration.

TEACHER CERTIFICATION
Students who want to obtain secondary school
teaching certification in the Social Sciences
are required to take two courses in the History
Department. One of these courses must be in
U.S. history. Students with Advanced
Placement credit are encouraged to take
European and U.S. history survey courses.
Naturally, students who wish to obtain teach­
ing certification may major in History and are

189

History

especially urged to take Modem European his­
tory (HIST 003); U.S. history (preferably 005a
and 005b); and a survey course in Asian,
African, or Latin American history. Seminar
preparation will also strengthen one’s back­
ground in history. Please consult the Program
in Education for information on other require­
ments.

COURSES
HIST 001 A . First-Year Seminar: The
Barbarian North
Exploration of the rise of Germanic and Celtic
societies from ca. A.D. 100 to ca. A.D. 1050.
This course may count toward a major or
minor in Medieval Studies.
1 credit.
Fall 1999. Bensch.

HIST 001B. First-Year Seminar: Radicals
and Reformers in America
Visions of social change from the American
Revolution to the 20th century. A look at indi­
viduals and movements that attempted to
transform American institutions, cultural pat­
terns, or social behavior. Previous topics have
included revolution, slave resistance, aboli­
tionists, feminists, sex reformers, labor radicals,
socialists, anarchists, activists for racial equali­
ty, and rap music.
1 credit.
Spring 2000. Bmce Dorsey.

HIST 001C. First-Year Seminar: Sex and
Gender in Western Traditions
How have perceived natural differences
between the sexes contributed historically to
real social and legal inequalities among men
and women? This seminar examines writings
about sex by political philosophers, social
thinkers, historians, and novelists from the
time of the Ancient Greeks to present-day
America.
This course may count toward a concentration
in Women’s Studies.
1 crédit.
Foil 1999. Judson.

190

HIST 0010. First-Year Seminar: The Cold
War Era
A focused examination of the origins and per­
sistence of the Cold War from the globalization
of containment to the pressure of domestic
conflict.
I credit.
Spring 2001. Murphy.

HIST 001E . First-Year Seminar:
Indigenous Cultures of Latin America:
Identities, Ideologies, and Experience
Explores key changes in the history of indige­
nous societies from the 16th-century Conquest
to the present.
This course may count toward a concentration
in Latin American Studies.
1 credit.
Not offered 1999-2001. Gotkowitz.

HIST 001G. 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 20th century, including elite and
peasant society. Drawing from diverse sources
(literary, philosophical, anthropological, etc.),
the seminar will examine the ways in which
culture and the state have defined these roles.
This course may count toward a major or
minor in Asian Studies and a concentration in
Women’s Studies.
Primary distribution course. 1 credit.
Fall 1999. Li.

HIST 0011. First-Year Seminar: African
American Women’s History
A n examination of the uniqueness of the Black
female experience in American society,from
slavery to the contemporary period.
This course may count toward concentrations
in Black Studies and Women’s Studies.
1 credit.
N ot offered 1999-2000. Allison Dorsey.

HIST 001N. First-Year Seminar: The
Production of History
A group of war veterans protests a museum
exhibit about the decision to drop the atomic
bomb on Japan. The publication of national
history standards ignites a major political con­
troversy. Crowds in Haiti tear down a statue of

Columbus and drag it to the harbor. Hobbyists
re-enact Civil War battles. A n Atlantic City
casino adopts a “Wild West” theme. A popular
subgenre of science-fiction novels explores
“alternate histories” in which Hitler was never
bom or the Nazis won World War II. The film
Gone With the Wind offers a powerful vision of
a South that never was. In this course, we will
examine these and similar public productions
of history and historical knowledge and the
complex dialogue between these visions of his­
tory and the professional work of academic his­
torians.
1 credit.
Spring 2000. Burke.

HIST 001P. First-Year Seminar: History of
the Left
From Walden Pond to various antiwar groups
in the 20th century. America has been a land
of dissent. In the shadow of the most powerful
capitalist nation of the world, anarchists,
socialists, and communists have played an
important role in shaping the nature of the
Left in America. Many have argued that these
anticapitalist ideals were imported with the
great influx of immigrants, but more recent
scholarship has shown the degree to which the
Left in America emerged from the social disor­
ganization caused by the industrial revolution.
This seminar focuses on the people and events
that shaped the history of the Left in the
United.States.
1 credit.
Fall 1999. Murphy.

HIST 001Q. First-Year Seminar: Angels of
Death: Russia under Lenin and Stalin
This seminar focuses on the history of Russia
from the Revolution of 1917 through the death
of Stalin. Particular attention is paid to assess­
ing the impact of Lenin and Stalin on devel­
opments in the Soviet Union and the interplay
among socioeconomic, cultural, and ideologi­
cal currents. Course materials include docu­
ments, novels and short stories, monographs,
and films.
1 credit.
Spring 2000. Weinberg.

HIST 001R. First-Year Seminar: Imperial
Encounters: U.S. Intervention in Latin
America
Explores the impact of diverse forms of U.S.
intervention in modem Latin America, rang­
ing from outright military occupation to
enclave economies and cultural imperialism.
In addition to historical studies, discussions
will draw on literary works, primary source doc­
uments, and film. A central component of the
course will be a collaborative research project.
This course may count toward a concentration
in Latin American Studies.
1 credit.
Spring 2001. Gotkowitz.

HIST 001S. The American West,
1030-1950
A n introduction to the history of the
American West, beginning with the forced
removal of the Cherokee and tracing the
development of an “American” culture in the
region between the Mississippi and the Pacific
Ocean. Focuses on the diversity of traditions in
the West, including the experiences and con­
tributions of first nation peoples, African
Americans, Latinos, and Asian Americans.
1 credit.
Not offered 1999-2001. Allison Dorsey.

HIST 002A. Medieval Europe
A survey of medieval culture and institutions
from the 3rd to the 15th centuries.
This course may count toward a major or
minor in Medieval Studies.
Primary distribution course. 1 credit.
Fall 1999 and fall 2000. Bensch.

HIST 002B. Early Modern Europe
The modem world began to be bom in Europe
between the 15th and 18th centuries—replete
with all the contradictions that have marked
modernity ever since. Using primary sources,
recent scholarship/ and film, this course
explores the manifestations of that paradoxical
civilization: Renaissance and Reformation,
secular state building and religious war, Scien­
tific Revolution and witch hunts, emergence of
capitalism and renewed serfdom, Enlighten­
ment and enslavement, and revolution and
restoration.
Primary distribution course. 1 credit.

191

History

Spring 2000. DuPlessis.

HIST 003. Modern Europe
A survey that covers the 19th and 20th cen­
turies, with an emphasis on the political,
social, and cultural forces that have shaped
modem Europe. Topics may include industrial­
ization and its social consequences, national­
ism and state building, imperialism, mass con­
sumerism, revolutions, socialism and fascism,
World War I and II, the Holocaust, and the
collapse of communism.
Recommended for teacher certification.
Primary distribution course. 1 credit.
Spring 2000. Weinberg.
Spring 2001. Judson.

HIST 004A. Colonial Latin America
Thematic survey from the 16th-century Con­
quest through the independence wars of the
early 19th century. Topics include aspects of
pre-Columbian civilizations and impact of
conquest and colonialism on native societies,
slavery, race relations and mestizaje, resistance
and rebellion, crisis and collapse of colonial­
ism, and the aftermath of independence.
This course may count toward a concentration
in Latin American Studies.
Primary distribution course. 1 credit.
Fall 2000. Gotkowitz.

HIST 004B. Modern Latin America
Thematic survey from the immediate postinde­
pendence period to the present. Topics include
social and political consequences of the wars
for independence, the formation of nation­
states and export economies in the 19th centu­
ry, and the divergent paths Latin Americans
have taken in 20th century struggles for
democracy, social justice, economic develop­
ment, and national autonomy in a region
deeply marked by U.S. influence.
This course may count toward a concentration
in Latin American Studies.
Primary distribution course. 1 credit.
Spring 2001. Gotkowitz.

HIST 005A. The United States to 1877
A thematic survey of American society, cul­
ture, and politics from the American
Revolution through the American Civil War
and Reconstruction. Topics may include the
political culture of party politics and popular

192

democracy, Indian removal, “manifest destiny”
and constructions of race and region, slavery,
the causes and consequences of the Civil War,
and the politics of black freedom and emanci­
pation.
Recommended for teacher certification.
Primary distribution course. 1 credit.
Fall 1999. Bruce Dorsey.

HIST 005B. The United States from 1877
to 1945
A survey of American society, culture, and pol­
itics from the Compromise of 1877 to the
Japanese internment. Primary sources, litera­
ture, song, and historical monographs will help
students explore and deepen their understand­
ing of the history of the decades following the
“second American Revolution.”
Recommended for teacher certification.
Primary distribution course. 1 credit.
Spring 2000. Murphy.

HIST 005C. The United States Since 1945
World War II, recovery, the Cold War,
McCarthyism, domestic politics from Truman
to Reagan, suburbanization, the New Left and
the counter-culture, Civil Rights, Black Power,
Women’s liberation, Watergate and the imper­
ial presidency, Vietnam, and the rise of the
Right.
Recommended for teacher certification.
Primary distribution course. 1 credit.
Spring 2001. Murphy.

HIST 906. The Formation of tho Islamic
Near East
A n introduction to the history of the Near East
from the 7th to the early 15th centuries.
This course may count toward a major in
Medieval Studies.
Primary distribution course. 1 credit.
Fall 1999 and fall 2000. Bensch.

HIST 007A. History of the African
American People, 1619-1865
A survey of the social, political, and economic
history of African Americans from the 1600s
to the Civil War. Focuses on slavery and resis­
tance, the development of racism, the slave
family (with special emphasis on women), and
the cultural contributions of people of African
descent.

This course may count toward a concentration
in Black Studies.
1 credit.
Fall 2000. Allison Dorsey.

HIST 007B. History of the African
American People, 1865-Present
A study of the history of African Americans
from Reconstruction to the present. Eman­
cipation, industrialization, cultural identity,
and political activism are studied through
monographs, autobiography, and literature.
This course may count toward a concentration
in Black Studies.
1 credit,
Not offered 1999-2000. Allison Dorsey.

HIST 008A. Africa in the Era of the Slave
Tirade, 1500-1850
This survey course focuses on the development
of the slave trade and its impact on Africa.
This course may count toward a concentration
in Black Studies.
1 credit.
Not offered 1999-2001. Burke.

HIST 008B. Modern Africa, 1880 to
Present
A survey of modem African history from the
establishment of colonial rule to the contem­
porary African scene.
This course may count toward a concentration
in Black Studies.
1 credit.
Not offered 1999*2001. Burke.

HIST 009A. Chinese Civilization
The history of Chinese civilization and culture
from prehistoric times until the early 19th cen­
tury, emphasizing religious and philosophical
traditions, the development of the Chinese
state and empire, dynastic rule, Confucian
literati and bureaucracy, social and economic
change, and rebellion and disorder. Readings
include literature, philosophy, anthropology,
and other historical materials.
This course may count toward a major or
minor in Asian Studies.
Primary distribution course. 1 credit.
Fall 2000. Li.

HIST 009B. Modern China
The course examines the tumultuous changes
in China from the early 19th century until the
present. Topics include the Opium War, the
treaty ports and imperialism, the Taiping and
Boxer rebellions, the reform movement, the
Communist revolution, and the post-Maoist
era. Emperors, scholar-officials, rebels, peas­
ants, Maoist, and entrepreneurs are the figures
in this tale.
This course may count toward a major or
minor in Asian Studies.
Primary distribution course. 1 credit.
Spring 2000. Li.

HIST 010. Traditional Japan
(Cross-listed as ARTH 031)
A n interdisciplinary introduction to Japan,
from prehistoric times to the early 19th centu­
ry, exploring relationships between visual and
material culture and social and political insti­
tutions. Topics include archaeology and myth,
the imperial system, samurai values, Buddhist
and castle architecture, the popular culture of
the urban merchant class, and Japan’s changing
relations to China and the West.
This course may count toward a major or
minor in Asian Studies.
1 credit.
Spring 2001. Graybill and Li.

HIST 012. Chivalric Society: Knights,
Ladies, and Peasants
The emergence of a new knightly culture in
the 11th and 12th centuries will be explored
through the Peace of God, crusades, courtly
love, lordship, and seigneurialism.
This course may count toward a major or
minor in Medieval Studies.
1 credit.
Spring 2000. Bensch.

HIST 014. Friars, Heretics, and Female
Mystics: Religious Tinmoil in the Middle
Ages
A n exploration of radical movements of
Christian perfection, poverty, heresy, and
female mystics that emerged in Europe from
the 11th to the 15th centuries.
This course may count toward a major or
minor in Medieval Studies.
1 credit.

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History

Spring 2001. Bensch.

HIST 015. Medieval Towns
Were medieval towns the “seedbeds of moder­
nity?” The course will explore thé historical
and ideological debates surrounding the ques­
tion.
This course may count toward a major or
minor in Medieval Studies.
1 credit.
Spring 2001. Bensch.

HIST 016. Sex, Sin, and Kin in Early
Europe
Western kinship and sexual mores will be
examined as they crystallized from Roman,
Christian, Germanic, and Celtic traditions.
This course may count toward a major or
minor in Medieval Studies.
1 credit.
Not offered 1999-2001. Bensch.

HIST 0 17. The Mediterranean World in
the Middle Ages
This course will examine the interface among
Latin, Byzantine, and Islamic civilizations in
the medieval Mediterranean, with special
emphasis on the period of Western ascendancy.
This course may count toward a major or
minor in Medieval Studies.
1 credit.
Not offered 1999-2001. Bensch.

HIST 019. The Italian Renaissance
The emergence of a new culture in the citystates of Italy between the 14th and 16th cen­
turies, studied in relation to political, econom­
ic and social contexts. Emphasis on intellectu­
al and artistic developments, historiographical
debates over the modernity and secularism of
Renaissance civilization, and readings in pri­
mary sources.
1 credit.
Fall 1999. DuPlessis.

HIST 020. Official and Popular Cultures in
Early Modern Europe
Explorations of thought and practice in
Western Europe between the later 15th and
18th centuries.
1 credit.
Not offered 1999-2001. DuPlessis.

194

HIST 022. Early Modern France and the
Francophone New World
France and its North American and Caribbean
colonies from the late 15th to the 18th cen­
turies.
This course may count toward a concentration
in Francophone Studies.
Optional language attachment: French.
1 credit.
Not offered 1999-2001. DuPlessis.

HIST 023. The Sacred and the Social In
Early Modern Europe
Examination of changes in European religious
beliefs and practices between the 15th and
18th centuries.
1 credit.
Not offered 1999-2001. DuPlessis.

HIST 024. Transitions to Capitalism
Capitalism, now the globally dominant form of
economic organization, was bom in early mod­
em Europe. This course analyzes the complex,
protracted, uneven, and contested emergence
of the new economic and social order.
1 credit.
Not offered 1999-2001. DuPlessis.

HIST 027. To the Barricades: The
European Revolutionary Tradition
An examination of Europe’s revolutionary tra­
dition, starting with the French Revolution
and ending with the Russian Revolution.
Topics include class formation, revolutionary
ideologies, socialism, nationalism, feminism,
and the cultures and mythologies of revolution
produced by these movements:
1 credit.
Spring 2001. Weinberg.
'

HIST 028. Nations and Nationalism in
Eastern Europe, 1848-1998
This class traces the historical construction of
nationalist identities, social movements and
self-proclaimed nation-states out of multieth­
nic communities and multicultural Empires in
Eastern Europe, from the revolutions of 1848
to the fall of Yugoslavia.
First-year students with permission Of professor.
Optional language attachment: German.
1 credit.
Not offered 1999-2001. Judson.

HIST 029. Sexuality and Society in
Modern Europe
This class examines historical constructions of
sex and sexual identities in Western societies
since 1700. Topics include a survey of Ancient
Greek and Medieval European traditions, race
and sexuality in colonized societies, urbaniza­
tion and the creation of sexual communities,
the medicalization of sex, the 19th-century
invention of normal and deviant sexualities,
eugenics and the 20th-century state, and queer
theory and its relation to social history.
This course may count toward a concentration
in Women’s Studies.
1 credit.
Fall 2000. Judson.

HIST 030. France Since 1709: Revolution
and Empire
The political, social, cultural, and economic
history of France and its global empire since
the great revolution.
This course may count toward a concentration
in Francophone Studies.
Optional language attachment: French.
1 credit.
Not offered 1999-2001. Judson.

HIST 031. Revolutionary Culture and
Transformation in the USSR
(Cross-listed as LITR 031R)
Exploration of the ways in which after 1917
the new Soviet Republic attempted a revolu­
tionary transformation of the entire culture as
reflected in literature, film, music, and social
organization.
Optional language attachment: Russian.
1 credit.
Not offered 1999-2001. Weinberg and Bradley.

HIST 035. From Emancipation to
Extermination: European Jewry’s
Encounter with Modernity
This course focuses on the fate of European
Jewry from the beginning of emancipation in
the late 18th century to the Holocaust. Major
themes include the process of emancipation,
Jewish and non-Jewish responses to emancipa­
tion, religious reform, the transformation of
Jewish identity, and Jewish reactions to mod­
em anti-Semitism. Readings include primary
documents, memoirs, and literature.

This course may count toward a concentration
in German Studies.
1 credit.
Not offered 1999-2001. Weinberg.

HIST 030. Modern Germany
German politics, society, and culture in the
19th and 20th centuries. Topics include the
revolutions of 1848, industrial society and the
Imperial state, German political culture and its
critics, World War I and revolution, politics,
culture and society under the Weimar and Nazi
regimes, the social costs of postwar reconstruc­
tion in East and West Germanys, recent reuni­
fication, and the legacy of the Holocaust.
This course may count toward a concentration
in German Studies.
Optional language attachment: German.
1 credit.
Spring 2001. Judson.

HIST 037. History and Memory:
Perspectives on the Holocaust
(Cross-listed as LITR 037G)
Despite an enormous amount of research and
testimony, the Holocaust of European Jewry
continues to generate compelling historical
and interpretive questions. How, in fact, did it
come about? Can we establish its connection
to 19th-century German culture? How have
feminist and revisionist interpretations
changed our understanding? W hat has been
the impact of the Holocaust on contemporary
American and German identity and politics?
This course explores the roots of Nazism, the
implementation of the Final Solution, and the
legacy of the Holocaust through an interdisci­
plinary approach relying on primary sources,
historical scholarship, memoirs, music, paint­
ing, and film. Authors include Primo Levi, Art
Spiegelman, and Nietzsche. Films include
Triumph of the Will, Shoah, The Wannsee Con­
ference, and Jud Suss.
This course may count toward a concentration
in German Studies.
1 credit.
Fall 1999. Faber and Weinberg.

HIST 030. Russia in the 20th Century
This course focuses on the Bolshevik seizure of
power, consolidation of communist rule, rise of
Stalin, de-Stalinization, and the collapse of the

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History

Soviet Union.
1 credit.
Fall 2000. Weinberg.

HIST 041. The American Colonies
The history of the mainland British American
colonies within an Atlantic colonial world
from 1600 to 1760.
1 credit.
Not offered 1999-2001. Bruce Dorsey.

HIST 042. The American Revolution
Revolutionary developments in British North
America between 1760 and 1800.
1 credit.
Not offered 1999-2001. Bruce Dorsey.

HIST 045. Themes is U.S. History: The
1950s
Postwar America, suburbanization, rock ’n ’
roll, baby boom, the revival of Hollywood,
television, the Red Scare, Cold War politics,
and domestic bliss.
1 credit.
Not offered 1999-2001. Murphy.

HIST 046. The Coming of the Civil War
Social change on the eve of the Civil War, the
conflict over free and slave labor, slavery and
an African-American culture, and causes of
the Civil War.
1 credit.
Not offered 1999-2001. Bruce Dorsey.

HIST 040. Murder in a Mill Town: A
Window on Social Change During the
Early Republic
Explores topics in the social and cultural his­
tory of America between the American
Revolution and the Civil War by examining
primary source documents concerning the trial
of a Methodist minister for murdering a female
factory worker in Fall River, Massachusetts, in
1833. Topics include gender, sexuality, indus­
trialization, religious revivalism, mental illness,
and popular politics.
1 credit.
Spring 2000. Bruce Dorsey.

groups.
This course may count toward a concentration
in Public Policy.
1 credit.
Fall 1999. Murphy.

HIST 050. The Making of the American
Working Class
A colloquium on the history of the industrial
revolution in America.
This course may count toward a concentration
in Public Policy.
1 credit.
Fall 2000. Murphy.

HIST 052. History of Manhood in America,
1750-1920
Examines the meanings of manhood and the
various constructions of masculine identity in
America between the 18th and 20th centuries.
This course may count toward a concentration
in Women’s Studies.
1 credit.
Not offered 1999-2001. Bruce Dorsey.

HIST 053. Topics in African American
Women’s History
Designed to facilitate an intensive study of
black women’s lives from 1700 to the present.
Alternating topics include labor, civil rights
struggles, feminism, literature, and sexuality.
This course may count toward concentrations
in Black Studies and Women’s Studies.
1 credit.
Spring 2001. Allison Dorsey.

HIST 054. Women, Society, and Politics
Women in American society from the colonial
period to the present, with emphasis, on the
changing nature of work and the separation of
spheres, the rise of feminism, and the resis­
tance to women’s rights.
This course may count toward a concentration
in Women’s Studies.
I credit.
Not offered 1999-2001. Murphy.

HIST 049. Race and Foreign Affairs

HIST 059. The Mexican Revolution:
Origins, Course, and Legacies

A history of U.$. foreign affairs with attention
paid to the origins of racialism and the impact
of expansionism on various ethnic and racial

Examines the origins, course, and conse­
quences of one of Latin America’s most impor­
tant historical events.

196

This course may count toward a concentration
in Latin American Studies.
1 credit.
Not offered 1999-2001. Gotkowitz.

1 credit.
Not offered 1999-2001. Gotkowitz.

HIST 060. Cultural Constructions of
Africa: Images, Inventions, and
Ideologies

Colloquium on specific topics in Latin Amer­
ican history with a strong research component.
This course may count toward a concentration
in Latin American Studies.
Optional language attachment: Spanish.
1 credit.
Not offered 1999-2001. Gotkowitz.

This course will examine the history of the
concept of Africa, particularly how African
societies and African peoples have been vari­
ously objects of admiration, imitation, hatred,
misunderstanding, or exploitation.
No prerequisites.
The course may count toward a concentration
in Black Studies.
1 credit
Fall 1999. Burke.

HIST 062. Health, Medicine, and the Body
in Modern Africa
This course examines the history of African
practices and ideas of healing in the 19th and
20th centuries and their encounter with
European medical institutions in the colonial
and post-colonial eras.
1 credit.
Not offered 1999-2001. Burke.

HIST 063. History of Southern Africa
A detailed and in-depth examination of the
history of one of Africa’s most important
regions, this course focuses particularly, though
not exclusively, on the nation of South Africa.
Using primary documents, films, novels, and
historical scholarship, participants will exam­
ine topics like the settlement of Cape Town,
the growth of the Zulu Empire under Shaka,
the making of colonial societies in the region,
the rise and fall of apartheid, and the life and
times of Nelson Mandela.
The course may count toward a concentration
in Black Studies.
1 credit.
Not offered 1999-2001. Burke.

HIST 064. Indian Ccmmunities and
Nation-States in Modern Latin America
Indian-state relations from the Tupac Amaru
rebellion to the Zapatista uprising.
This course may count toward a concentration
in Latin American Studies.

HIST 066. Topics in Latin American
History

HIST 067. Race in Latin America
Explores how scholars and historical actors
have conceptualized race in Latin America
from the late 18th to the 20th centuries.
This course may count toward a concentration
in Latin American Studies.
1 credit.
Not offered 1999-2001. Gotkowitz.

HIST 069. Debates in African Studies
A n advanced course that examines current
debates about African societies and debates
about the study of Africa from a variety of dis­
ciplinary perspectives, particularly history, art
history, anthropology, literary studies, and
political science.
1 credit.
Not offered 1999-2001. Burke.

HIST 075. Modern Japan
The amazing transformation of Japan from a
feudal society to a modem nation-state from
the early 19th century to the late 20th, includ­
ing both its successful and its tragic elements.
Topics include Tokugawa feudalism, the Meiji
restoration, the Japanese empire, economic
and social development, Japanese militarism
and the Pacific War, and Japan’s postwar
growth and its contemporary society.
This course may count toward a major or
minor in Asian Studies.
1 credit.
Fall 1999. Li.

HIST 0 77. Orientalism East and West
From Marco Polo to Madame Butterfly, from
Pearl Buck to Fu Manchu, Westerners have
constructed images of the “Orient” that have
ranged from fantastic to demonic. Using

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History

images mainly from China to japan, and occa­
sionally from India and the Middle East, this
course will consider their contexts, their
authors, and the political, ideological, and
other purposes that they served. Materials will
include literature, memoirs, wartime and cold
war propaganda, art, opera, and film. This
course will also consider Asian views of the
West since the 19th century.
Prerequisite: A n introductory History course or
permission of the instructor.
This course may count toward a major or
minor in Asian Studies.
1 credit.
Fall 2000. Li.

prominent studies and criticisms of develop­
ment work in Africa. Specific cases examined
will include famine relief in Ethiopia and
Somalia, HIV research arid prevention in
Uganda, and conservationist developmerit pro­
jects in southern Africa. The course favors a
critical and historical perspective on develop­
ment work, but it also covers past and present
efforts to defend and reform development.
Prerequisite: A prior course in the Social
Sciences.

HIST 078. Beijing and Shanghai: Tale of
Two Cities

This course examines the role of consumption
and commodities in the making of the modem
world, focusing largely but not exclusively on
the history of European and North American
societies.
1 credit.
Fall 1999. Burke.

Study of China’s two major cities since 'the
early 19th century: Beijing—the imperial cap­
ital, twice marauded by foreign troops, contest­
ed by warlords, and later the capital of the
People’s Republic of China—and Shanghai—
treaty port governed by Western powers, center
of business and labor, radical politics, crime
and corruption, and modem culture. In the
second half of the course, students will develop
research projects using English-language
sources.
History majors anticipating HIST 091 or HIST
092 and Asian Studies majors developing the­
sis topics may find this useful preparation, but
this course is also open to other students.
This course may count toward a major or
minor in Asian Studies.
1 credit.
Spring 2000 and 2001. Li.

HIST 087. Development and Modern
Africa: Historical Perspectives
This course examines the idea and practice of
“development” in the last century of African
life through its intellectual, institutional, and
economic history. The course begins with an
examination of ideas of progress, evolution,
and history in the 19th century. From there, it
moves to practices of “development” under
colonial rule in the first half of the 20th cen­
tury. In its second half, the course examines the
international and local context of develop­
ment policies and projects in Africa from the
Cold War up to the present day and reviews

198

I credit

Spring 2000. Burke.

HIST 088. The Social History of
Consumption

HIST 089. Gender, Sexuality and
Colonialism
Drawing on the comparative history of Asian,
African, Caribbean, Latin American, and
Native American societies since 1500, this
course will examine the ways that colonial
rulers and colonial societies envisioned and
experienced gender.
This course may count toward a concentration
in Women’s Studies.
I credit.
Not offered 1999-2001. Burke.

HIST 091. Senior Research Seminar
Students are expected to write a research paper
based on primary and secondary sources.
Required of all course majors.
1 credit.
Fall 1999. Bruce Dorsey and DuPlessis.
Fall 2000. Gotkowitz and Judson.

HIST 092. Thesis
A single-credit thesis, available to all majors in
their senior year, on a topic approved by the
Department. Students may not register for
HIST 092 Credit/No Credit.
1 credit.

HIST 093. Directed Reading
Individual or group study in fields of special
interest to the student not dealt with in the
regular course offerings. The consent of the
department chair and of the instructor is
required.
H1ST 093 may be taken for 0.5 credit as HIST
093A.

SEMINARS
HIST 112 . The Barbarian North
The seminar is devoted to the transformation
of the early Germanic and Celtic peoples dur­
ing the first millennium of the Christian era.
This course may count toward a major or
minor in Medieval Studies.
2 credits.
Not offered 1999-2001. Bensch.

HIST 116 . The Italian Renaissance
Topics in the development of the Renaissance
state, society, and culture in Italian communes
between the 14th and 16th centuries. Issues
addressed include forms of political organiza­
tion, varieties of humanism, political theory,
changing historical consciousness, art, and
society. Much attention is devoted to histori­
ography.
2 credits.
Not offered 1999-2001. DuPlessis.

HIST 1 1 7 . State and Society in Early
Modern Europe
Comparative analysis of state formation, eco­
nomic development, and social change in con­
tinental Europe and England during the 16th
and 17th centuries.
2 credits.
Spring 2000. DuPlessis.

HIST 122. Revolutionary Europe, 1750
to 1871
Selected topics in the social, economic, and
political history of Europe from the French
Revolution to the Paris Commune. This semi­
nar may count toward concentrations in
German Studies and Francophone Studies.
2 credits.
Fall 1999. Weinberg.

HIST 124. Europeans and Others Since
1750
The rise of European nationalism, imperialism
and racism examined comparatively in France,
Germany, Great Britain, and the Habsburg
Monarchy and their colonial empires in the
period 1750-1914.
This course may count toward concentrations
in German Studies and Francophone Studies.
2 credits.
Not offered 1999-2001. Judson.

HIST 125. Fascist Europe
This seminar studies European fascism in the
context of societies tom by world war and eco­
nomic depression. The primary focus will be on
fascist movements, regimes, and cultural policy
in Italy and Germany, with a secondary com­
parative focus on Hungarian, Romanian, and
French varieties of fascism.
This seminar may count toward a concentra­
tion in German Studies.
2 credits.
Fall 2000. Judson.

HIST 128. Russian Empire in the I9th and
20th Centuries
Focus on the social, economic, political, and
intellectual forces leading to the collapse of the
autocracy and the rise of Stalin. Particular
attention is devoted to the dilemmas of change
and reform, and the problematic relationship
between state and society.
2 credits.
Spring 2001. Weinberg.

HIST 133. U.S. Political and Diplomatic
History I: The Age of Nationalism
The history of nation building, national iden­
tity, political ideologies and movements, party
politics, expansionism, empire, and imperial­
ism from the American Revolution through
the U.S.-Philippines War (1899-1902).
2 credits.
Fall 1999. Bruce Dorsey.

HIST 134. U.S. Political and Diplomatic
History II: The Rise of Globalism
The emergence of the United States as a world
power, with emphasis on expansionism,
national interest and global mission.
2 credits.

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History

Fall 2000. Murphy.

HIST 135. American Social History
Everyday life in America from the colonial era
to the present. Topics include conflicts
between N ative American and European
American cultures, slavery and its aftermath,
constructions of race, and industrialization and
changing patterns of work. O ther themes
include religious revivalism and reform, work­
ing-class culture, gender, family and sexuality,
immigration, urbanization and suburbaniza­
tion, and popular culture.
2 credits.
Spring 2000 and spring 2001. Murphy.

HIST 13 7. Topics in African American
History
Alternating between the study of slavery and
the study of black community, this seminar is
an in depth social history of people of African
descent in the United States. Special attention
is paid to the black struggle for self-sufficiency
and autonomy. Topics addressed include the
nature of the family, gender relations, cultural
traditions, and political activism.
This seminar may count toward a concentra­
tion in Black Studies.
2 credits.
Fall 2000. Allison Dorsey.

HIST 140. The Colonial Encounter in
Africa
Focus on the social, economic, and cultural
dimensions of the colonial era in modem
Africa. Topics discussed include the complicat­
ed construction of the colonial state, migrancy
and colonial labor systems, struggles over reli­
gious and cultural practices, the making of
African modernities, gender and sexuality, and
the contemporary legacy of colonial rule.
This course may count toward a concentration
in Black Studies.
2 credits.
Spring 2000. Burke.

HIST 144. Modern China
China from the late 18th century to the pre­
sent. Topics include social and intellectual cur­
rents in the late imperial era; Western imperi­
alism; rebellion, reform, and revolution; and
political and social transformation in the
People’s Republic of China.

200

This course may count toward a major or
minor in Asian Studies.
2 credits.
Spring 2000 and Spring 2001. Li.

HIST 148. Race, Class, and Nationalism
in Modern Latin America
Explores the conflictive process of nation mak­
ing in multiracial societies from the early 19th
century wars of independence through the rev­
olutionary upheavals of the 20th century.
Takes a comparative approach focusing on the
role of diverse actors in snuggles over citizen­
ship and nationhood in neocolonial contexts.
This course may count toward a concentration
in Latin American Studies.
2 credits.
Fall 2000. Gotkowitz.

HIST 180. Honors Thesis
For students writing an Honors thesis.
2 credits.
1999-2001. Staff.

Interpretation Theory

Coordinator: BRUCE GRANT (Sociology/Anthropology)
PHILIP WEINSTEIN (English Literature)
Committee:

Jean-Vincent Blanchard (Modem Languages and Literatures)
Timothy Burke (History)
Michael Cothren (Art)
Nathaniel Deutsch (Religion)
Richard Eldridge (Philosophy)
Sibelan Forrester (Modem Languages and Literatures)
Kenneth Gergen (Psychology)
Bruce Grant (Sociology/Anthropology)
Cynthia Halpern (Political Science)
Carolyn Lesjak (English Literature)
Tamsin Lorraine (Philosophy)3
Braulio Muñoz (Sociology/Anthropology)
Christopher Pavsek (Modem Languages and Literatures)2
Frank K. Saragosa (English Literature)
Robin Wagner-Pacifici (Sociology/Anthropology)3
Mark Wallace (Religion)3
Philip Weinstein (English Literature)
Patricia White (English Literature)

2 Absent on leave, spring 2000.

3 Absent on leave, 1999-2000.

Since 1992, the concentration in Interpreta­
tion Theory has been providing students and
faculty alike with an interdisciplinary forum for
exploring the nature and politics of representa­
tion. W hether it be through art, cinema,
ethnography, literature, historiography, philos­
ophy, politics, psychology, religion, or sociolog­
ical analysis, work done in the concentration
reflects a long-standing drive to understand the
world through the constructs of its interpretive
propositions.
Propositions about persons, texts, works of art,
or nature inevitably require acts of interpreta­
tion. A ll fields of knowledge, then, are wedded
to interpretive processes. A program in Inter­
pretation Theory provides students with the
opportunity to explore processes of interpreta­
tion, inquiring into their nature across the dis­
ciplines, forces impinging upon interpretive
acts, and the results of varying forms of inter­
pretation both within knowledge generating
communities and the culture more generally.
Students in any major may add either a con­
centration or a focus for External Examination

in Interpretation Theory to their program by
fulfilling the requirements stated below.
Students should submit their proposed program
to the coordinator of the concentration. All
program proposals must be approved by the
Interpretation Theory Committee.

CONCENTRATION REQUIREMENTS
Each concentration must include a minimum
of six credits from the courses and seminars
listed below. In order to provide necessary his­
torical perspective, and in order to guarantee
exposure to a sufficient variety of interpretive
theories and practices, concentrators will nor­
mally include at least one course from each of
the two groups of courses that serve to intro­
duce the concentration. One such group (iden­
tified by single asterisk*) is comprised of
courses that attend significantly to the histori­
cal development of interpretive practices. The
other group (identified by double asterisks**)

201

Interpretation Theory

is comprised of courses that attend signficantly
to the range of interpretive strategies currently
operative within several disciplines. Concen­
trators will choose these two recommended
courses from different departments, and they
will normally complete them by the end of the
junior year. Three of the remaining four
courses in the concentration are elective, but
they must draw on at least one further depart­
ment. As part of the six course requirement, all
concentrators will take a capstone seminar,
INTP 091, team taught by members of differ­
ent departments, in their senior year.
Currently offered courses relevant to the con­
centration include:

INTP 091. Capstone Seminar: Beyond
Reason: Nietzsche, Levinas, and the
Kabbalah
This course is designed to present opposing and
alternative responses to the breakdown of rea­
son and the crisis of metaphysics (and morali­
ty) in modem thought, ethics, and politics. We
will explore premodem philosophy in relation
to mysticism, namely, the Kabbalah, as one
kind of grounding beyond the rational ontol­
ogy of the Enlightenment. Our study will cen­
ter on the problems raised by Nietzsche’s
genealogical diagnosis of the formation and
breakdown or crisis through poststructuralist
theories, like those of Benjamin, Levinas, and
Wyschogrod. How to think through the
ungrounding of ontology, history, and politics;
the politics of interpretation; and the difficul­
ties of constructing an ethical-political re­
sponse to this ungrounding will be a primary
focus of the course.
1 credit.
Spring 2000. Deutsch and Halpem.

ARTH 001. Critical Study in the Visual
Arts
ARTH 029. Film: Form and Signification
ARTH 061. Everyday Things
ARTH 098. Senior Workshop
BIOL 006. History and Critique of
Biology
CLAS 036. Classical Mythology
ENGL 0 2 4 .7 * * Inscriptions of the
Feminine in 16th and 17th Century
England

202

ENGL 0 73 A .** Mapping the Modern
ENGL 0 80.** Critical and Cultural
Theory
ENGL 0 8 1 .** Theory of the Novel
ENGL 083. Feminist Theory
ENGL 0 8 4 .** Lesbian Representation
ENGL 0 85.** “ Whiteness” and Racial
Differences
ENGL 086. Postcolonial Literature and
Theory
ENGL 0 8 7 .** American Narrative
Cinema
ENGL 0 88.** American Attractions:
Leisure, Technology and National
Identity
ENGL 089. Women and Popular Culture
ENGL 0 9 1 .** Feminist Film and Media
Studies
ENGL 0 9 2 .** Film Theory and Culture
ENGL 1 2 0 .** Critical and Cultural
Theory
FREN 040. French Theater and
Cultural Studies
FREN 061. Writing and Reading Across
Gender Lines
FREN 062F. Le Romantisme
FREN 076. Femmes écrivains
FREN 102. Baroque Culture and
Literature
GERM 109. Rise of the Modern
German Novel
HIST 0001N. The Production of History
HIST 029. Sexuality and Society in
Modern Europe
HIST 060.* Cultural Constructions
of Africa
INTP 090. Directed Reading
INTP 091. Capstone Seminar
INTP 092. Thesis
LITR 065G. Marxism
LITR 0 71F .* * French Critical
Discourse: Grom Barthes to Baudrillard
PHIL 0 1 7 .* Aesthetics

PHIL 019. Philosophy of Social Sciences
PHIL 026. Language and Meaning
PHIL 045.* Philosophical Approaches to
the Question of Woman
PHIL 079. Poststructuralism
PHIL 106 .* Aesthetics
PHIL 116 . Language and Meaning
PHIL 139 .* Phenomenology,
Existentialism, and Poststructuralism
PHIL 145. Feminist Theory Seminar
PHYS 006. The Character of Physical Law
PHYS 025. In Search of Reality
PHYS 029. Gender and Physical Science
POLS 0 12 .* Modern Political Theory
POLS 0 13 .* Feminist Political Theory
POLS 1 0 1 .* Political Theory: Modern
PSYC 0 3 7 .** Concepts of the Person
PSYC 044. Psychology and Women
PSYC 040. Technology, Self and Society
PSYC 0 68.** Reading Culture
PSYC 087. Psychology, Riology and
Economic Rationality
PSYC 106 .* Personality Theory and
Interpretation
RELG 005. Problems of Religious
Thought
RELG 0158.* Philosophy of Religion
RELG 018B. Modern Jewish Thought
and Literature
RELG 1 1 2 .* * Postmodern Religious
Thought
SOAN 002. Rations and Rationalism
SOAR 0 0 4 .** Symbols and Society
SOAR 0 2 4 .** Discourse Analysis
SOAR 0 5 2 .** Mapping the Modern
SOAR 0 57.* History of the Culture
Concept
SOAR 0 58.** Cultural Representations
SOAR 0 77. Colloquium: Art and
Society
SOAR 101. Critical Modern Social
Theory

SOAR 102. History and Myth
SOAR 114 . Political Sociology
Other courses may be considered upon peti­
tion to the Interpretation Studies Committee.
These may include relevant courses offered at
Bryn Mawr, Haverford, and the University of
Pennsylvania.

203

Latin American Studies

Coordinator: MIGUEL DfAZ-BARRIGA (Sociology/Anthropology)
Jen Gifford (Administrative Assistant)
Committee:

Joan Friedman (Modem Languages and Literatures)
Laura Gotkowitz (History)3
John HaSSett (Modem Languages and Literatures)
Hugh Lacey (Philosophy)12
BrauliO Munoz (Sociology/Anthropology)
Steven Piker (Sociology/Anthropology)
Aurora Camacho de Schmidt (Modem Languages and Literatures)1
Kenneth Sharpe (Political Science)

1 Absent on leave, fall 1999.

3 Absent on leave, 1999-2000.

2 Absent on leave, spring 2000.

CONCENTRATION REQUIREMENTS
Students interested in Latin American Studies
Concentration (LASC) must consult with the
coordinator and members of the LASC com­
mittee before developing a proposal. The pro­
posal should establish how the concentration
relates to the overall program of undergraduate
study in general, and to the departmental
major in particular.
The requirements for the concentration
include the following:
1. Language. LASC requires the successful
completion of Spanish 4B or its equivalent.
This requirement is waived for students who
demonstrate competence in Spanish or Portu­
guese. In their junior year students will be
expected to read texts in Spanish. Because of
this, it is important for students to study lan­
guage as early as possible in their undergradu­
ate career.
2. Study abroad. All students are required to
spend a minimum of one semester abroad in a
program approved by both LASC and the
Office of Foreign Study. Only in exceptional
cases with the support of a faculty member and
the approval of LASC Committee will a
semester internship or a community service
project in Latin America fulfill the concentra­
tion requirement. Study abroad must be pur­
sued in Spanish or Portuguese.
3. Minicourse. Concentrators are required to
participate in a minicourse during their senior
year with a visiting Latin American scholar.
The topic of each minicourse will depend on

204

the field of expertise and research of the visit­
ing scholar. The course involves four sessions
of lecture followed by discussion, and the lan­
guage of instruction will be Spanish (or
Portuguese with Spanish translation).
4. Courses. All students must take a minimum
of five credits in Latin American Studies
which may include seminars and courses
taught at the college, or courses taken abroad
in an approved program. A t least one credit
should be taken, either at Swarthmore or
abroad, in each of the concentration’s three
areas:. Latin American Politics and History,
Latin American Literature, and Latin
American Societies and Cultures. A t least one
credit must be taken at Swarthmore in each of
two different areas.
5. (See catalog sections for individual depart­
ments to determine specific offerings.)
A. Latin American Politics and History

HIST 001E . First-Year Seminar:
Indigenous Cultures of the Latin
America: Identities, Ideologies, and
Experience
HIST 004A. Latin America: The Colonial
Era
HIST 004B. Latin America: The Modern
Era
HIST 059. The Mexican Revolution:
Origins, Course and Legacies
HIST 064. Indian Communities and Nation
States in Modern Latin America

HIST 066. Topics in Latin American
History: Revolutionary Mexico
HIST 067. Race in Latin America
HIST 148. Race, Class, and Nationalism
in Modern Latin America
POLS 057. Latin American Politics
POLS 109. Comparative Politics: Latin
America
B. Latin American Literature

LITR 060SA. Spanish American Society
Through Its Novel
LITR 061SA. Women’s Testimonial
Literature of Latin America
LITR 063SA. La Frontera: The Many
Voices of the U.S.-Mexico Border
LITR 065SA. Indigenous Peoples in Latin
America
LITR 066SA. Latin American Poetry of
Resistance
SPAN 010. En busca de América Latina
SPAN 013. Introducción a la literatura
hispanoamericana
SPAN 076. Grandes voces de Améerica:
la poesía del siglo XX
SPAN 078. La novela social de México
SPAN 080. La narrativa chilena desde el
golpe militar
SPAN 082. La Mujer Mirando al Hombre
SPAN 083. El tirano latinoamericano en
la literaturea
SPAN 085. Narrativa hispánica
contemporánea de los Estados Unidos
SPAN 101. La novela hispanoamericana
del siglo XX
SPAN 106. Visiones narratives de Carlos
Fuentes
SPAN 108. La narrativa de Isabel Allende:
la escritura como Sobrevivencia

SOAN 012. Introduction to Latinos in the
United States
SOAN 030. Spirits in Exile: Afro-Latin
Religions in the Americas
SOAN 030A. Cuba and Puerto Rico: “ The
two wings of a single bird” ?
SOAN 031. Latin American Society and
Culture
SOAN 032. Latin American Urbanization
SOAN 033. Indigenous Resistance and
Revolt in Latin American
SOAN 034. Ecology, Peace, and
Development in El Salvador
SOAN 035. Latin American Social
Movements
SOAN 037. Spanish Society Through Its
Novel
SOAN 118 . Chicano/a Culture, Politics,
Practice

REQUIREMENTS OF THE 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 examination a seminar
included in the Latin American Studies
Concentration listing provided that this offer­
ing is not an offering within their major
department.

C. Latin American Societies and Culture

PHIL 058. Non-violence and Violence in
Latin America
RELG107. Liberation Theology

205

Linguistics

THEODORE FERNALD, Assistant Professor
DONNA JO NAPOU, Professor and Program Director
KARI SWINGLE, Instructor
ERIC RAIMY, Laboratory Assistant and Administrative Assistant
Committee: Richard Eldridge (Philosophy)
Carr Evarbach (Engineering)
Braulio Muñoz (Sociology and Anthropology)

The discipline: Linguistics is the study of lan­
guage. O n the most general level it deals with
the internal structure of language, the history
of the development of language, the informa­
tion language can give us about the human
mind, and the roles language plays in influenc­
ing the entire spectrum of human activity.
The relevance of linguistics to the disciplines
of psychology, philosophy, sociology, anthro­
pology, and language study has been recognized
for a long time. But recently, a knowledge of
linguistics has become important to a much
wider range of activities in today’s world. It is a
basic tool in artificial intelligence. It is increas­
ingly a valuable tool in literary analysis. It is
fundamental to an understanding of communi­
cation skills. And, because the very nature of
modem linguistic inquiry is to build arguments
for particular analyses, the study of linguistics
gives the student finely honed argumentation
skills, which stand in good stead in careers in
law, business, and any other profession where
such skills are crucial.
Linguistics is at once a discipline in itself and
the proper forum for interdisciplinary work of
any number of types. This is because language
is both the principal medium that human
beings use to communicate with each other
and the bond that links people together and
binds them to their culture. The study of lan­
guage is the study of the very fabric of our
humanity.
There are two special majors in the course pro­
gram administered through the Linguistics
Program in collaboration with the departments
mentioned subsequently. These are the special
majors: Linguistics (LING); Linguistics and
Languages (LL).
There is one Honors major administered
through the Linguistics Program: Linguistics.
All LING and LL majors (Honors or Course)

206

must take one course or seminar from each of
the following three lists:
1. Sounds: LING 045, 052
2. Forms: LING 050
3. Meanings: LING 026, 040, 116
All LING and LL majors (Honors or Course)
will be expected to take LING 006 or LING
060. If the student speaks a non-IndoEuropean language, this requirement is waived.
Students are encouraged to study abroad, and
all departmentally approved courses taken in
linguistics abroad can be used to fulfill require­
ments for the major or minor.

LINGUISTICS
This special major consists of 8 credits in
Linguistics, where the student may choose to
count LING 001 as part of the major or not.
Special majors must also pass either the
Language Requirement or the' Cognate
Requirement. If the student is a double major,
this requirement is waived.
Language Requirement: Advanced competence
in at least one foreign language.
This can be demonstrated by successfully com­
pleting LATN 103, GREK 012, or above, or a
seminar in the Department of Classics, or a
course numbered 011 or above in the Depart­
ment of Modem Languages and Literatures, or
through an exam. If the language used to fulfill
this requirement is not presently taught by
either our Department of Modem Languages
and Literatures or our Department of Classics,
this exam will be administered by the
Linguistics Program. Any natural language,
ancient or modem, may be used to fulfill this
requirement.

Cognate Requirement: A t least three credits in a
cognate area to linguistics. (Note: All courses
in the chosen cognate that appear on the list
below will count as part of the credits in the
major in the determination of whether or not a
student has adhered to the “20-course-rule.”)
The cognate areas are defined below. The cred­
its must be gained by taking classes from a sin­
gle area listed below, except in options 10 and
11. The numbers of the approved courses from
the named department are listed after the
department name. Courses not listed here will
not be accepted for the cognate requirement
unless they are cross-listed with Linguistics.
1. CPSC 046,063,075
2. EDUC 018, 021, 042, 054, 064, 066, 068
3. ENGR 002, 071, 078
4. English Literature: A student must take
014, History of the English Language
(this was formerly 023, Old English/
History of the Language), a course in crit­
ical theory (marked with ** in the cata­
log), and any advanced course appropri­
ate to the student’s linguistics interests
(chosen under consultation with linguis­
tics advisor and instructor of course)
5. MATH 009, 023 or 053 (but not both),
041, 046, 061, 065, or 072 (but not both)
6. Music and Dance: MUSC 011, 012, 013,
014,015,016,019; D A N C 001,002,010,
O il, 012, 013, 014, 024, 036, 037, 070,
071, and at most one technique class
7. PHIL 012,026, 040,086,116
8. PSYC 028, 032, 033, 034, 039, 042, 043,
049, 086, 092,133,134
9. SOAN 010, 018,019,024, 104
10. Formal systems: A student may choose to
do a cognate in Formal Systems, taking
courses from the approved lists for
Computer Science, Engineering, and
Mathematics/Statistics.
11. Premed: Students interested in language
pathologies may, under consultation with
the department, use the premedical sci­
ence requirements as the cognate.
Majors will write a senior paper in LING 100
in the fall of the senior year.

LINGUISTICS AND LANGUAGES
The student may combine the study of linguis­
tics with the serious study of two foreign lan­
guages. The languages can be modem or
ancient. For this major, precisely 6 credits in
linguistics and 3 credits in each of the two lan­
guages, for a total of 12 credits, are required.
LING 050 is required.
All students will be expected to take LING
006, 060, 061, or 062. If the student speaks a
non-Indo-European language, this requirement
is waived.
For a modem language taught by the Depart­
ment of Modem Languages and Literatures,
there must be one Composition and Diction
course (numbered 004 or above) and two other
courses (numbered 011 or above) or a seminar.
For a classical language taught by the Depart­
ment of Classics, there must be one inter­
mediate-level course (numbered 011-014) and
one seminar.
Some work in each foreign language included
in the major must be done in the student’s
junior or senior year.
If one or both of the foreign languages is mod­
em, the student must study abroad for at least
one semester in an area appropriate for one of
the foreign languages.
Students will write a senior paper in LING 100
in the fall of the senior year.

Students at Bryn Mawr College (BMC) or
Haverford College (HC)
Any student from the tricollege community is
welcome to major in linguistics. HC and BMC
students need only talk with their home cam­
pus dean and the chair of Linguistics at
Swarthmore College to arrange a major plan.

HDN0RS MAJOR: LINGUISTICS
Majors must pass the requirement in sounds,
forms, and meanings, and in structure of a nonIndo-European language; and must write a
senior thesis.
The thesis and two research papers will consti-

207

Linguistics

tute the portfolio for Honors.
The thesis may be on any topic in linguistics. It
need not be related to course work. It will be
written in fall of the senior year in LING 195.
Work may be collaborative with at most one
other student at the discretion of the faculty.
The “examination” will consist of a 1-hour dis­
cussion with the external reader.
The research papers will be on topics selected
from a list prepared by the external readers and
will be on core areas of linguistics and directly
related to course work the student has taken.
The areas will be selected from any combina­
tion or blend of the following: phonetics,
phonology, morphology, syntax, semantics, his­
torical, and comparative.
The student will prepare for these research
papers by taking at least four credits of course
work (two credits in each of the research paper
areas). The students will work independently
on these papers, without collaboration and
without faculty guidance in the spring of the
senior year in LING 199 for 1 credit. The
“examination” will consist of a 30-minute dis­
cussion with the reader for each paper.
The Linguistics Program puts no restrictions
on the minors that can be combined with this
major.

HONORS MINOR
Students who do a course major in Linguistics
may count Linguistics for the minor in the
Honors Program. In that case, the portfolio for
honors will consist of a two credit thesis writ­
ten in fall of the senior year in LING 195. The
student will also take LING 199 for 0.5 credit
in spring of the senior year.
Students who do not do a course major in
Linguistics have different requirements for the
minor. They must pass the requirement in
sounds, forms, or meanings and must take a
minimum of 3 credits in Linguistics. A single
research paper will constitute the portfolio for
Honors. This research paper will have the same
topics and guidelines for preparation and
examination as the research papers described
immediately above for the majors. All minors
must take LING 199 in the spring of the senior
year for 0.5 credit.
The Linguistics Program puts no restrictions

208

on the majors that can be combined with this
minor.

COURSES
LING 001. Introduction to Language and
Linguistics
Introduction to the study and analysis of
human language, including sound systems, lex­
ical systems, the formation of phrases and sen­
tences, and meaning, both in modem and
ancient languages and with respect to how lan­
guages change over time. Other topics that
may be covered include first language acquisi­
tion, sign languages, poetic metrics, the rela­
tion between language and the brain, and soci­
ological effects on language.
Primary distribution course. 1 credit.
Fall 1990. Napoli.

LING 002. Exploring Acoustics
(See ENGR 002.)
1 credit.
Everbach.

LING 006. Structure of American Sign
Language
In this course, we look at the linguistic struc­
tures of American Sign Language.
Prerequisites: at least two out of LING 001,
040, 043, 045, and 050.
1 credit.
Fall 1999. Napoli.

LING 014. Old English/History of the
Language
(See ENGL 014.)
1 credit.
Williamson.

LING 016. History of the Russian
Language
(See RUSS 016.)
1 credit.
Forrester.

LING 020. History of the French Language
1 credit.
Occasionally.

LING 024. Discourse Analysis
(See SOAN 024.)
1 credit.
Wagner-Pacifici.

LING 025. Language, Culture, and
Society
(Cross-listed as SOAN 079)
An investigation of the influence of cultural
context and social variables on verbal com­
munication. Topics covered include dialectal
varieties, creoles, language and gender, and
language and education.
Prerequisite: A t least one linguistics course.
Primary distribution course. 1 credit.
Not offered 1999-2000.

LING 026. Language and Meaning
(See PHIL 026.)
1 credit.
Eldridge.

LING 030. Languages of the World
This is a course in the richness and variety of
human languages. We consider languages
from all over the world, focusing on cross-lin­
guistic generalizations and variations to
develop an appreciation of the intricate con­
ceptual, logical, and physiological resources
that each language draws on.
No prerequisites.
Primary distribution course. 1 credit.
Spring 2000. Swingle.

LING 033. Introduction to Classical
Chinese
(See CHIN 033.)
1 credit.
Berkowitz.

LING 034. Psychology of Language
(See PSYC 034.)
1 credit.
Kako.

LING 037. Languages of Africa
(Cross'listed as SOAN 037; counts for Black
Studies)
A look at phonetics, phonology, morphology,
syntax, and semantics across several language
families. Bantu offers a point of comparison.
Topics include clicks, tones, causatives, serial

verbs, and issues of language policy in Africa.
1 credit.
Occasionally.

LING 040. Semantics
(Cross-listed as PHIL 040)
In this course, we look at a variety of ways in
which linguists, philosophers, and psycholo­
gists have approached meaning in language.
We address truth-functional semantics, lexi­
cal semantics, speech act theory, pragmatics,
and discourse structure. W hat this adds up to
is an examination of the meaning of words,
phrases, and sentences in isolation and in
context.
Primary distribution course. 1 credit.
Spring 2000. Femald.

LING 043. Mcrphology 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: LING 001, 040, 045, or 050.
1 credit.
Not offered 1999-2000.

LING 045. Phonetics and Phonology
Phonology is the study of the sounds of lan­
guage and the rules that govern the interac­
tion of sounds when they are put together in
words and phrases.
Primary distribution course. 1 credit.
Fall 1999. Swingle.

LING 046. Language Learning and
Bilingualism
(See PSYC 043.)

LING 049. Brain, Language, and
Cognition
(See PSYC 049.)
I credit.

LING 050. Syntax
We study the principles that govern how
words go together to make phrases and sen­
tences in natural language. Much time is
spent on learning argumentation skills. The
linguistic skills gained in this course are
applicable to the study of any natural lan­
guage, modem or ancient. The argumenta­
tion skills gained in this course are applicable

209

Linguistics

to law and business, as well as academic
fields.
This course also fells in the third category of
courses approved as counting toward a com­
puter science concentration.
Primary distribution course. 1 credit.
Fall 1999. Femald.

LING 051. Romance Syntax
A comparative study of the syntax of modem
Romance languages, including Spanish,
French, Italian, Portuguese, and Romanian.
Prerequisites: LING 050 and a working
knowledge of a Romance language or of
Latin.
1 credit.
Occasionally. Napoli.

LING 052. Historical and Comparative
Linguistics
We study the reconstruction of prehistoric
linguistic stages, the establishment of lan­
guage families and their interrelationships,
and the examination of processes of linguistic
change.
Prerequisite: LING 001, LING 030, or LING
045 or permission of the instructor.
I credit.
Spring 2000. Swingle.

LING 054. Oral and Written Language
(Cross-listed as EDUC 054) (Studio course)
This course examines children’s dialogue and
its rendering in children’s literature. Each
student will pick an age group to study. There
will be regular fiction writing assignments as
well as research assignments. This course is
for linguists and writers of children’s fiction
and anyone else who is strongly interested in
child development or reading skills.
Prerequisite: One of LING 001, 040, 045, or
050.
1 credit.
. Fall 1999. Napoli.

LING 055. Writing Systems,
Decipherment, and Cryptography
The course is an introduction to the repre­
sentation of natural language in a non-funda­
mental, more or less permanent form. We
begin with a typology of the writing systems
of the world. Then we will look at some of

210

the great archaeological decipherments of
the past (e.g., Egyptian hieroglyphic, Linear
B, and Mesoamerican), and we will decipher
some Maya texts together. Next we consider
cryptography, focussing on the Navajo Code
and the Enigma Machine of World War II,
and we will finish up with modem encryp­
tion techniques for electronic transmissions.
Prerequisite: One of LING 001, 030, or 045.
1 credit.
Spring 2000. Femald.

LING 061. Structure of Navajo
A n examination of the major phonological,
morphological, syntactic, and semantic struc­
tures in a non-Indo-European language. We
will also consider the history of the language
and its cultural context.
Prerequisite: A t least two out of LING 001,
030,040,043, 045, and 050.
1 credit.
Not offered 1999-2000. Femald.

LING 062. Structure of Japanese
(See description of LING 061.)
1 credit.
Occasionally. Napoli.

LING 070F. Caribbean and French
Civilizations and Cultures
(See FREN 070F.)
1 credit.
Rice-Maximin.

LING 070R. Translation Workshop
(See LITR 070R.)
I credit.
Forrester.

LING 080. Intermediate Syntax and
Semantics
This course is designed to provide theoretical
and cross-linguistic breadth in topics involv­
ing the interaction of syntax and semantics.
You will refine your skills of analysis and
argumentation. Topics and languages consid­
ered will vary. This course is open to all stu­
dents who have taken syntax or semantics.
1 credit.
Occasionally. Staff.

LING 092. Research Practicum in
Psycholinguistics
(See PSYC 092.)
1 credit.
Kako.

LING 195. Senior Honors Thesis
All Honors majors in Linguistics and Honors
minors who are also course majors must write
their thesis for 2 credits in the seminar.
Fall 1999. Femald.

LING 094. Research Project

LING 199. Senior Honors Study

With the permission of the Program students
may elect to pursue a research program.
1 credit.
Fall 1999 or spring 2000. Staff.

Honors majors may write their two research
papers for 1 credit in this course. Honors
minors may take this course for 0.5 credit.
Spring 2000. Femald.

LING 095. 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 LING
045, the permission of the chairs of both
Linguistics and Education, and the agreement
of a faculty member in Linguistics to mentor
you through the project. You would be required
to keep a daily or weekly journal of your 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).
1 credit.
Fall 1999 or spring 2000. Napoli.

LING 096. Community Service Credit:
Literacy
This course offers credit for community service
work. You may work with children in Chester
public schools on literacy. The prerequisites are
Linguistics/Education 54, the permission of
both Linguistics and Education, and the agree­
ment of a faculty member in Linguistics to
mentor you through the project. You will be
required to keep a daily or weekly journal of
your experiences and to write a term paper (the
essence of which would be determined by you
and the linguistics faculty member who men­
tors you in this.)
1 credit.
Fall 1999 or sparing 2000. Napoli.

SEMINARS
LING 102. Prosodic Phonology: Theory
and Application
This seminar will review recent literature in
the theory of Prosodic Phonology and its appli­
cations. We will begin by looking at the theo­
ry of Prosodic Phonology and then investigate
(1) claims that prosody and syntax interact in
interesting ways and (2) claims that prosody
plays a role in first language acquisition.
1 or 2 credits.
Spring 2000. Swingle.

LING 104. Culture and Creativity
(See SOAN 104.)
Piker.

LING 105. Seminar in Phonology
This seminar will consider recent develop­
ments in the theory of phonology. Topics vary.
W hen it is metrical phonology, a poetry work­
shop will be incorporated into the seminar.
1 or 2 credits.
Occasionally. Staff.

LING 106. Seminar in Morphology
This seminar will consider recent develop­
ments in the theory of morphology. Topics
vary.
1 or 2 credits.
Occasionally. Staff.

LING 100. Research Seminar

LING 108. Seminar in Semantics

All course majors in Linguistics and Linguistics
and Languages must write their senior paper in
this seminar. Only seniors are admitted.
1 or 2 credits.
Fall 1999. Femald.

This seminar will consider recent develop­
ments in the theory of semantics. Topics vary.
1 or 2 credits.
Occasionally. Staff.

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Linguistics

LING 109. Seminar in Syntax
This seminar will consider recent develop­
ments in the theory of syntax. Topics vary.
I or 2 credits.
Occasionally. Staff.

LING 110 . Seminar in Syntax and
Semantics: Negation
This seminar will investigate the syntax,
semantics, and pragmatics of negation. The
first half of the seminar will review recent pro­
posals concerning the syntactic analysis of
negation in various languages. The second half
of the seminar will review literature (ancient
and modem) addressing the meaning and use
of negation in natural language.
Prerequisite: LING 050 or permission of the
instructor.
1 or 2 credits.
Fall 1999. Swingle.

LING 116 . Language and Meaning
(See PHIL 116.)
Eldridge.

LING 134. Psycholinguistics Seminar
(See PSYC 134.)
Dufour.

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Mathematics and Statistics

DEBORAH BERGSTRAND, Professor
CHARLES M . GRINSTEAD, Professor
GUDMUND R. IVERSEN, Professor
EUGENE A . K L O n , Professor
STEPHEN R. MAURER, Professor3
HELENE SHAPIRO, Professor
THOMAS HUNTER, Associate Professor
DON H. SHIMAMOTO, Associate Professor
JANET C. TALVACCHIA, Associate Professor and Chair
GARIKAI CAMPBELL, Assistant Professor
TODD A . DRUMM, Assistant Professor
PHILIP J . EVERSON, Assistant Professor3
CHERYL P. GROOD, Visiting Assistant Professor
AIMEE S.A. JOHNSON, Assistant Professor
PAUL J . LUPINACCI, Visiting Instructor
JOYCE A . GLACKIN , Administrative Assistant

3 Absent on leave, 1999-2000.

People study mathematics and statistics for
several reasons—for the pleasure of it or for its
usefulness as a tool. The Department of
Mathematics and Statistics aims to meet vary­
ing needs—to offer a program that will enable
students both to develop a firm foundation in
pure mathematics and to see mathematical and
statistical methods used to solve in a precise
way problems arising in physical science, com­
puter science, social science, and operations
research. Mathematics and statistics have
grown enormously in recent years, developing
an increasing number of specialties and appli­
cations. All mathematical endeavor, however,
is hased upon logical argument, abstraction,
and an analytical approach to problem solving.
Ideally, the study of mathematical sciences
develops the ability to reason logically from
hypothesis to conclusion, to analyze and solve
quantitative problems, and to express one’s
thoughts clearly and precisely. In addition, the
Department hopes that studying mathematics
will foster an appreciation for the beauty and
power of its methods, abstract approach, and
rigorous structure.
First Year Courses: Mathematics and statistics
courses appropriate for incoming first-year stu­
dents with normal high school preparation
include STAT 001 (Statistical Thinking),

STAT 002 (Statistical Methods), MATH 003
(Introduction to Mathematical Thinking),
MATH 005 (Calculus I), MATH 005S
(Calculus I Seminar), and MATH Q09
(Discrete Mathematics). In the second semes­
ter, STAT 001, MATH 004 (Calculus Con­
cepts), and MATH 009 may be available, again
requiring only normal high school preparation.
STAT 001, MATH 003, MATH 004, MATH
005S, and MATH 009 are primary distribution
courses. More advanced courses are available
to first-year students as explained below.
Students who would like to begin calculus
(MATH 004, 005, or 005S) but are not sure
they are prepared should take the departmental
calculus readiness exam when they arrive on
campus. Entering students may place into cer­
tain higher-level courses (the half-semester
courses 006A, 006B, and 006C or the semester
courses 006S, 016, 016H, and 018) by scoring
sufficiently well on the departmental calculus
placement exam or by taking certain standard­
ized exams (see later).
Placement Procedure: To gain entrance to any
mathematics course (but not to gain entrance
to statistics courses), students must take at least
one of the exams mentioned below. Students
wishing to place beyond beginning calculus
may take either the AP or IB (standardized)

213

Mathematics and Statistics

exams, or Swarthmore’s calculus placement
exam. Students wishing to take MATH 003,
004,005,005S, or 009 at any time during their
Swarthmore years, and who do not take any of
the exams just mentioned, must take
Swarthmore’s calculus readiness exam. Even stu­
dents who do take one of the standardized
exams may be required to take the departmen­
tal exams as well. The calculus placement
exam is sent to-entering first-year students over
the summer, along with detailed information
about the rules for placement and credit. The
calculus readiness exam is given during firstyear orientation only.
Advanced Placement and Credit Policy:
“Advanced placement” and “credit” mean dif­
ferent things. Placement allows students to
skip material they have learned well already by
starting at Swarthmore in more advanced
courses. Credit confers placement as well but
also is recorded on the student’s Swarthmore
transcript and counts toward the 32 credits
needed for graduation.
The Swarthmore calculus placement exam is
used for placement only, not credit. Credit is
awarded on the basis of the AP and the IB
exams, as follows:
• 1 credit (for STAT 002) for a score of 4 or
5 on the Statistics Advanced Placement (AP)
Test of the College Board.
• 1 credit (for MATH 005) for a score of 4 on
the AB or BC Calculus Advanced Placement
(AP) Test of the College Board, or for a score
of 5 on the Higher Level Mathematics Test of
the International Baccalaureate (IB).
• 1.5 credits (for Math 5 and 6A) for a score
of 5 on the AB or BC Tests or a score of 6 or 7
on the Higher Level IB.
Or any entering student who places out of
MATH 005,006A, or 006B may receive credit
for the courses placed out of by passing the
final exams in these courses with a grade of
straight C or better. These exams must 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 Departmental Placement Coordinator.
Advanced placement credit will be given to
entering students only during their first semes­
ter at Swarthmore. Students who are eligible
for advanced placement credit for a course but

214

who take the course anyway will not receive
the advanced placement credit.
First-year students seeking advanced place­
ment and/or credit for calculus taken at another
college or university must normally validate their
work by taking the appropriate Swarthmore
examination, as described earlier. For work
beyond calculus completed before entering
Swarthmore, students should consult the
Departmental Placement Coordinator to
determine the Swarthmore course into which
they should be placed. The Department will
not normally award advanced placement credit
for work above the MATH 006 level, however.
Introductory Statistics: Students who do not
know calculus can take STAT 001 or 002.
STAT 001 is intended to show how statistics is
used to help obtain an understanding of the
world around us. STAT 002 is a more practical
course for students who expect to use statistics
in their own work. Students who know a
semester of calculus should take STAT 002C
instead of STAT 002. Both STAT 002 and
002C lead to STAT 027 on multivariate statis­
tical analysis. Students with a strong back­
ground in mathematics can begin with the
more theoretical STAT 053 and continue with
the one-credit seminar STAT 111.
Requirements for a major in Mathematics:
Students apply for a major in the middle of the
second semester of the sophomore year. A
prospective applicant should expect typically
that, by the end of the sophomore year, he or
she will have received credit for, or placement
out of, at least four of the following five
courses: Calculus I (MATH 005 or 005S),
Calculus II (MATH 006A-006B or 006S),
Discrete Mathematics (MATH 009), Linear
Algebra (MATH 016 or 016H) and Several
Variable Calculus (MATH 018 or 018H). In
any event, all majors must complete MATH
016 and 018 by the end of the first semester of
the junior year.
In addition, a candidate should have a gradepoint average in mathematics and statistics
courses to date of at least C+. This should
include at least one grade at the B level. In
some cases, applicants may be deferred pending
successful work in courses to be designated by
the department.
By graduation, a mathematics major must have
at least 10 credits in mathematics and statistics

courses. A t most 5 of the credits counted in the
10 may be for courses numbered under 025.
(Certain courses in this category are not to
count toward the major. These are so indicated
under the course listings in this catalog.)
Furthermore, every major is required to obtain
credit for, or place out of, each of the following
courses: MATH 005 or 005S; MATH 006A 006B or 006S; MATH 016 or 16H; MATH 018
or 018H; MATH 047; and MATH 049. The
two upper-level core courses, MATH 047
(Introduction to Real Analysis) and MATH
049 (Introduction to Modem Algebra), will be
offered every fall semester. A t least one of these
two should be taken no later than the fall
semester of the junior year. Finally, majors not
in the Honors Program must satisfy the depart­
mental comprehensive requirement by passing
MATH 097, the Senior Conference. Progress
of majors will be reviewed at the end of each
semester. Students not making satisfactory
progress may be dropped from the major.
Mathematics majors are urged to study in some
depth a discipline that makes use of mathe­
matics and to acquire some facility with the
computer. Students bound for graduate work
should obtain a reading knowledge of French,
German, or Russian.
Special emphases: The above requirements
allow room to choose an optional special
emphasis within the Mathematics major. For
instance:
A student may major in Mathematics with an
emphasis on statistics by taking the following
courses at the advanced level: (1) the core
analysis course (MATH 047); (2) M athe­
matical Statistics I (STAT 053) and possibly
Mathematical Statistics II (STAT 111) for one
or two credits;); (3) Probability (MATH 105);
(4) Multivariate Statistics (STAT 027) or, per­
haps, Econometrics (ECON 135); and (5)
another mathematics course numbered 025 or
above. Students are encouraged but not
required to select the core algebra course
(MATH 049) if they choose this emphasis.
Students interested in mathematics and computer science should consider a Mathematics
major with a Concentration in Computer
Science, or an Honors Program with a Mathe­
matics major and a Computer Science minor.
Details on these options are in the catalog
under Computer Science.

Sample program for majors thinking of gradu­
ate work in social or management science, or an
M.B.A. Basic courses: MATH 005 (or 005S),
006A-006B (or 006S), 009, 016, and 018;
Computer Science 020. Advanced courses: (1)
Modeling (MATH 061); (2) at least one of
Probability (MATH 105), Mathematical Sta­
tistics I (STAT 053), and possibly Mathe­
matical Statistics II (STAT 111); (3) at least
one of Combinatorics (MATH 065) or
Operations Research (ECON 032); (4) the two
required core courses (MATH 047 and MATH
049); and (5) Differential Equations (MATH
030). Because this is a heavy program (one
who hopes to use mathematics in another field
must have a good grasp both of the mathemat­
ics and of the applications), one of the core
course requirements may be waived with per­
mission of the department.
Sample program for students thinking of grad­
uate work in operations research. Basic courses:
same as previous paragraph. Advanced courses:
(1) the two required core courses (MATH 047
and MATH 049); (2) Combinatorial Optimi­
zation (MATH 072) and Combinatorics
(MATH 065); (3) Mathematical Statistics
(STAT 053); and (4) at least one of Number
Theory (MATH 037), Modeling (MATH
061), or Probability (MATH 105).
Secondary Teaching Certification: W hether or
not one majors in Mathematics, the courses
required as part of the accreditation process for
teaching mathematics at the secondary level
are: (1) three semesters of calculus (MATH
005 or 005S, 006A-006B or 006S, 018 or
018H); (2) one semester of linear algebra
(MATH 016 or 016H); (3) at least one semes­
ter of discrete mathematics (MATH 009, 065,
or 072) or computer science (CPSC 010 or
020); (4) geometry (MATH 045, 085, or 106);
(5) one semester of modem pure or applied
algebra (MATH 037,048, or 049); and (6) one
semester of statistics or probability (STAT 001,
002, 002C, 053). In addition, students are
advised strongly to take further mathematics
courses emphasizing modeling and applica­
tions, and/or to take at least one course in the
Natural or Social Sciences in which mathe­
matics is used in a significant way. To be rec­
ommended for certification, a student must
have an average grade of C or better in all
MATH/STAT courses. For further information
about certification requirements, please con-

215

Mathematics and Statistics

suit the catalogue course listings under
Education.
The Honors Program: Requirements for
acceptance 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 sta­
tistics courses of B+ or better. Potential
Honors majors may want to consider includ­
ing in the sophomore year a course that
emphasizes theory and provides an opportu­
nity for writing proofs. Department faculty
can give advice on appropriate courses.
Beginning with the Class of 1999, the pro­
gram for an Honors major in Mathematics
shall consist of preparations for external
examination in three fields of 2 credits each,
and an additional credit in one of the three
chosen preparations, for a total of 7 distinct
credits. Each preparation consists of a
required core course together with a second
credit in that field selected from a list of
courses and seminars designated by the
department. For the Honors major, two of
the preparations shall be in Algebra and
Analysis, and every program must include at
least one of MATH 101 (Real Analysis
Seminar) or MATH 102 (Algebra Seminar).
These two seminars will be offered every
spring semester. Each student may select the
third preparation from a list of fields that
includes Discrete Mathematics, Geometry,
Statistics, and Topology. Any alternatives to
these must be approved by the department.
Students wishing to complete an Honors
minor in Mathematics must have credit for,
or place out of, MATH 005 or 005S, MATH
006A-006B or 006S, MATH 016 or 016H,
and Math 18 or 18H. For the Honors portion
of their program, minors must complete one
2-credit preparation chosen'ffom among any
of the fields described earlier. Again, any
alternatives must have departmental
approval.

COURSES
STAT 001. 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

216

wide variety of fields, and the course provides
an understanding of the role of statistics. It is
intended for students who want an apprecia­
tion of statistics without having the need to
learn how to apply statistical methods. It pro­
vides an intuitive understanding of statistical
concepts and makes use of modem statistical
software for the Macintosh computer. This
course cannot be counted toward a major in
Mathematics.
Primary distribution course. 1 credit.
Each semester. Iversen.

STAT 002. Statistical Methods
(Cross-listed as SOAN 027)
Data on one variable are examined through
graphical methods and the computations of
averages and measures of variation. Relation­
ships between two variables are studied using
methods such as chi-square, rank correla­
tions, analysis of variance, and regression
analysis. The course is intended for students
who want a practical introduction to statisti­
cal methods and who intend to do statistical
analysis themselves, mainly in the biological
and social sciences. It is not a prerequisite for
any other department course except STAT
027, nor can it be counted toward a major in
the department. Recommended for students
who have not studied calculus (those who
know a semester of calculus are advised to
take STAT 023 instead).
1 credit.
Fall 1999. Lupinacci.

STAT 002C. Statistics
(Cross-listed as SOAN 028) .
This calculus-based introduction to statistics
covers most of the same methods examined
in STAT 002, but the course is taught on a
higher mathematical level. The course is
intended for anyone who wants an introduc­
tion to the application of statistical methods.
Prerequisite: MATH 004 or 005.
1 credit.
Spring 2000. Lupinacci.

MATH 003. Introduction to
Mathematical Thinking
For students who need further preparation for
courses requiring 4 years of solid high school
preparation such as STAT 002 and MATH
004,005,005S and 009. MATH 003 will pre­

pare students for these other courses two
ways: (1) by work on standard precalculus
topics; and (2) by study of other topics, per­
haps new to the students, that highlight the
interesting nature of mathematics. The
course will probably meet in seminar format
and will involve reading, discussion, board
preséntations, and writing. This course can­
not be counted toward a mathematics major.
Prerequisite: Placement into this course
through Swarthmore’s calculus readiness
exam (see “Placement Procedure” earlier).
Primary distribution course. 1 credit.
Fall 1999. Bergstrand.

MATH 004. Calculus Concepts
Introduction to the concepts, methods, and
applications of calculus. Intended primarily
for students whose preparation is limited or
weak, MATH 004 proceeds more gently and
less far than MATH 005. Students who have
had calculus in high school may not take
MATH 004 without permission of the
instructor. Students who complete MATH
004 are encouraged to continue on to MATH
005 or MATH 006A (or 006S); with permis­
sion of the department, they may receive
credit for MATH 005 by taking it after
MATH 004. Otherwise, credit is not granted
for both MATH 004 and MATH 005.
Prerequisite: Permission to take this course
through Swarthmore’s calculus readiness
exam or calculus placement exam (see
“Placement Procedure” above).
Primary distribution course. 1 credit.
Spring semester if offered.

MATH 005. Calculus I
This first semester calculus course will intro­
duce topics in the differentiation and inte­
gration of functions of one variable. These
topics include limits and the definition of the
derivative, interpretations and applications
of the derivative, techniques of differentia­
tion, graphing and extreme value problems,
the logarithm and exponential functions, the
integral, and the Fundamental Theorem of
Calculus.
Prerequisite: Permission to take this course
through Swarthmore’s calculus readiness
exam or calculus placement exam (see
“Placement Procedure” earlier).

1 credit.
Fall 1999. Bergstrand, Campbell, Grood.

MATH 005S. Calculus I Seminar
MATH 005S covers the same material as the
lecture-based MATH 005 but uses a seminar
format (10—14 students) with additional
meetings and lots of hands-on activities (e.g.,
writing, oral presentations, group work, and
computer work). Intended for students who
think that they could benefit from the col­
laborative seminar format and who wish to
be challenged to excel in calculus so that
they gain more confidence to continue with
mathematics and science.
Prerequisite: Permission to take this course
through Swarthmore’s calculus readiness
exam or calculus placement exam (see
“Placement Procedure” above).
Primary distribution course. 1 credit.
Fall 1999. Shimamoto.

Note on MATH 006
The material following MATH 005 is divided
into four half-credit courses, 006A, 006B,
006C and 006D. Each course will run full
time for one-half semester. Students may take
any number of these courses. Normally, how­
ever, students coming from MATH 005 will
take 006A and either 006B or 006C.
Students enroll at the beginning of each
semester for all versions of MATH 006 they
plan to take at any time during the semester.
MATH 006S is a full-semester seminar ver­
sion of MATH 006A and 006B.
0.5 credit.

MATH 006A. Calculus IIA
This course is a continuation of the material
begun in MATH 005 and is the prerequisite
for MATH 016 (Linear Algebra) and MATH
018 (Several Variable Calculus) as well as for
006B and 006C. Topics will include applica­
tions of the integral, inverse trigonometric
functions, methods of integration, and
improper integrals. MATH 006A is a 0.5credit course.
Prerequisite: MATH 005 or 005S or place­
ment by examination (see “Advanced
Placement and Credit Policy” earlier).
0.5 credit.
Each semester (first half).
Fall 1999. Campbell, Drumm, Shapiro.

2 17

Mathematics and Statistics

MATH 006B. Calculus IIB
This course is an introduction to infinite series
and approximation. Topics include Taylor
polynomials and Taylor series, convergence
tests, and the use of power series. Other topics,
such as applications to differential equations
and Fourier series, may be introduced, time
permitting. MATH 006B should be taken by
anyone planning to take mathematics courses
beyond the freshman-sophomore level. It is
required of all students majoring in
Mathematics, Chemistry, Physics, or Engi­
neering. MATH 006B is a 0.5-credit course.
Prerequisite: MATH 006A or placement by
examination (see “Advanced Placement and
Credit Policy” earlier).
0.5 credit.
Fall semester (each half) and spring semester
(second half).
Fall 1999. Klotz, Shapiro, Shimamoto.

MATH 006C. Calculus IIC
This course emphasizes the differential aspects
of several variable calculus covered in the first
half of MATH 018. In addition, multivariable
integration may be touched on as well as such
topics as differential equations and probability.
MATH 006C is intended primarily for students
interested in applications (especially in eco­
nomics) who look upon MATH 006 as one of
their last mathematics courses and who do not
plan to take MATH 018. Students may (but
normally will not) take both MATH 006C and
MATH 018. This course cannot be counted
toward a major in Mathematics. MATH 006C
is a 0.5-credit course.
Prerequisite: MATH 006A or placement by
examination (see “Advanced Placement and
Credit Policy” earlier).
0.5 credit.
Each semester (second half).
Fall 1999. Campbell.

MATH 006D. Postcalculus
A special course, in the second half of the fall
semester, primarily for first-year students who
place into MATH 006B in August. MATH
006D is for students who like mathematics and
are curious to know what it might be like to
major in it. Each year, the contents of 006D
will be selected from the wealth of modem
mathematics that cannot be introduced in

218

standard freshman-sophomore courses. MATH
006D is a 0.5-credit course.
Prerequisites: MATH 006B (in exceptional
cases, MATH 006A) and either departmental
recommendation or permission of the instruc­
tor.
0.5 credit.
Fall semester (second half). Shapiro.

MATH 006S. Calculus II Seminar
A continuation of MATH 005S, in the same
style. Covers the material of MATH 006A and
006BPrerequisite: MATH 005 or 005S or placement
by examination (see “Advanced Placement
and Credit Policy” earlier).
Primary distribution course. 1 credit.
Spring 2000.

MATH 009. Discrete Mathematics
A n introduction to noncontinuous mathemat­
ics. The key theme is how induction, iteration,
and recursion can help one discover, compute,
and prove solutions to various problems—
often problems of interest in computer science,
social science, or management. Topics include
algorithms, graph theory, counting, difference
equations, and finite probability. Special
emphasis on how to write mathematics.
Prerequisite: Permission to take this course
through Swarthmore’s calculus readiness exam
or calculus placement exam (see “Placement
Procedure” earlier). Familiarity with some
computer language is helpful but not necessary.
Primary distribution course. 1 credit, .
Each semester.
Fall 1999. Shimamoto.

MATH 016. Linear Algebra
This course covers vector spaces, matrices, and
linear transformations with applications to
solutions of systems of linear equations, deter­
minants, and eigenvalues.
Prerequisite: A grade of C or better in MATH
006A or MATH 009 or placement by exami­
nation (see “Advanced Placement and Credit
Policy” earlier).
1 credit.
Each semester.
Fall 1999. Talvacchia.

MATH 016H. Linear Algebra Honors
Course

STAT 827. Multivariate Statistical
Methods

This Honors version of MATH 016 will be
more theoretical, abstract, and rigorous than
its standard counterpart (the subject matter
will be equally as valuable in applied situations,
but applications will be less dwelt upon). It is
intended for students with exceptionally strong
mathematical skills, especially if they are
thinking of a mathematics major.
Prerequisite: A grade of B or better in MATH
006A or MATH 009 or placement by exami­
nation (see “Advanced Placement and Credit
Policy” earlier).
I credit.
Fall 1999. Johnson.

Given as a continuation of STAT 002 or STAT
023, the course deals mainly with the study of
relationships between three or more variables.
Prerequisite: Any one of STAT 002, 023, 053,
or ECON 031.
I credit.

MATH 018. Several Variable Calculus
This course considers differentiation and inte­
gration of functions of several variables with
special emphasis on two and three dimensions.
Topics include partial differentiation, extreme
value problems, Lagrange multipliers, multiple
integrals, line and surface integrals, Green’s,
Stokes’, and Gauss’ Theorems. Often there is
one section for students who have had linear
algebra (MATH 016 or 016H) and another for
students who have not.
Prerequisite: MATH 006A or equivalent or
placement by examination (see “Advanced
Placement and Credit Policy” earlier).
Recommended: MATH 016.
1 credit. ■
Each semester.
Fall 1999. Grood, Hunter.

MATH 018H. Several Variable Calculus
Honors Course
This Honors version of MATH 018 will be
more theoretical, abstract, and rigorous than
its standard counterpart (the subject matter
will be equally as valuable in applied situations,
but applications will be less dwelt upon). It is
intended for students with exceptionally strong
mathematical skills and primarily for those who
have completed MATH 016H successfully.
Prerequisite: A grade of C or better in MATH
016H or permission of the instructor.
1 credit.
Spring 2000.

A lte rn a te y e a rs .

Spring 2000. Iversen.

MATH 836. Bifferential Equations
A n introduction to differential equations that
includes such topics as first-order equations,
linear differential equations, series solutions,
first-order systems of equations, Laplace trans­
forms, approximation methods, some partial
differential equations.
Prerequisites: MATH 006B and either 018 or
6C or permission of the instructor. MATH 016
recommended strongly.
1 credit.
Spring 2000.

MATH 837. Humber Theory
The theory of primes, divisibility concepts, and
the theory of multiplicative number theory will
be developed. Students are also expected to
learn how to construct a mathematical proof.
Prerequisites: MATH 016 and 018 or permis­
sion of the instructor.
Primary distribution course. I credit.
Alternate years.
Not offered 1999-2000.

MATH 841. Probability
This course considers both discrete and con­
tinuous probability theory. The classical distri­
butions—binomial, Poisson, and Normal—are
studied, as are topics including the Central
Limit Theorem, the laws of large numbers, and
generating functions.
Prerequisites: MATH 006B and at least one of
009 or 018 or permission of the instructor.
1 credit.
Offered occassionally in lieu of MATH 105.
Fall 1999. Grinstead.

MATH 845. Topics in Geometry
Course content varies from year to year, but
recently the focus has been on the careful

219

Mathematics and Statistics

development of plane geometry, including
basic axioms and the geometries that result:
Euclidean, projective, and hyperbolic.
Prerequisites: None, but the course will be
taught at a level suitable for students who have
completed MATH 016 and 018. See the
instructor if in doubt.
Primary distribution course. I credit.
Alternate years.
Fall 2000. Talvacchia.

MATH 046. Theory of Computation
(Cross-listed as CPSC 046)
Please see Computer Science for description.

STAT 053. Mathematical Statistics I
Based on probability theory, this course exam­
ines the statistical theory for the estimation of
parameters and tests of hypotheses. Both small
and large sample properties of the estimators
are studied. The course concludes with the
study of models dealing with relationships
between variables, including chi-square and
regression analysis.
Prerequisites: MATH 016 and 018 or permis­
sion of the instructor.
1 credit.
Alternate years.
Not offered 1999-2000.

MATH 047. Introduction to Real Analysis

MATH 061. Modeling

This course concentrates on the careful study
of the principles underlying the calculus of real
valued functions of real variables. Topics will
include continuity, compactness, connected­
ness, uniform convergence, differentiation,
and integration.
Prerequisites: MATH 006B, 016, and 018 or
permission of the instructor.
Primary distribution course. 1 credit.
Fall 1999. Drumm.

A n introduction to the methods and attitudes
of mathematical modeling. Because modeling
in physical science and engineering is already
taught in courses in those disciplines, applica­
tions in this course will be primarily to social
and biological sciences. Various standard
methods used in modeling will be introduced:
differential equations, Markov chains, game
theory, graph theory, computer simulation.
The emphasis, however, will be on how to
apply these subjects to specific modeling prob­
lems, not on their systematic theory. The for­
mat of the course will include projects as well
as lectures and problem sets.
Prerequisites: MATH 016 and 018 or permis­
sion of the instructor.
1 credit.
Alternate years.
Not offered 1999-2000.

MATH 048. Topics in Algebra
Course content varies from year to year
depending on student and faculty interest.
Recent offerings have included Coding
Theory, Groups and Representations, Finite
Reflection Groups.
Prerequisite: MATH 016 and possibly MATH
049.
1 credit.
Alternate years.
Spring 2000.

MATH 049. Introduction to Modern
Algebra
This course is an introduction to abstract alge­
bra and will survey basic algebraic systems—
groups, rings, and fields. Although these con­
cepts will be illustrated by concrete examples,
the emphasis will be on abstract theorems,
proofs, and rigorous mathematical reasoning.
Prerequisite: MATH 016 or permission of the
instructor.
Primary distribution course. 1 credit.
Fall 1999. Hunter.

220

MATH 065. Combinatorics
This course continues the study of noncontinuous mathematics begun in MATH 009. The
topics covered include three broad areas:
Counting Theory, Graph Theory, and Design
Theory. The first area includes a study of gen­
erating functions and Polya counting. The sec­
ond area is concerned with relations between
certain graphical invariants. Topics such as
Extremal Graph Theory and Ramsey Theory
may be introduced. The third area introduces
combinatorial structures such as matroids,
codes, and Latin squares.
Prerequisites: MATH 009 and at least one
other course in mathematics.
I credit.

Alternate years.
Not offered 1999-2000.

MATH 072. Topics in Combinatorial
Optimization
Topics vary from year to year and will be cho­
sen from such things as linear programming,
game theory, graph theory algorithms, algor­
ithms for prime factorization, and complexity
theory.
Prerequisites: MATH 009 and at least one
higher-numbered mathematics course.
Recommended: CPSC 020.
1 credit.
Alternate years.
Fall 1999. Grinstead.

the course program, this 0.5-credit course pro­
vides them an opportunity to delve more
deeply and on their own into a particular topic
agreed upon by the student and the instructor.
This is accomplished through a written paper
and an oral presentation. In addition, Honors
minors will satisfy the Senior Honors Study
component of the minor typically by enrolling
in Senior Conference for the purpose of writ­
ing a paper that extends the work within the
minor. The work is spread throughout the year
with the talks and/or papers normally present­
ed in the spring. Students register for this
course for the spring semester but must also
sign in with the instructor for the frill semester.
0.5 credit.
All year. Grinstead.

MATH 81. Partial Differential Equations
The first part of the course consists of an intro­
duction to linear partial differential equations
of elliptic, parabolic, and hyperbolic type via
the Laplace equation, the heat equation, and
the wave equation. The second part of the
course is an introduction to the calculus of
variations. Additional topics depend on the
interests of the students and instructor.
Prerequisites: MATH 016, 018, and either
MATH 030 or PHYS 050 or permission of the
instructor.
1 credit.
Alternate years.
Spring 2000.

MATH 085. Topics in Analysis
Course content varies from year to year.
Recent topics have included dynamical sys­
tems and the mathematics of financial deriva­
tives. In 1999, the topic was Fourier analysis:
Fourier series and integrals, inversion, applica­
tions to probability, number theory, and partial
differential equations.
Prerequisites: MATH 016 and MATH 018.
MATH 047 is also recommended.
1 credit.
Alternate years.
Not offered 1999-2000.

MATH 093/STAT 093. Directed Reading
MATH 096/STAT 096. Thesis
MATH 097. Senior Conference
Required of all senior mathematics majors in

SEMINARS
MATH 10 1. Real Analysis II
This seminar is a continuation of Introduction
to Real Analysis (MATH 047). Topics may
include the inverse and implicit function theo­
rems, differential forms, calculus on manifolds,
and Lebesgue integration.
Prerequisite: MATH 047.
1 credit.
Spring 2000.

MATH 102. Modern Algebra II
This seminar is a continuation of Introduction
to Modem Algebra (MATH 049). Topics cov­
ered usually include field theory, Galois theory
(including the insolvability of the quintic), the
structure theorem for modules over principal
ideal domains, and a theoretical development
of linear algebra. Other topics may be studied
depending on the interests of students and
instructor.
Prerequisite: MATH 049.
1 credit.
Spring 2000.

MATH 103. Complex Analysis
A brief study of the geometry of complex num­
bers is followed by a detailed treatment of the
Cauchy theory of analytic functions of a com­
plex variable: integration and Cauchy’s
Theorem, power series, residue calculus, con-

221

Mathematics and Statistics

formal mapping, and harmonic functions.
Various applications are given, and other top­
ics, such as elliptic functions, analytic continu­
ation and the theory of Weierstrass, may be dis­
cussed.
Prerequisite: MATH 047.
1 credit.
Alternate years.
Not offered 1999-2000.

MATH 104. Topology
A n introduction to point-set, combinatorial,
and algebraic topology: topological spaces,
classification of surfaces, the fundamental
group, covering spaces, simplicial complexes,
and homology (including related algebra).
Prerequisites: MATH 047 and 049.
2 credits.
Alternate years.
Spring semester. Shimamoto.

MATH 105. Probability
A n introduction to measure-theoretic proba­
bility theory. Topics may include branching
processes, renewal theory, random walks, sto­
chastic processes, laws of large numbers, char­
acteristic functions, the C entral Limit
Theorem, Markov chains, the Poisson process,
and percolation.
Prerequisites: STAT 053.
1 credit.
Alternate years.
Not offered 1999-2000.

MATH 106. Advanced Topics in Geometry
Course content varies from year to year to be
chosen from among differential geometry, dif­
ferential topology, and algebraic geometry. In
1998, the topic will be algebraic geometry:
curves, surfaces, and their generalization to
algebraic varieties.
Prerequisites: Depend upon the topic chosen.
1 credit.
. Alternate years.
Not offered 1999-2000.

STAT 1 1 1 . Mathematical Statistics ii
This 1-credit seminar is offered as a continua­
tion of STAT 053. It deals mainly with statisti­
cal models for the relationships between vari­
ables. The general linear model, which

222

includes regression, variance, and covariance
analysis, is examined in detail. Topics also
include nonparametric statistics, sampling
theory, and Bayesian statistical inference.
Prerequisite: STAT 053.
1 credit.
Alternate years.
Not offered 1999-2000.

Medieval Studies

Coordinator: STEPHEN P. BENSCH (History)
Committee:

Michael W. Cothran (Art History)
Nathaniel Deutsch (Religion)
Michael Marissen (Music)
Nosaria V. Munson (Classics)
Ellen ROSS (Religion)3
William N. Turpin (Classics)
Craig Williamson (English Literature)

3 Absent on leave, 1999-2000.

This interdisciplinary program offers an oppor­
tunity for an integrated study of European and
Mediterranean civilization from the 4th cen­
tury to the 15th. The period, which has a crit­
ical importance for the understanding of
Western culture, can be approached best
through a combination of several disciplines.
Hence, six departments (Art, Classics, English
Literature, History, Music, and Religion) coop­
erate to provide a course of study which may be
offered as a major in the Course Program or as
a major or minor in the Honors Program.
All students who major in the Course Program
or major or minor in the Honors Program must
satisfy the following distribution requirements:
One course in A rt History (ARTH 014,047, or
145) '
One course in History (HIST 002A, 006, 012017, or 112)
One course in Literature (ENGL 010, 014,
016,102, or CLAS 014 or 060).
One course in Religion (RELG 014B, 020B,
114, or 116) or Philosophy (medieval)
(Please note possible prerequisites for the
above courses.)
For a major in the Course Program the require­
ments are as follows:
1. Distribution requirements as listed above.
2. Senior Comprehensive Examinations.
Each major in course is required to complete
the senior comprehensive written and oral
examinations (normally taken at the end of
the second semester of senior year). These
examinations are planned as a culminating
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 8 credits (at least)
in Medieval Studies in order to graduate
with a Medieval Studies Major. (In addition
to courses these credits may include directed
readings in medieval subjects and/or a thesis
written during the first semester of the
senior year.)
For a major in the Honors Program the require­
ments are as follows:
1. Distribution requirements as listed above.
2. The four preparations for the Honors
Program should reflect the interdisciplinary
nature of this major and must include work
in three of the following five areas: Art
History, History, Literature, Music, or
Religion/Philosophy. The preparations may
be constituted by some combination of the
following: seminars, preapproved two-course
combinations, courses with attachments, or
a thesis. Students may design an integrated
minor in another field by counting one of
the Medieval Studies preparations in its
home department. Students who minor in
another department will have to fulfill the
minor prerequisites and requirements
(including Senior Honors Study Minor
requirements) stipulated by that depart­
ment.
3. Senior Honors Study for majors in medieval
studies will follow the policies of the indi­
vidual departmental preparations used in the
program. Majors will have a 90-minute
panel oral with all four examiners present.

223

Medieval Studies

Majors will have the regular individual oral
for the single preparation.
For a minor in the Honors Program the require­
ments are as follows:
1. Distribution requirements as listed above.
2. The one preparation for the Honors Pro­
gram should reflect the interdisciplinary
nature of this minor and may be satisfied by
one of the following: one seminar, a pre­
approved two-course combination, or one
course with an attachment. The minor
preparation must be in a department distinct
from the student’s major.
3. Senior Honors Study for minors in medieval
studies will follow the policies of the indi­
vidual departmental preparations used in the
program. Minors will have a 90-minute
panel oral with all four examiners present.
Minors will have the regular individual oral
for the single preparation.
Courses currently offered in Medieval Studies:
(See catalog sections for individual depart­
ments to determine specific offerings in 1999-

2000. )

ARTH 014. Medieval Survey
ARTH 046/RELG 029. Monasticism and
the Arts in the Christian Middle Ages
ARTH 047. Special Topics in Medieval
Art
CLAS 060. Oante and the Classical
Tradition
ENGL 010. Survey I: Beowulf to Milton
ENGL 014. Old English/History of the
Language
ENGL 016. Chaucer
HIST 002a. Medieval Europe
HIST 006. The Formation of the Islamic
Near East
HIST 012. Chivalric Society
HIST 014. Friars, Heretics, and Female
Mystics: Religious Dirmoil in the
Middle Ages
HIST 015. Medieval Towns
HIST 0 17. The Mediterranean World
in the Middle Ages
LATN 014. Medieval Latin

224

MUSI 020. Medieval and Renaissance
Music
MUSI 045. Performance (early music
ensemble)
RELG 014B. Christian Life and Thought
in the Middle Ages
RELG 020B. Prophets and Visionaries:
Christian Mysticism Through the Ages
RELG 030B. The Power of Images: Icons
and Iconoclasts
RELG 031B. Religion and Literature
MOST 096. Thesis
Seminars currently offered in Medieval
Studies:

ARTH 145: Gothic Art and Architecture
ENGL 102: Chaucer and Medieval
Literature
HIST 112 . The Barbarian North
RELG 116 . The Body in Late Antiquity
RELG 114 . Love and Religion

Modera Languages and Literatures

THOMPSON BRADLEY (Russian), Professor and Chair
MARION J . FABER (German), Professor
JOHN J . HASSETT (Spanish), Professor
GEORGE MOSKOS (French) , Professor3
ALAN BERKOWITZ (Chinese) , Associate Professor
SiBELAN FORRESTER (Russian) , Associate Professor
BRIGITTE LANE (French) , Associate Professor10
XINRU LIU (Chinese) , Associate Professor (part-time)
MICHEUNE RICE-MAXIMIN (French) , Associate Professor8,11
HANSJAKOB WERLEN (German) , Associate Professor
ALIRA ASHVO-MUNOZ Y DIAZ (Spanish), Visiting Assistant Professor (part-time)
JEAN-VINCENT BLANCHARD (French) , Assistant Professor9
AURORA CAMACHO de SCHMIDT (Spanish) , Assistant Professor3
MARIA LUISA GUARDIOLA (Spanish) , Assistant Professor
HAILI KONG (Chinese) , Assistant Professor
CHRISTOPHER PAVSEK (German), Visiting Assistant Professor11
SUNKA SIMON (German) , Assistant Professor
CARLOS TRUJILLO (Spanish), Visiting Associate Professor (part-time)6
COLETTE J . WINDISH (French), Visiting Assistant Professor
CHRISTINE DeGRADO (Spanish), Instructor (part-time)
JOAN FRIEDMAN (Spanish), Instructor (part-time)
EVGENIYA L . KATSENELINBOIGEN (Russian), Instructor (part-time)
MARY K. KENNEY (Spanish) , Instructor (part-time)
ANDREA NELSON (Russian), Lecturer (part-time)
CAROLE NETTER (French), Instructor (part-time)
JEANETTE OWEN (Russian), Visiting Instructor
ELKE PLAXTON (German), Instructor (part-time)
KIRSTEN E . SPEIDEL (Chinese), Instructor (part-time)
SUJANE WU (Chinese), Instructor (part-time)
MARIE-CHRISTINE GIRARD (French), Visiting Language Instructor
MICHAEL JONES, Language Resource Center Director
ELEONORE BAGINSKI, Administrative Coordinator

1 Absent on leave, fall 1999.
3 Absent on leave, 1999-2000.
6 Spring 2000 (appointment that semester only).
8 Campus coordinator, Swarthmore Program in Grenoble, fall 1999.
9 Campus coordinator, Swarthmore Program in Grenoble, spring 2000.
10 Program director, Swarthmore Program in Grenoble, fall 1999.
11 Program director, Swarthmore Program in Grenoble, spring 2000.

The Department of Modem Languages and
Literatures—consisting of Chinese, French,
German, Russian, and Spanish sections—pro­
vides Swarthmore students with an under­
standing of foreign cultures through their orig­

inal languages, and prepares students to engage
effectively in an increasingly internationalized
world. In addition to language courses, the
department also offers a large variety of semi­
nars and courses (some in English) that explore

225

Modern Languages and Literatures

authors, genres, aesthetic theories, and periods
of literary and cinematic production, and that
investigate literature and culture as sites of
contending social forces and values. In con­
junction with demonstrated competence in the
language, a foreign literature major will nor­
mally complete a minimum of 8 credits in
advanced language literature, or culture cours­
es, and a culminating exercise, such as a com­
prehensive examination. One of the required
courses for the foreign literature major may be
taken in English provided it is pertinent to the
student’s specific major. The department
encourages interdisciplinary approaches within
the guidelines of the programs in Asian
Studies, Francophone Studies, German
Studies, Latin American Studies, and Slavic
Studies. Students interested in the literature of
more than one language are encouraged to
consider a Comparative Literature major.
Students should also take note of the related
major in Linguistics and Languages.
Courses numbered 001B to 004B are primarily
designed to help students acquire the linguistic
competence necessary to pursue literary and
cultural studies in a foreign language through
work with the language and selected texts of
literary or cultural interest.
For a detailed description of the orientation in
these courses, see the explanatory note on
these language courses later. Courses numbered
O il or above emphasize the study of literature
and culture as a humanistic discipline as well as
competence in the spoken and written
language.
Students who enter with no previous knowl­
edge of a language and who are interested in
majoring in a foreign literature should register
for the intensive language courses (001B002B) in the freshman year. Language courses
numbered 003B and above count toward the 8
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
Examination or placement tests administered
by the department in the fall.
Prerequisites for majors are noted under the
listing of each of the literatures taught.
Exceptions to course requirements are made for
those who show competence in the language of
specialization. Students who speak Chinese,

226

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. The department also
recommends participation for a minimum of a
summer and a semester in an academic pro­
gram abroad. Linguistically qualified students
in French may apply to the Swarthmore
Program in Grenoble at the University of
Grenoble, for one or two semesters in the
sophomore or junior year. This program is par­
ticularly suited for majors in the humanities
and the social sciences. Students competent in
Spanish should consider the Hamilton College
Program in Madrid, Spain, which is coopera­
tively sponsored by Swarthmore. Other recom­
mended programs include Rice UniversityChile; the University of Kansas-Costa Rica;
the University of Pennsylvania-Mexico;
Scripps College-Ecuador; and CEUCA in
Columbia. (The Spanish section requires that
its majors spend a minimum of one semester of
study abroad in a program approved by the sec­
tion.) Students of German have the opportuni­
ty to join the Dickinson College program in
Bremen during the spring semester of each
year. Other programs students should consider
are the Wayne State Junior Year iri Germany
(at the University of Munich or the University
of Freiburg), the Wesleyan University Program
in Regensburg, or the Duke Program in Berlin.
Students in Russian are strongly encouraged to
spend at least one semester in the A.C.T.R. or
C.I.E.E. language programs among others in
Russia. Study abroad is particularly encouraged
for students of Chinese; academic credit (full
or partial) is generally approved for participa­
tion in the several programs of varying dura­
tion in the People’s Republic of China and in
Taiwan, recommended by the Chinese section.
In the People’s Republic, these include the
IUB Inter-University Board Program, the
A CC Associated Colleges in China Program,
and the CIEE program in Beijing; and the CET
program in Harbin. In Taiwan these include
the ICLP International Chinese Language
Program and the Mandarin Training Center in
Taipei; and the UMass program in Tunghai.
Students on scholarship may apply scholar­
ship monies to designated programs of study
abroad.

Students wishing to receive a Teaching
Certificate in French, German, Russian, or
Spanish should plan on taking the regular pro­
gram of language and literature courses
required for the major or show proof of the
equivalent. In addition, they should take
Linguistics 001. Appropriate supporting cours­
es that broaden knowledge and understanding
of the foreign culture being studied are also
recommended. Prospective teachers of a for­
eign language must include a minimum of a
semester abroad in their academic program.
Students planning to do graduate work are
reminded that, in addition to the language of
specialization, a reading knowledge of other
languages is often required for admission to
advanced studies.

ADVANCED PLACEMENT
The department will grant 1 credit for incom­
ing students who have achieved a score of 4 or
5 in Advanced Placement French, German, or
Spanish, examinations when they have success­
fully completed a 1-credit course in that lan­
guage at the College.

Literatures in Translation
Students acquainted with a particular foreign
language, are urged to elect an appropriate lit­
erature course taught in the original language.
LITR courses provide students with the oppor­
tunity to study a literature that they cannot
read in the original. These courses cannot be
substituted for the 011- or 012-level courses to
satisfy the departmental prerequisites for a
major or minor in the original languages, but a
student may take one of these courses to satis­
fy the 8-credit requirement of a foreign litera­
ture major provided that the course is perti­
nent to the specific literature of the major.

LITR 013R. The Russian Novel
(Cross-listed as RUSS 013)
The rise of the Russian novel in the 19th cen­
tury during the struggle against serfdom and
the transition to an urban industrial society
and revolution in the 20th century.
No prerequisite.
Primary distribution course. 1 credit.

Fall 1999. Bradley.

LITR 013. Medieval Comparative
Literature
LITR 014. Modern European Literature
Studying key modernist works of fiction
between 1900 and 1930, we will work in semi­
nar format (presentation and critical discussion
of student papers). Authors will include
Nietzsche, Conrad, Joyce, Kafka, Proust,
Thomas Mann, and Virginia Woolf. Intended
especially for freshmen contemplating a
Literature major. Limited enrollment.
Primary distribution course. 1 credit.
Not offered 1999-2000. Faber.

LITR 015R. Russian and East European
Prose
(Cross-listed as RUSS 015)
Novels and stories by the most prominent
20th-century writers of this multifaceted and
turbulent region. Analysis of individual works
and writers with the purpose of approaching
the religious, linguistic and historical diversity
of Eastern Europe in an era of war, revolution,
political dissent, and outstanding cultural and
intellectual achievement. Readings, lectures
and discussion in English; qualified students
may do some readings in the original language(s).
Primary distribution course. 1 credit.
Not offered 1999-2000. Forrester.

LITR 016CH. Substance, Shadow, and
Spirit in Chinese Literature and Culture
(Cross-listed as CHIN 016)
This course will explore the literary and intel­
lectual world of traditional Chinese culture,
through original writings in English transla­
tion, including both poetry and prose. Topics
to be discussed include Taoism, Confucianism,
and the contouring of Chinese culture; immor­
tality, wine, and allaying the mundane; the
religious dimension, disengagement, and the
appreciation of the natural world, etc. The
course also will address cultural and literary
formulations of conduct and persona, and the
expression of individualism in an authoritarian
society.
No prerequisites.
Primary distribution course. 1 credit.
Fall 1999. Berkowitz.

227

Modem Languages and Literatures

UTR 017CH. The Legacy of Chinese
Narrative Literature: The Story in
Dynastic China
(Cross-listed as CHIN 017)
Tales of the strange, biographies and
hagiographies, moral tales, detective stories,
literary jottings, drama, novellas and novels,
and masterworks of the Chinese literary tra­
dition throughout the centuries of imperial
China.
No prerequisites and no knowledge of
Chinese or of China required.
I credit.
Not offered 1999-2000. Berkowitz.

UTR 018CH. The Classical Tradition in
Chinese Literature
(See CHIN 018)
I credit.
Not offered 1999-2000. Berkowitz.

LITR 023CH. Modern Chinese Literature:
A New Novelistic Discourse (1918-1948)
(Cross-listed as CHIN 023)
Modem Chinese literary texts created
between 1918 and 1948, presenting a series
of political, social, cultural, and ideological
dilemmas underlying 20th-century Chinese
history. The class will discuss fundamental
issues of modernity and new literary develop­
ments under the impact of the May Fourth
Movement.
I credit.
Not offered 1999-2000. Kong.

LITR 025CH. Contemporary Chinese
Fiction: Mirror of Social Change
(Cross-listed as CHIN 025)
Literary narratives of post-Mao China in
translation. The selected stories and novellas
articulate the historical specificity of ideolog­
ical dilemmas and cultural dynamics, in the
imaginary process of dealing with love, poli­
tics, sex, morality, economic reform, and
feminist issues.
1 credit.
Not offered 1999-2000. Kong.

LITR 027CH. Women Writers in 20thCentury China
(Cross-listed as CHIN 027)
This course will be a close study of the liter­

228

ature written by Chinese women, particular­
ly focusing on social, moral, political, cultur­
al, psychological, and gender-related issues
through their texts as well as on their writing
styles and literary contributions to modem
Chinese literature. The chosen women writ­
ers will include those from Mainland,
Taiwan, Hong Kong, and overseas expatriate
Chinese writers as well as from different
social and political groups. All the readings
are in English translation. No previous
preparation in Chinese is required. Open to
the entire tri-college student body and taught
on the Bryn Mawr campus.
1 credit.
Spring 2000. Kong.

LITR 028F. Francocine: Francophone
Film
(Cross-listed as FREN 028)
This course will consider great film classics
from the French-speaking world, from PepeleMoko (1936) to today. It will focus on cine­
matic representations of the colonial experi­
ence as well as on post-colonial redefinitions
by contemporary filmmakers from the
African, Arab and Asian world. Recent
works of French expression from Canada and
Europe (Belgium, France, and Switzerland)
will also be studied. Special attention will be
given to the relationship between form and
ideology.
1 credit.
Spring 2000. Lane.

UTR 030R. The Intelligentsia
A critical examination of the Central politi­
cal, moral, and creative role of the Eastern
European intelligentsia. The main, focus will
be on the 20th century, with special atten­
tion to the evolution of the influence and
character of the intelligentsia after 1917 in
the USSR and following the Second World
War in Eastern Europe.
1 credit.
Spring 2000. Bradley.

UTR 031R. Revolutionary Culture and
Transformation in the USSR
(.Cross-listed as HIST 031)
Exploration of the ways in which after 1917
the new Soviet Republic attempted a revolu­
tionary transformation of the entire culture

as reflected in literature, film, music, and
social organization.
1 credit.
Not offered 1999-2000. Bradley and
Weinberg.

LITR 032R. From Revolution to
Capitalism: Critical Issues in
Contemporary Russia
(Cross-listed as HIST 032)
This course focuses on those developments in
the Soviet Union after the death of Stalin in
1953, which paved the way for perestroika
and glasnost in the 1980s and have taken
root during the current period of social, polit­
ical, economic, and cultural transformation.
1 credit.

Not offered 1999-2000. Bradley and
Weinberg.

LITR 033R. The Struggle for Liberation
and Social Change in Literature and
History
The search for community, the idea of justice
and democracy, and the universal struggle for
social and political change at the bottom of
society in literature and history.
1 credit.
Not offered 1999-2000. Bradley, Ford,
Cronin.

LITR 037G. History and Memory:
Perspectives on the Holocaust
(Cross-listed as HIST 037)
Despite an enormous amount of research and
testimony, the Holocaust of European Jewry
continues to generate compelling historical
and interpretive questions. How, in fact, did
it come about? Can we establish its connec­
tion to 19th-century German culture? How
have feminist and revisionist interpretations
changed our understanding? W hat has been
the impact of the Holocaust on contempo­
rary American and German identity and pol­
itics? This course explores the roots of
Nazism, the implementation of the Final
Solution, and the legacy of the Holocaust
through an interdisciplinary approach relying
on primary sources, historical scholarship,
memoirs, music, painting, and film. Authors
include Primo Levi, A rt Spiegelman, and
Nietzsche. Films include Triumph of the Will,
Shook, and The Nasty Girl. This course may

count toward a concentration in German
Studies. Fulfills distribution requirement for
either Humanities or Social Sciences as des­
ignated at time of registration.
1 credit.
Fall 1999. Faber, Weinberg.

LITR 044G. Introduction to Film: Film
Before World War II
(Cross-listed as ENGL 087)
This course will be an introduction to the
study of the aesthetic, historical, and cultural/political dimensions of film between 1895
and 1936.
1 credit.
Not offered 1999-2000. Pavsek.

LITR 050R. Russian Literature and
Revolutionary Thought
A study of continuity and change in the rela­
tionship between the major political and
social movements and the writers before and
after 1917.
1 credit.
Not offered 1999-2000. Bradley.

LITR 050SA. 1898: War and Literature
This course will examine the cultural and
politicial implications of the Spanish-CubanAmerican War (1895-1898), especially in
Cuba and Puerto Rico.
1 credit.
Not offered 1999-2000.

LITR 051G. Gender and Race in
European Cinema
W hat are the historical, structural, thematic,
and imaginary links between race and gender
in the visual landscape of a postwar Europe
struggling to come to terms with the Third
Reich, the Holocaust, and the Second World
War? How do contemporary films visualize,
analyze, resist and (re-)prodúce the tensions
in the united Europe’s multicultural and mul­
tiethnic societies? In consultation with perti­
nent film criticism, literary theory, and jour­
nalistic inquiries, we will seek to come to an
understanding of the complex interrelations
between race, gender, visual representation,
and 20th-century European history. Films by
Dörre, Fassbinder, Schutte, Fellini, Holland,
Gorris, Pasolini, Trueba, Bunuel, Kassovitz¡Malle, Godard, Axel, Wenders, Herzog,

229

Modern Languages and Literatures

Adlon, Sander, von Praunheim, Treut, Export,
Wertmuller, Zurlini, Almodevar, Varda,
Balletbo-Coll, Bergman, Visconti, Kieslowski,
et alii.
1 credit.
Fall 1999. Simon.

UTR 053G. Politics and Utopia in PostWorld War II International Cinema
This course will look at ways in which various
filmmakers throughout the world attempted to
create a political cinema—or to represent pol­
itics—during the sixties and seventies.
1 credit.
Not offered 1999-2000. Pavsek.

UTR 054G. Post-War German Cinema
(Cross-listed as GERM 054)
A study of (primarily west) German Cinema
from the “rubble films” of the immediate post­
war period, through the advent of the New
German Cinema in the sixties, to the present
state of German film in the “post-wall” era.
1 credit
Not offered 1999-2000. Pavsek.

UTR 055CH. Contemporary Chinese
Cinema
(Cross-listed as CHIN 055)
Cinema has become a special form of cultural
mirror representing social dynamics and drastic
changes in contemporary China. The course
will develop a better understanding of chang­
ing Chinese culture through analyzing cine­
matic texts.
1 credit.
Not offered 1999-2000. Kong.

political regimes and cultural milieus. Cine­
matic texts, from silent film to the post-fifthgeneration filmmaker’s films, will focus on the
issues related to nationhood, gender, and
modernity, along with the development of the
cinematic discourse in China.
1 credit.
Not offered 1999-2000. Kong.

UTR 60SA. Spanish American Society
Through Its Novel
(See SOAN 037)
This course will explore the relationship
between society and the novel in Spanish
America. Selected works by Carlos Fuentes,
Mario Vargas Llosa, Isabel Allende, Gabriel
García Márquez, Luisa Valenzuela, Elena
Poniatowska, and others will be discussed in
conjunction with sociological patterns in con­
temporary Spanish America. This course is not
a primary distribution course.
1 credit.
Not offered 1999-2000. Hassett and Muñoz.

UTR 061SA. Women’s Testimonial
Literature of Latin America
Marginal women—peasants, indigenous lead­
ers, urban squatters, guerrillas, mothers of the
disappeared, and victims of brutal repression—
must “write” for all the world to listen. The fire
of their texts, often mediated by an educated
foreigner, subverts all power relations
1 credit.
Not offered 1999-2000. Camacho de Schmidt.

LITR 063CH. Comparative Perspectives:
China in the Ancient World

1 credit.
Not offered 1999-2000.

(Cross-listed as CHIN 063)
Topics to be explored include obligation to self
and society, individualism and the role of with­
drawal, the heroic ethos, the individual and
the cosmos, and the individual and gender
roles.
No prerequisites; no knowledge of Chinese
required.
1 credit.
Not offered 1999-2000. Berkowitz.

UTR 056CH. History of Chinese Cinema
(1905-1995)

UTR 063SA. La frontera: The Many
Voices of the U.S.-Mexico Border

(Cross-listed as CHIN 056)
This course investigates Chinese cinema in its
ninety year development throughout different

Sometimes defined as a wound, the U.S. south­
ern border was created by war and is today the

UTR 055G. Film and Literature in Weimar
Germany
1 credit.
Not offered 1999-2000. Faber.

UTR 055SA. The Fiction of Contemporary
Spanish-American Women Writers

230

porous gate to capital, commodities, immigrant
labor, refugees, drugs, and arms. A membrane
where cultural integration is negotiated, the
border is rich in tradition, resiliency, and
absorbing capacity. It is also the scenario of
new nationalistic forces that can erupt with
violence. O n both sides of the border, a litera­
ture of uncommon vitality records the bina­
tional experience.
1 credit.
Not offered 1999-2000. Camacho de Schmidt.

LITR 065G. Marxism
1

c r e d i t.

Not offered 1999-2000. Pavsek.

LITR 065SA. Indigenous Peoples in Latin
American Literature
This course looks critically at the representa­
tion of native peoples in Latin America, from
the definition of “the Indian problem” to the
idealization of ancient utopian kingdoms to
which we must return.
1 credit.
Spring 2001. Camacho de Schmidt.

LITR 066CH. Chinese Poetry
(Cross-listed as CHIN 066)
This course explores Chinese poetry and
Chinese poetic culture, from early times to the
present. While readings and discussion will be
in English, and no knowledge of Chinese will
be expected, an integral component of the
class will be learning how to read a Chinese
poem and learning a number of poems in the
original.
1 credit.
Spring 2000. Berkowitz.

LITR 066G. Goethe’s Faust
1

c r e d it.

Not offered 1999-00 . Werlen.

LITR 066SA. Latin American Literature of
Resistance
In this turbulent continent, poetry has been
the site of truth-telling, denunciation, con­
demnation, and hope. W hat García Márquez
called “the immeasurable violence and pain of
our history” is found, in poems written on
kitchen tables, in trenches, in exile, and in
prison—even in places of torture. Texts are the
works of masters like Vallejo, Neruda, and

Cardenal but also of younger women poets who
have changed pain into song.
1 credit.
Not offered 1999-2000. Camacho de Schmidt.

LITR 067S. The Twentieth Century
Spanish Novel
TTiis course will examine in English major
works of Spanish writers who chose to remain
in Spain after the Civil War of 1936-39, even
though they were opposed to the Franco
regime. We will explore the variations of the
social novel and testimonial literature as well
as the ways in which authors sought to sup­
plant the lack of a free press without sacrificing
the esthetic quality of their works. Texts will
include works by Camilo José Cela, Ana Maria
Matute, Carmen Laforet, Miguel Delibes,
Carmen Martin Gaite, Luis Martin Santos, and
others.
I credit.
Fall 1999. DeGrado.

LITR 070F. Caribbean and French
Civilizations and Cultures
(Cross-listed with Black Studies and as
FREN 070F)
Study of the history of the French overseas
departments with collateral readings of literary
texts.
1 credit.
Not offered 1999-2000. Rice-Maximin.

LITR 070R. Translation Workshop
(Cross-listed as LING 070)
This workshop in Literary Translation will
concentrate on both translation theory and
practice, working in poetry, prose, and drama
as well as editing. Students will participate in
an associated series of bilingual readings and
will produce a substantial portfolio of work.
There are no prerequisites, but excellent
knowledge of a language other than English
(equivalent to a 004B course at Swarthmore or
higher) is highly recommended or, failing that,
access to at least one very patient speaker of a
foreign language.
1 credit.
Fall 1999. Forrester.

231

Modem Languages and Literatures

LITR 071F. French Critical Discourse:
From Barthes to Baudrillard

LITR 078R. Russian Models of Reality:
Film, Poetry, Prose, and Theory

(Cross-listed with Interpretation Theory and
as FREN 071)
A n introduction to the major thinkers of postmodernity (Barthes, Lacan, Foucault, Derrida,
Baudrillard.) We will read at the cross roads of
literature, philosophy, history of science and
art to examine how the question of visual per­
ception and representation has informed the
critique of traditional conceptions of the tex­
tual sign. Taught in English.
1 credit.
Fall 1999. Blanchard.

The course will analyze both famous and
neglected works, ranging from medieval chron­
icle and hagiography, through the great litera­
ture and criticism of the 19th and 20th cen­
turies, to a contemporary drag queen’s depic­
tion of Marilyn Monroe.
1 credit.
Not offered 1999-2000. Forrester.

LITR D75F. Haiti, the French Antilles and
Guyana in Translation
(Cross-listed with Black Studies and as FREN
075F)
Study of literary texts and their rewri[gh]ting of
the local colonial history.
1 credit.
Not offered 1999-2000. Rice-Maximin.

LITR 075F. French Language Attachment
to Haiti, the French Antilles, and Guyane
in Translation
1 credit.
Not offered 1999-2000. Rice-Maximin.

LITR 077G. Literature of Decadence
(Cross-listed as GERM 077)
This survey course explores symbolist, fin-desiecle, and modernist understandings of civi­
lization, the themes of intellectual and spiritu­
al crisis, the “decline of the West,” and art for
art’s sake” in European poetry, drama, and fic­
tion during the decades 1880-1930. We will
think about the impact of decadence on mod­
em art and thought (art nouveau, “Jugendstil,”
and Wagnerism) and theories of degeneration
and pathology, the countematural, and the
occult. Authors include Rimbaud, Baudelaire,
Nietzsche, Huysmans, Sacher-Masoch, Con■ rad, Wilde, Stoker, D’Annunzio, and Thomas
Mann. The course will conclude with readings
of late 20th-century texts of “decadence.” No
prerequisites.
I credit.
Spring 2000. Werlen.

232

LITR D79F. Scandal in the Ink: Queer
Traditions in French Literature
(Cross-listed as FREN 079)
In this course, we will use contemporary lesbian/gay/queer theory to reconsider French lit­
erary tradition(s). Writers will include Nicole
Brossard, Colette, Michel Foucault, Jean
Genet, André Gide, Hervé Guibert, Guy
Hocquenghem, Violette Leduc, Marcel Proust,
Monique Wittig. Christiane Rochefort, Renée
Vivien, among others.
1 credit.
Fall 2000. Moskos.

LITR 079R. Russian Women Writers
This course balances the picture of Russian lit­
erature by concentrating on the female authors
whose activities and texts were for a long time
left out of the canon.
Although the course is in translation, students
with Russian may do part or all of the readings
in the original.
1 credit.
To be offered 2000-2001. Forrester.

LITR Q8DR. Literature of Dissent
This course will address the central place of
dissent in Russian literature, its flowering in
reaction to Tsarist and Soviet censorship. The
theme leads to some of the most important
works of nineteenth and twentieth century
Russian poetry and prose.
1 credit.
Not offered 1999-2000. Forrester.

LITR 081CH. Transcending the Mundane:
Taoism in Chinese Literature and Culture
(Cross-listed as CHIN 081 and RELG 081)
Chinese civilization has been imbued with
Taoism and Taoist topoi for some two and onehalf millennia, from popular belief and custom

to intellectual and literary culture. In addition
to consideration of the texts and contexts of
both philosophical and religious Taoism, the
class will examine the articulation and role of
Taoism in Chinese literature and culture and
the enduring implications of the Taoist ethos.
All readings will be in English.
Prerequisite: O ne introductory course on
Chinese culture or religion, or permission of
the instructor.
1 credit.
Not offered 1999-2000. Berkowitz.

LITR 091CH. Special Topics in Chinese
Literature and Culture
(Cross-listed as CHIN 091)
The course will concentrate on selected
themes, genres, authors, time periods, or criti­
cal problems in Chinese literature; all readings
in English translation.
1 credit.
Not offered 1999-2000.

UTR 092G. Introduction to Film/Video
Production
This course will cover the basic technical
aspects of film and video production as well as
the basic formal properties of filmmaking.
Exercises will be designed to ensure a sound
technical foundation as well as familiarize stu­
dents with the aesthetic and formal principles
underlying a variety of film styles and tradi­
tions, including “classical” narrative and conti­
nuity, early or “primitive” cinema, and mon­
tage.
Prerequisite: A prior film course and permis­
sion of instructor. Limited to eight students.
1 credit.
Pavsek.

EXPLANATORYNOTEOFFIRST-AND
SECOND-YEARLANGUAGECOURSES
Courses numbered 001B-002B, 003B, and
004B carry 1.5 credits per semester. Three
semesters in this sequence are equivalent to
two years of work at the college level. Designed
to impart an active command of the language
and combine the study or review of grammar
essentials and readings of varied texts with
intensive practice to develop the ability to

speak the language. Recommended for stu­
dents with no previous knowledge of the lan­
guage and those who are interested in prepar­
ing for intermediate or advanced courses in lit­
erature and culture taught in the original lan­
guage. These courses (1) meet alternately as
sections for grammar presentation and small
groups for oral practice and (2) require work in
the language resource center.
Students who start in the 001B-002B sequence
must complete 002B in order to receive credit
for 00IB. However, students placing directly in
002B can receive 1.5 semester credits for that
course. Courses numbered 003B and 004B may
be taken singly for 1.5 semester credits.
Students cannot take a first-year language
course for credit, after having taken the lan­
guage in the second-year at Swarthmore.

Chinese
Introductory and intermediate Chinese lan­
guage courses are intensive and carry 1.5 cred­
its per semester. Students should plan to take
these courses as early as possible so that study­
ing in China, which is strongly encouraged,
can be incorporated into their curriculum.
Swarthmore participates in the Associated
C hina Program at Nankai University in
Tianjin for the fall semester; students also may
attend a number of other recommended pro­
grams in China and Taiwan for a summer, a
semester, or a full year. First- through fourthyear Chinese language courses are offered each
year. A n introduction to Classical Chinese is
offered every year. Literature and culture cours­
es 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 of gaining per­
spective on Chinese literature and culture.
Majoring and Minoring in Chinese
Qualified students may construct a Special
Major in Chinese, containing components of
language, literature, and culture. Study abroad
is strongly encouraged and supported and con­
tributes directly to a major or minor in
Chinese. All Chinese majors (course or
Honors) normally must complete the following
courses: CHIN 020, 021, and 033; one course
on modem literature or film; and one course on
premodem literature and culture. Interested

233

Modern Languages and Literatures

students should consult with the section head
in Chinese. Students of Chinese also may
major and minor in Asian Studies, where
Chinese language courses above the first-year
level as well as Chinese literature and culture
courses and credit for study abroad normally
may be counted toward the major and minor
(see under Asian Studies).
Majoring and Minoring in Chinese in the Honors
Program
Students of Chinese may major in the Honors
Program through a Special Major in Chinese
or through a major in Asian Studies. A Special
Major in Chinese will consist of exams in
Chinese language, literature, and culture.
Work done abroad may be incorporated where
appropriate. Interested students should consult
with the section head in Chinese. Senior
Honors Study is mandator, and is to be
arranged on an individual basis; candidates will
receive up to 1 credit for completion of this
work. Honors exams normally will consist of a
3-hour written exam and a 30-minute oral.
Asian Studies majors should refer to the
catalog entry for Asian Studies for further
information.
Honors Minor in Chinese: It is possible to
prepare for a minor in Chinese in the Honors
program, in either Chinese language or in
Chinese literature in translation; work done
abroad may be incorporated where appropriate.
Interested students should consult with the
section head in Chinese. Senior Honors Study
is mandatory for a minor in Chinese and is to
be arranged on an individual basis; candidates
will have the option of receiving 0.5 credit for
completion of this work. The Honors exam for
a minor in Chinese will consist of a 3-hour
written exam and a 30-minute oral.

CHIN 001B, fall 1999: Wu, Speidel.
CHIN 002B, spring 2000: Wu, Speidel.

CHIN 003B, 004B. Second-Year Mandarin
Chinese
Designed for students who have mastered basic
grammar and 350 to 400 characters. Combines
intensive oral practice with writing and read­
ing in the modem language. Emphasis is on
rapid expansion of vocabulary, idiomatic
expressions, and thorough understanding of
grammatical patterns. Prepares students for
advanced study at the College and in China.
Primary distribution course (CHIN 004B).
1.5 credits.
CHIN 003B, fall 1999. Kong, Speidel.
CHIN 004B, spring 2000. Kong, Speidel.

CHIN 0 11. Third-year Chinese
Concentrates on strengthening and farther
developing skills in reading, speaking, and
writing modem Chinese, through a diversity of
materials and media. Classes conducted in
Chinese, with precise translation also a com­
ponent. To be taken in conjunction with
CHIN 011 A.
Prerequisite: CHIN 004B or equivalent
language skills.
Primary distribution course. 1 credit.
Fall 1999. Liu.

CHIN 011 A . Third-year Chinese
Conversation
A 0.5-credit course concentrating on the far­
ther development of oral/aural skills in
Chinese. Conducted entirely in Chinese. To be
taken in conjunction with CHIN O il.
0.5 credit.
Fall 1999. Wu.

CHIN 012. Advanced Chinese
COURSES
CHIN 001B-002B. Introduction to
Mandarin Chinese
A n intensive introduction to spoken and writ­
ten Mandarin Chinese, with emphasis on oral
practice. Designed to impart ah active com­
mand of basic grammar. Introduces 350 to 400
characters and develops the ability to read and
write in simple modem Chinese.
1.5 credits.

234

A multimedia course concentrating on greatly
expanding skills in understanding and using
modem Chinese in a broad variety of cultural
and literary contexts, through a diversity of
authentic materials in various media, including
the Internet.
Prerequisite: CHIN 011 or equivalent language
skills.
Primary distribution course. 1 credit.
Spring 2000. Berkowitz.

CHIN 012A. Advanced Chinese
Conversation
A 0.5-credit course concentrating on the fur­
ther development of oral/aural skills in
Chinese. Conducted entirely in Chinese.
1 credit.
Spring2000. Wu.

CHIN 016. Substance, Shadow, and Spirit
in Chinese Literature and Culture
(Cross-listed as LITR 016CH)
This course will explore the literary and intel­
lectual world of traditional Chinese culture,
through original writings in English transla­
tion, including both poetry and prose. Topics
to be discussed include Taoism, Confucianism,
and the contouring of Chinese culture; immor­
tality, wine, and allaying the mundane; the
religious dimension, disengagement, and the
appreciation of the natural world, and so forth.
The course also will address cultural and liter­
ary formulations of conduct and persona, and
the expression of individualism in an authori­
tarian society.
No prerequisites.
Primary distribution course. 1 credit.
Fall 1999. Berkowitz.

CHIN 0 17. The Legacy of Chinese
Narrative Literature: The Story in
Dynastic China
(Cross-listed as LITR 017CH)
This course explores the development of
diverse genres of Chinese narrative literature,
through readings of original writings in transla­
tion. Readings include tales of the strange,
biographies and hagiographies, moral tales,
detective stories, literary jottings, drama,
novellas and novels, masterworks of the
Chinese literary tradition throughout the cen­
turies of imperial China.
1 credit.
Not offered 1999-2000. Berkowitz.

CHIN 018. The Classical Tradition in
Chinese Literature
(Cross-listed as LIT 018CH)
Exploration of major themes, ideas, writings,
and literary forms that have contributed to the
development of traditional Chinese civiliza­
tion, through directed readings and discussions
of English translations of original sources from

early through medieval times.
No prerequisites and no knowledge of Chinese
or of China required.
Primary distribution course. 1 credit.
Not offered 1999-2000. Berkowitz.

CHIN 020. Readings in Modern Chinese
This course aims to perfect the student’s
Mandarin Chinese skills and at the same time
to introduce a few major topics concerning
Chinese literature and other types of writing
since the May Fourth Movement.
Prerequisite: Three years of Chinese or its
equivalent.
1 credit.
Fall 1999. Kong.

CHIN 021. Topics in Modern Chinese
Reading and examination of individual
authors, selected themes, genres, and time
periods for students with strong Chinese lan­
guage proficiency. All readings, writing, and
discussion in Chinese.
1 credit.
Sirring 2000. Kong.

CHIN 023. Modern Chinese Literature:
A New Novelistic Discourse (1918-1948)
(Cross-listed as LITR 023CH)
Modem Chinese literary texts created between
1918 and 1948, presenting a series of political,
social, cultural, and ideological dilemmas
underlying 20th-century Chinese history. The
class will discuss fundamental issues of moder­
nity and new literary developments under the
impact of the May Fourth Movement.
1 credit.
Not offered 1999-2000. Kong.

CHIN 025. Contemporary Chinese Fiction:
Mirror of Social Change
(Cross-listed as LITR 025CH)
Literary narratives of post-Mao China in trans­
lation. The selected stories and novellas artic­
ulate the historical specificity of ideological
dilemmas and cultural dynamics, in the imagi­
nary process of dealing with love, politics, sex,
morality, economic reform, and feminist issues.
1 credit.
Not offered 1999-2000. Kong.

235

Modern Languages and Literatures

CHIN 027. Women Writers in 20th-Century
China

CHIN 056. History of Chinese Cinema
(1905-1995)

(Cross-listed as LITR 027CH)
This course will be a close study of the litera­
ture written by Chinese women, particularly
focusing on social, moral, political, cultural,
psychological and gender-related issues
through their texts as well as on their writing
styles and literary contributions to modem
Chinese literature. The chosen women writers
will include those from Mainland, Taiwan,
Hong Kong, and overseas expatriate Chinese
writers, as well as from different social and
political groups. All the readings are in English
translation. N o previous preparation in
Chinese is required. Open to the entire tricol­
lege student body and taught on the Bryn
Mawr campus.
1 credit.
Spring 2000. Kong.

(Cross-listed as LITR 056CH)
This course investigates Chinese cinema in its
ninety-year development throughout different
political regimes and cultural milieus. Cinema
in China, as a 20th-century cultural hybrid of
West and East, reflects social change and intel­
lectual reaction, both collectively and individ­
ually, in a changing era.
1 credit.
Not offered 1999-2000. Kong.

CHIN 033. Introduction to Classical
Chinese
(Cross-listed as LING 033)
Classical Chinese includes both the language
of China’s classical literature as well as the lit­
erary language used for writing in China for
well over 2 millennia until earlier this century.
This course imparts the principal structures of
the classical language through an analytical
presentation of the rudiments of the language
and close reading of original texts. The course
is conducted in English; it is not a lecture
course and requires active, regular participa­
tion on the part of the student, with precise
translation into English an integral compo­
nent.
1 credit.
Fall 1999. Berkowitz.

CHIN 055. Contemporary Chinese Cinema
(Cross-listed as LITR 055CH)
Cinema has become a special form of cultural
mirror representing social dynamics and drastic
changes in contemporary China. The course
will develop a better understanding of chang­
ing Chinese culture through analyzing cine­
matic texts.
1 credit.
Not offered 1999-2000. Kong.

236

CHIN 063. Comparative Perspectives:
China in the Ancient World
(Cross-listed as LITR 063CH)
Topics to be explored include obligation to self
and society, individualism and the role of with­
drawal, the heroic ethos, the individual and
the cosmos, and the individual and gender
roles.
No prerequisites; no knowledge of Chinese
required.
1 credit.
Not offered 1999-2000. Berkowitz.

CHIN 066. Chinese Poetry
(Cross-listed as LITR 066CH)
This course explores Chinese poetry and
Chinese poetic culture, from early times to the
present. W hile readings and discussion will be
in English, and no knowledge of Chinese will
be expected, an integral component of the
class will be learning how to read a Chinese
poem and learning a number of poems in the
original.
1 credit.
Spring 2000. Berkowitz.
,

CHIN 081. Transcending the Mundane:
Taoism in Chinese Literature and Culture
(Cross-listed as LITR 081CH)
Chinese civilization has been imbued with
Taoism and Taoist topoi for some two and onehalf millennia, from popular belief and custom
to intellectual and literary culture. In addition
to consideration of the texts and contexts of
both philosophical and religious Taoism, the
class will examine the articulation and role of
Taoism in Chinese literature ahd culture and
the enduring implications of the Taoist ethos.
All readings will be in English.

Prerequisite: O ne introductory course on
Chinese culture or religion or permission of the
instructor.
1 credit.
Not offered 1999-2000. Berkowitz.

CHIN 091. Special Topics in Chinese
Literature and Culture
(Cross-listed as LITR 091CH)
This course will concentrate on selected
themes, genres, time periods, or critical prob­
lems in Chinese literature; all readings in
English translation.
1 credit.
Not offered 1999-2000.

CHIN 093. Directed Reading

SEMINARS
CHIN 104. Lu Xun and Modern Chinese
Literature
CHIN 105. Topics in Traditional Chinese
Literature

French
The purpose of the major is to acquaint stu­
dents: (1) with important periods and principal
figures of literatures written in French and (2)
with the diversity of French-speaking cultures.
It is intended to develop an appreciation of lit­
erary and cultural values, to provide training in
critical analysis, and to foster an understanding
of the socio-historical forces underlying these
various literatures and cultures.
Current Course and Honors Program
French may be offered as a major in the Course
Program or as a major or minor in the Honors
Program: a minor in French consists of two
external examinations. (See later for new
Honors Program.) Prerequisites for both
Course and Honors students are as follows: 4,
any course in the 012 sequence, the equiva­
lent, or evidence of special competence.
Recommended supporting subjects: See the
introductory departmental statement.
All majors including students preparing a
Secondary School certificate are expected to
spend at least one semester abroad in the

Grenoble Program. Programs of study in other
French-speaking countries may be substituted
on request and with the approval of the French
section.
Majors in the Course and Honors Programs, as
well as minors in the Honors Program, are
expected to be sufficiently proficient in spoken
and written French to do all of their work in
French (i.e., discussions and papers in courses
and seminars and all oral and written examina­
tions, including comprehensive and Honors
examinations).
Course majors are required to (1) take eight
advanced courses numbered 003B or above; (2)
study abroad; (3) take at least one advanced
course in literature before 1800; (4) take one
advanced Francophone course with a fancophone component; (5) take one advanced course
in civilization or culture; (6) take Special
Topics in the fall of senior year; and (7) write a
senior research paper, 20 pages long, on an area
of concentration chosen in conjunction with
the section (this area can be defined broadly in
terms of a genre or theme as well as narrowly in
terms of one author or text). This paper will
form the basis of an oral examination given in
the spring. The senior paper deadlines are as
follows: Initial proposal and bibliography are
due immediately after the fall break. The first
draft is due to director immediately after
Thanksgiving break. Last draft is due to all
French faculty end of spring break. Completed
paper is due mid-April.
Courses and seminars in literature before 1800
are marked with a *, those with a Francophone
component are marked with a +, and those in
culture/civilization are marked with a #.
The department also offers courses in French
literature in translation, but no more than one
such course may count to satisfy the require­
ments in the major. The French section is also
offering a new concentration in Francophone
Studies in cooperation with other departments
and programs abroad. See “Francophone
Studies” for description of program and
requirements.
New Honors Program in French
Requirements: Majors and Minors in the
Honors Program are expected to be sufficiently
proficient in spoken and written French to
complete all their work in French (i.e., discus­
sions and papers and all oral and written

237

Modem Languages and Literatures

assignments). All majors in Honors must com­ faculty. Conversation among students prepar­
ing these essays is encouraged, but each student
plete at least one semester of study abroad in a
French-speaking country. Minors must com­ must produce an independent, original essay of
his or her own. The essays must be submitted
plete at least a six-week program of study in a
French-speaking country. It is strongly recom­ to the department the first day of the written
exam period, to be forwarded to the examiner.
mended that they spend at least one semester
The paper will form part of the student’s port­
abroad.
folio.
Candidates are expected to have a B average in
Mode of Examination
course work both in the department and at the
College and to have demonstrated interest in
A 3-hour written examination, and a 0.5-hour
and aptitude for the study of literature or cul­
oral examination, both in French, will be
ture in the original language.
required for each preparation.
Prerequisites: To demonstrate the linguistic
Portfolio
and analytical abilities necessary for seminar
1. The syllabus of the seminar or paired courses
work, students must take the following before
2. The SHS paper if student chooses to.com­
taking a seminar:
plete SHS.
1. MAJOR: at least one advanced course in lit­
erature or culture (above FREN 020).
2. MINOR: at least two advanced courses in
COURSES
literature or culture (above FREN 020).
Preparations: Majors in the Honors Program
Note: N ot all advanced courses are offered
must do three preparations (consisting of 6
every year. Students wishing to major or minor
units of credit). Two of the preparations must
in French should plan their program in consul­
be done through seminars. The third prepara­
tation with the department.
tion may be a seminar, a 2-credit thesis, or two
* = Pre-1800
paired courses chosen from a list available from
+ = Francophone
the department. Minors must do a single, 2credit seminar.
# = Culture/civilization
Senior H onors Study (SHS) (FREN 199):
FREN 001R-002R, 003B Intensive French
(Senior Honors Study is optional)
For students who begin French in college.
1. Seminar preparation. A t the end of the fall
Designed to impart an active command of the
term, students will be given a list of questions
language. Combines the study of grammar with
related to the seminar. They will chose one
intensive oral practice, writing, and readings in
question for each seminar and prepare a 2,500literary and expository prose.
to 4,000-word paper in French in response to
1.5 credits.
that question. The preparation of this essay
FREN 001B, fall 1999. Netter , Girard.
will not be supervised by members of the facul­
FREN 002B, spring 2000. Netter, Windish,
ty. Conversation among students preparing
Girard.
these essays is encouraged, but each student
must produce an independent, original essay of FREN 003B, fall 1999. Windish, Girard.
his or her own. The essays must be submitted
FREN 004. Advanced French: Nouvelles
to the department the first day of the written
Voix Françaises (New French Voices)
exam period, to be forwarded to the examiner.
The paper will form part of the student’s port­ Transformations in French culture, literature
and society will be explored through literary
folio.
texts as well as films, television programs and
2. Paired course preparation. A one-page
the press. Particular attention will be paid to
prospectus on a topic that addresses and inte­ perfecting analytical skills in written and spo­
grates the two courses in a meaningful way ken French.
must be approved by the instructor of each of
1 credit.
the courses by the end of the fall semester.
Fall 1999 and spring 2000. Netter.
Once the prospectus has been approved, the
essay will not be supervised by members of the

238

FREN 004A. French Conversation
A 0.5-credit conversation course concentrat­
ing on the development of the students’ ability
to speak French. May be repeated once for
credit.
Prerequisite: For students presently or previ­
ously in FREN 004 or the equivalent Place­
ment Test score.
0.5 credit.
Fall 1999 and spring 2000. Girard.

FREN 012C. Literature and Culture of
Québec1',#
The course aims at perfecting oral and written
expression skills through the exploration of the
Francophone culture of Québec. The topics
discussed (the 1960s revolution in Montréal;
nationalism, language laws, and ethnic minori­
ties; the queer writings of Michel Tremblay and
Nicole Brossard) will also allow us to define
key concepts for the study of literary texts
within a cultural context.
Prerequisite: FREN 004, a score of 675 on the
College Entrance Examination, or 5 on the AP
Examination, or the equivalent with special
permission.
Primary distribution course. 1 credit.
Fall 1999. Blanchard.

FREN 012C. France, Year “ 2000” :
Introductiun Socio-Culturelle à la France
Actuelle*,#
A close look at some fundamental issues
reflecting the rapidly changing dimensions of
French culture and society today: the question­
ing of the concept of national identity, the new
forms of social division and types of ‘family’
relations, the crucial problems faced by the
young and the elderly, the complex position of
an increasingly multicultural “Hexagon” with­
in United Europe and a world of globalization,
and the nature of emergent forms of cultural
production and the issue of modernité.
Prerequisite: FREN 004, a score of 675 on the
College Entrance Examination, or 5 on the AP
Examination, or the equivalent with special
permission.
Primary distribution course. 1 credit.
Not offered 1999-2000.

FREN 012L. Introductiun à l’analyse
littéraire
Close reading of various texts (prose fiction,

plays, and poetry) from and beyond the Hexa­
gon as an introduction to the central concepts
and modes of literature and literary analysis in
French.
Prerequisite: FREN 004, a score of 675 on the
College Entrance Examination, or 5 on the AP
Examination, or the equivalent with special
permission.
Note: FREN 012L or 012C is required to take
any other French literature or culture courses.
Primary distribution course. 1 credit.
Fall 1999. Rice-Maximin.
Spring 2000. Blanchard.

FREN 022. Le Cinéma français
1 credit.
Not offered 1999-2000.

FREN 023. Topics in French Civilization:
Multi-Cultural France*,#
A study of today’s multicultural French society
and of its new sociocultural forms of produc­
tion.
1 credit.
Not offered 1999-2000.

FREN 024. Société et littérature: Cultures
de l’exil*,#
A n introduction to the new and diverse profile
of today’s multicultural French society, the
making of exile cultures, the confrontation
between national traditions and immigrant
ways of life, the resulting social and political
issues, and the new dimensions of “French”
identity. W ith an in-depth study of the coin­
ciding new forms of artistic production and
creativity in literature and the visual arts (film
and comics) as well as a discussion of postcolonial aesthetics. Readings: works by new
French writers, leading French social scientists,
writers in exile, and writers representing vari­
ous minority groups in France.
1 credit.
Not offered 1999-2000. Lane.

FREN 025. Centers and Peripheries in the
Francephone World*,#
Team-taught interdisciplinary introduction to
the French-speaking world and the historical
relations between the countries that form it,
with a comparative study of their specific cul­
tural achievements. Introductory course for the
Francophone Studies concentration (in French

239

Modem Languages and Literatures

with some lectures in English).
1 credit.
Spring 2000. Lane with the participation of
DuPlessis, Grant, Hungerford, Judson.

FREN 028. Francocini: Francophone Film
(Cross-listed as LITR 028F)
This course will consider great film classics
from the French-speaking world, from PépéleMoko (1936) to today. It will focus on cine­
matic representations of the colonial experi­
ence as well as on postcolonial redefinitions by
contemporary filmmakers from the African,
Arab, and Asian world. Recent works of
French expression from Canada and Europe
(Belgium, France, and Switzerland) will also be
studied. Special attention will be given to the
relationship between form and ideology.
1 credit.
Spring 2000. Lane.

FREN 030. Topics in 17th- and 18thCentury Literature: L’ invention de la
modernité féminine en France (16e-18e)*
Works by authors such as Molière and Diderot
will help us in locating changes in the cultural
history of women. We will also examine how
women writers (Seudéry, La Fayette, Sévigné),
notably in novels, conversations, letters, and
memoirs, had a key role in defining and chal­
lenging the classical ideal of literature.
1 credit.
Spring 2000. Blanchard.

FREN 033. Le Monde francophone: résis­
tances et expressions littéraires^, #
(Cross-listed with Black Studies)
Study of the cultural and historical experiences
of formerly colonized peoples as reflected in
their respective literature.
1 credit.
Not offered 1999-2000. Rice-Maximin.

FREN 036. Poésie d’écritures
françaises*,#
A thematic study of poetry with an emphasis
on both pre-18th-century hexagonal and con­
temporary African and Caribbean authors.
1 credit.
Spring 2001. Rice-Maximin.

FREN 037. Ville et exclusion*,#
A n overview of the major social issues con­

240

fronting today some of France’s major cities,
which have become multicultural centers and
some of their counterparts, outside of France.
1 credit.
Not offered 1999-2000..

FREN 040. French Theatre and Cultural
Studies*
(Cross-listed with Interpretation Theory)
T he course will explore: the works of
Corneille, Racine, Molière, and others; ideolo­
gies of a spectacle society in the light of post­
modern theory.
1 credit.
Not offered 1999-2000.

FREN 060. Le Roman du 19e Siècle
A study of the main themes and technical
innovations in narrative fiction as it reflects an
age of great socio-political change. Based pri­
marily on novels of Stendhal, Balzac, Flaubert,
and Zola.
1 credit.
Fall 2000. Moskos.

FREN 061. Odd Couplings: Writing and
Reading Across Gender Lines
A comparative study of texts by men and
women interrogates the role played by genderidentity construction in writing and reading.
1 credit.
Not offered 1999-2000. Moskos.

FREN 062. Le Romantisme
The trauma of the Revolution of 1789 gave
birth to the individual even as it put the very
concept of individual agency into question. We
will interrogate the theater, poetry, and prose
of this period as imaginary, sometimes almost
magical, solutions to cultural, political, and
personal dislocations.
1 credit.
Not offered 1999-2000. Moskos.

FREN 065. La Poésie de Baudelaire à
Apollinaire
A study in depth of the poetry and poetics of
the second half of the 19th century through
the beginning of the 20th century, in conjunc­
tion with other artistic movements in France.
We will discuss the changes in poetic expres­
sion, notably how the struggle between the
poet and the modem world has influenced new

forms of aesthetics. We will also explore the
connections between poetry and art, from real­
ism to cubism. Readings will include texts by
Baudelaire, Verlaine, Rimbaud, Mallarmé,
Valéry, and Apollinaire.
1 credit.
Fall 1999. Windish.

FREN 067. Nineteenth and IWentiethCentury French Theater
A study of plays and theories that inform them.
In addition to literary approaches to the plays,
we will consider the relationship between text
and performance (including its nonverbal sign
systems—such as space, sound, and visual
effects—which contribute to the production of
meaning). We will also study the contrasts
between modernism and classicism, both in
form and content as French theater evolved
from the romantic drama to the theater of the
absurd. We will study works by such play­
wrights as Musset, Hugo, Jarry, Claudel,
Anouilh, Sartre, Ionesco, Genet, and Beckett
as well as theoretical readings by Artaud and
Barthes.
I credit.
Spring 2001. Windish.

FREN 070. Théâtre Moderne: Beyond
Realism: Meta-Theater in French and
European Drama
1 credit.
Not offered 1999-2000.

FREN 070F. Caribbean and French
Civilizations and Cultures-*-,#
(Cross-listed with Black Studies and as LITR
070F)
Study of the history of the French overseas
departments with collateral readings of literary
texts.
1 credit.
Not offered 1999-2000.

FREN 071F. French Critical Discourse:
From Barthes to Baudrillard
(Cross-listed with Interpretation Theory and
as LITR 07IF)
An introduction to the major thinkers of postmodernity (Barthes, Lacan, Foucault, Derrida,
Baudrillard). We will read at the cross roads of
literature, philosophy, history of science, and
art to examine how the question of visual per­

ception and representation has informed the
critique of traditional conceptions of the tex­
tual sign. Taught in English.
1 credit.
Fall 1999. Blanchard.

FREN 072. Le Roman du 20e Siècle
1 credit.
Not offered 1999-2000. Windish.

FREN 073. Roman et cinema
A study of classic French novels from the 18th
century through the 20th and of the films
based on these novels. Through the study of
works by Diderot, Laclos, Stendhal, Flaubert,
Zola, Duras, and others, we will examine the
relationship between narrative techniques in
the two genres as well as the potential and lim­
itations of such adaptations. Discussion will
also focus on the political and social issues
raised by both, as we try to determine the
unique contribution a visual adaptation can
bring to our appreciation of literature.
1 credit.
Fall 2000. Windish.

FREN 075F. Haïti, the French Antilles,
and Guyane in Translation
(Cross-listed with Black Studies and as LITR
075F)
Study of literary texts and their rewri(gh]ting of
the local colonial history.
1 credit.
Not offered 1999-2000.

FREN 075F. French Language Attachment
to Haïti, the French Antilles and Guyane
in Translation
1 credit.
N ot offered 1999-2000.

FREN 076. Femmes écrivains*
(Cross-listed with Black Studies)
A study of the work of women from Africa, the
Caribbean, France, and Québec. Material will
be drawn from diverse historical periods and
genres.
1 credit.
Not offered 1999-2000.

FREN 0 77. Prose Francophone: littérature
et société*,#
(Cross-listed with Black Studies)

241

Modem Languages and Literatures

Close readings and discussions of works from
the first and the new generations of writers
from the Francophone world. Topics will
include the impact of the oral tradition, aes­
thetics, politics, and the role of the writer.
1 credit.
Not offered 1999-2000. Rice-Maximin.

FREN 078. Théâtre d’écritures françaises:
conscience et société*
(Cross-listed with Black Studies)
Close examination of plays and their staging
from and beyond the Hexagon.
1 credit.
Not offered 1999-2000. Rice-Maximin.

FREN 079. Scandal in the Ink: Queer
Traditions in French Literature
(Cross-listed as L1TR 079F)
In this course we will use contemporary lesbian/gay/queer theory to reconsider French lit­
erary tradition(s). Writers will include Nicole
Brossard, Colette, Michel Foucault, Jean
Genet, André Gide, Hervé Guibert, Guy
Hocquenghem, Violette Leduc, Marcel Proust,
Monique Wittig, Christiane Rochefort, and
Renée Vivien, among others.
(1 credit.
Fall 2000. Moskos.

FREN 091. Special Topics: Fashion and
Literature#
Based on texts by Baudelaire, Zola, Mallarmé,
Proust (including novels, poems, fashion jour­
nalism, and history of clothes), our inquiry will
define how fashion reveals the relation
between economic realities and sexuality; how
the fetishism of commodities, artifice, and
modernity in 19th-century France lead writers
to question the boundaries between genders.
1

c r e d i t.

Fall 1999. Blanchard.

FREN 093. Directed Reading

SEMINARS
FREN 192. Baroque Culture and
Literature*
(Cross-listed with Interpretation Theory)
2 credits.

242

Not offered 1999-2000. Blanchard.

FREN 104. Stendhal et Flaubert
2

c r e d i ts .

Not offered 1999-2000. Moskos.

FREN 105. Proust
2 credits.
Not offered 1999-2000.

FREN 106. Poésie Symboliste
Not offered 1999-2000. Windish.

FREN 108. Le Roman du 20e siècle:
Crises et Transformations
The course will focus on the long series of novelistic experiments, both narrative and ideo­
logical, which begin around the time of the
First World War and continue through surreal­
ism, existentialism and the “nouveau roman.”
We will study how these texts question the
narrative tradition of the 19th century and
reappraise the resources and limits of character,
plot, and description. Our readings will include
critical theory as well as works by such major
authors as Marcel Proust, André Gide, André
Breton, Jean-Paul Sartre, Michel Butor, and
Marguerite Duras.
2 credits.
Spring 2000. Windish.

FREN 109. Le Romantisme
2 credits.
Not offered 1999-2000. Moskos.

FREN 110 . Ecritures françaises hors de
France: Fiction et réel*
We will explore the relationships between fic­
tion, history, and the real in a selection of texts
from the French overseas departments.
2 credits.
Not offered 1999-2000. Rice-Maximin.

FREN 1 1 1 . Espaces Francophones: La
Ville réelle et imaginaire*,#
From Paris to Algiers, to Dakar, to the utopian
city: a study of the francophone city as sociohistorical space, center of artistic creativity,
object of representation and metaphor, as
viewed in literature, film, and the visual arts.
Texts will range from realist and surrealist nov­
els to utopian narratives and new forms of fic­
tion such as “littérature de banlieue” and “lit­
térature de l’exil.”

2 credits.
Not offered 1999-2000. Lane.

FREN112. Ecritures francophones:
Fiction and History in the Frenchspeaking World-*-,#
Historical and literary examination of texts
from Africa, the Caribbean and Vietnam.
2 credits.
Not offered 1999-2000. Rice-Maximin.

FREN 113. Voyage et littérature:
Exploration, nomadisme, et migration-*-,#
A survey of the various forms of travel and dis­
placements having shaped the history and
daily life of various populations of the
Francophone world: exploration, migration,
nomadism, pilgrimages, and other forms of
adventure, mystery, and quest.
2 credits.
Not offered 1999-2000. Lane.

FREN 114. Théâtre d’écritures
françaises*
A close examination of plays in French, from
and beyond the Hexagon. Topics discussed will
include representation of collective conscious­
ness, myths and politics in post/neocolonial sit­
uations, theatre and therapy, rituals and sub­
version, the different theatrical texts, staging,
and so forth.
1 or 2 credits
Fall 1999. Rice-Maximin.

FREN 115 . Paroles de Femmes#
A study of texts of French expression with top­
ics such as “Ecriture et différence, apparte­
nance, existence, transgression, universel, rup­
ture, métissage, fantastique” that will help us
appreciate the many discourses and new direc­
tions as expressed by: I. Césaire, M. Condé, A.
Djébar, K. Lefèvre, M. Ndiaye, N. Sarraute, S.
Schwarz-Bart, V. Tadjo, and others.
2 credits.
Spring 2001. Rice-Maximin.

FREN 180. Thesis
FREN 199. Senior Honors Study

German
German may be offered as a major in Course or

as a major or minor in the Honors Program.
See the introductory departmental statement
for recommended supporting subjects, and see
also German Studies program description.
Courses and seminars in literature are conduct­
ed in German. Students are expected to be suf­
ficiently proficient in German to do written
and oral work in German. To this end we
strongly advise students to spend an academic
semester in a German-speaking country before
their senior year.
Requirements for the Major in Course
1. Completion of a minimum of 8 credits in
courses numbered 003B and above.
2. One of the 8 credits may be taken in English
from among the courses on German literature
listed in the catalog under Literature in
Translation (e.g., LITR 037G).
3. Seniors in Course are required to (a) take
GERM 091: Special Topics; (b) write a com­
prehensive examination based on the student’s
course work; (c) submit an extended, integra­
tive paper (approximately 15 double-spaced
pages in length) on a general literary topic
agreed to by the section. This paper, due before
the date for the comprehensive examination, is
complemented by a discussion of the paper
with members of the section, in German.
4. Majors in Course are encouraged to enroll
for at least one seminar in the junior or senior
year. (See the note on enrolling in seminars.)
5. After studying abroad, majors must take two
additional German classes.
Honors Program in German
Requirements: Majors and minors in the
Honors Program are expected to be sufficiently
proficient in spoken and written German to
complete all their work in German. All majors
and minors in Honors are strongly advised to
spend at least one semester of study in a
German-speaking country. Candidates are
expected to have a B average in course work
both in the department and at the College.
Prerequisites
Majors: GERM 013.
Minors: GERM 013 and one course numbered
050 or above.
Preparations
Majors will prepare for exams by taking three
seminars. W ith the approval of the depart-

243

Modern Languages and Literatures

ment, it is possible to combine advanced 1»
credit courses or attachments, taken either at
Swarthmore or elsewhere, to form a prepara­
tion.
Minors will prepare for exams by taking one
seminar.
Senior Honors Study and Mode of Examination
For Senior Honors Study, students are required
to present an annotated bibliography of criti­
cism—articles or books—concerning at least
five of the texts in each seminar offered for
external exam. Students are required to meet
with the respective instructor(s) of the seminar(s) being examined by February 15 in order
to discuss their planned bibliography and to
meet with the instructor(s) for a second time
when the approved bibliography is handed in
by May 1. The annotated bibliography, which
carries no credit, will be added to course syllabi
in the Honors portfolio. The Honors examina­
tion will take the form of a three-hour written
exam based on each seminar and its SHS
preparation, as well as a one-hour oral panel
exam based on the three written exams for
majors or a 30- to 45-minute oral exam for
minors.

COURSES
Note: N ot all advanced courses or seminars are
offered every year. Students wishing to major
or minor in German should plan their program
in consultation with the section. All courses
numbered 050 and above are open to students
after GERM 013. (See note on enrolling in
seminars.)

GERM 001B-002B, 003B. Intensive
German
For students who begin German in college.
Designed to impart an active command of the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
expository and literary prose. See the explana­
tory note on language courses above. Normally
followed by GERM 004, 013, or 014.
1.5 credits.
GERM 001B, fall 1999. Werlen, Plaxton;
GERM 002B, spring 2000. Simon, Plaxton;
GERM 003B, fall 1999. Faber, Plaxton.

244

GERM 004. Writing and Speaking German
Emphasis is on the development of commu­
nicative skills in speaking and writing.
Selected readings of general interest, newspa­
per and magazine articles, radio and TV pro­
grams, films as well as some literary texts.
Recommended for students who plan to study
in a German-speaking country.
May be counted toward the major in German
and the concentration in German Studies.
1 credit.
Spring 2000. Staff.

GERM 005A. German Conversation
A conversation course concentrating on the
development of the students’ speaking skills.
Prerequisite: GERM 004 in current or a previ­
ous semester or the equivalent Placement Test
score.
0.5 credit.
Spring 2000. Plaxton.

GERM 013. Introduction to German
Literature
A survey of German literature through close
readings of canonical texts (prose, drama, poet­
ry) from the late 18th century to the present.
The selections will be read in the context of
the artistic and socio-political developments of
the era and include authors like Goethe, Tieck,
Buchner, Keller, T. Mann, Kafka, Brecht, and
Bachmann. Although the main goal of the
course is the development of skills in literary
analysis, considerable attention 'will be given
to writing skills and speaking German.
Primary distribution course. 1 credit.
Fall 1999. Werlen.

GERM 014. Introduction to German
Studies: The Places of “ Culture” in
Twentieth Century Germany
A n introduction to the interdisciplinary field
of German Studies, this course incorporates
historical, political, and philosophical texts as
well as music, art, film, and personal memoirs.
The course will have a dual focus: after study­
ing cultural constructions of ethnicity, class,
and gender in works of the Weimar and Nazi
periods, we will then explore the impact of
those years, and of World War II in particular,
on a reunited Germany in the year 2000.
Primary distribution course. 1 credit.

Spring 2000. Faber.

GERM 050. Deutsche Lyrik und Lieder
In this course, we will read many of the major
German poets, locating their work in its his­
torical and social context, weighing its formal
elements, using translation as a mode of inter­
pretation, and exploring the interaction of
words and music in the tradition of the
German Lied. Included will be poetry by
Goethe, the Romantics, Heine, Rilke, Brecht,
Bachmann, Biermann, and Sarah Kirsch.
1 credit.
Spring 2000. Faber.

GERM 052. The Body Machine:
Deconstructing the Body Politic in
Postwar German Drama
Contemporary German plays and stage produc­
tions have returned to the body as a contested
site for the manifold constructions of the dra­
matic. This course will ask how the decon­
struction of the body and of language in con­
temporary German drama relates to the public
sphere today and to the traditional role of
German theater as a political organ of enlight­
enment.
1 credit.
Not offered 1999-2000. Simon.

GERM 054. Post-War German Cinema
(Cross-listed as LITR 054G)
A study of (primarily west) German Cinema
from the “rubble films” of the immediate post­
war period, through the advent of the New
German Cinema in the sixties, to the present
state of German film in the “post-wall” era.
1 credit.
Not offered 1999-2000. Pavsek.

GERM 068. The 68 Generation in Germany
The course traces the historical, political, cul­
tural, and literary itinerary of the first genera­
tion bom in Germany after World War II and
coming to maturity in the late 60s and 70s.
1 credit.
Not offered 1999-2000.

GERM 077. Literature of Decadence
(Cross-listed as LITR 077G)
This survey course explores symbolist, fin-desiicle, and modernist understandings of civi­
lization, the themes of intellectual and spiritu­

al crisis, the “decline of the West,” and “art for
art’s sake” in European poetry, drama, and fic­
tion during the decades 1880-1930. We will
think about the impact of decadence on mod­
em art and thought (art nouveau, “Jugendstil,”
Wagnerism) and theories of degeneration and
pathology, the countematural, and the occult.
Authors include Rimbaud, Baudelaire,
Nietzsche,
Huysmans,
Sacher-MasoGh,
Conrad, Wilde, Stoker, D’Annunzio, and
Thomas Mann. The course will conclude with
readings of late 20th-century texts of “deca­
dence.” No prerequisites.
1 credit.
Spring 2000. Werlen.

GERM 088. Frauen und Film
This course emphasizes both the representa­
tion of women in German literature and film,
and more particularly the work of female film
directors and writers, examining the question
of women’s subjectivity against the background
of changing political and historical realities in
20th-century Germany.
1 credit.
Not offered 1999-2000. Faber.

GERM 091. Special Topics
Study of individual authors, selected themes,
genres, or critical problems. Specific student
interests will influence the final syllabus. The
topic for spring 2000 is Deutsche Lyrik und
Lieder (see description above).
1 credit.
Spring 2000. Faber.

GERM 093. Directed Reading

SEMINARS
Five German seminars are normally scheduled
on a rotating basis. Preparation of topics for
Honors may be done by particular courses plus
attachments only when seminars are not avail­
able.
Note: Students enrolling in a seminar are
expected to have done the equivalent of at
least one course beyond the GERM 013 level.

GERM 104. Goethe und seine Zeit.
A study of Goethe’s major works in the context
of his life and times.

245

Modem Languages and Literatures

2 credits.
Spring 2000. Werlen.

GERM 105. Die deutsche Romantik
Romanticism as the dominant movement in
German literature, thought, and the arts from
the 1790s through the first third of the 19th
century. Focus on Romantic aesthetics and
poetics, including the influence of German
idealism.
2 credits.
Not offered 1999-2000.

GERM 108. Wien und Rerlin (German
Studies Seminar)
Between 1871 and 1933, Vienna and Berlin
were two cultural magnets drawing such
diverse figures as Sigmund Freud, Ludwig
Wittgenstein, Gustav Klimt, Gustav Mahler,
Leon Trotsky, Gerhard Hauptman, Käthe
Kollwitz, Rainer Maria Rilke, Bertolt Brecht,
Kurt Tucholsky, Else Lasker-Schüler, Richard
Strauss, Arnold Schönberg, and Adolf Hitler.
This course will examine the multiple tensions
that characterized “fin-de-sibcle” Vienna and
Berlin, such as the connection between gender
and the urban landscape, the pursuit of plea­
sure and the attempt to scientifically explore
human sexuality, and the conflict between
avant-garde experimentation and the disinte­
gration of political liberalism.
2 credits.
Fall 1999. Simon.

GERM 109. Rise of the Modern German
Novel
This seminar will discuss the development of
the modem German novel from Gustav
Freytag through late Thomas Mann. Novelists
to be read include Freytag, Fontane, T. Mann,
H. Mann, Marlitt, Döblih, Keun, Kafka, Musil,
and Jünger. Topics addressed are realism and
modernism, the Brecht/Lukacs debate, the
“Krise des Romans,” advent of the proletarian
novel, left-/right-wing modernism, and influ­
ence of mass-culture and film.
2 credits.
Not offered 1999-2000. Pavsek.

GERM 110 . German Literature after World
Warll
The aim of the seminar is to acquaint students
with literary developments in the German

246

speaking countries after the end of World War
II. The survey of texts will address questions of
“Vergangenheitsbewaltigung” and social cri­
tique in the 1950s, the politicization of litera­
ture in the 1960s, the “Neue Innerlichkeit” of
the 1970s, and literary postmodemity of the
1980s. We will also study the literature of the
German Democratic Rebuplic and texts deal­
ing with postwall, unified Germany. Authors
included are Boll, Eich, Grass, Frisch, Bachmann, Handke, Bernhard, Jelinek, Strauss,
Wolf, Delius, Plenzdorf, Siiskind, and Menasse.
2 credits.
Not offered 1999-2000. Werlen.

GERM 199. Senior Honors Study

Russian
Russian may be offered as a major in the
Course Program or as a major or minor in the
Honors Program. Prerequisites for both Course
students and Honors candidates are RUSS
004B, 011, and 013, or equivalent work..
Recommended supporting subjects: See the
introductory department statement.
Russian is the language of instruction in all
courses and seminars numbered 003B and
above (except courses in the .Literature
Program). Course majors are required to take
Special Topics (RUSS 091) and are expected
to take at least two seminars. One interdisci­
plinary or cross-departmental Course might be
offered toward the Course major requirements.
The Comprehensive Examination is based on
work completed in courses and seminars num­
bered 011 and above.
Honors Program in Russian Language and
Literature
Majors
Prerequisites
1. A t least one semester of study in Russia
2. RUSS 004B
3. RUSS 011 (or a comparable course in
Russian)
4. RUSS 013 and RUSS 078, RUSS 079, or
RUSS 080, or another advanced literature
course in another language (e.g., CHIN 018,
CHIN 066, FREN 040, FREN 060, GERM
077, SPAN 060, SPAN 077)
5. Minimum grade for acceptance into the

Honors program: B- level work in courses
taken at Swarthmore in language and in the
introductory culture course RUSS 011 or its
equivalent
Minors
Prerequisites
1. A t least one semester of study in Russia.
2. RUSS004B
3. RUSS 011 (or a comparable course in
Russian
4. RUSS 013 or RUSS 078 or RUSS 079 or
RUSS 080 or another advanced literature
course in another language (e.g., CHIN 018,
066, FREN 040, FREN 060, GERM 077,
SPAN 060, SPAN 077)
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 RUSS 011 or
its equivalent
Senior Honors Study
At the beginning of their final semester,
seniors will meet with the Russian section
head. (1) In consultation with the section
head, majors will prepare during the first four
weeks of the last semester a bibliography of
additional readings related to the content of
their three (2-credit) Honors preparations.
Majors will be expected to write three (3)
2,500- 3,000-word papers, one for each Honors
preparation, as expanded on and extended by
the spring senior Honors study work, or a 7,500
word paper that integrates the three Honors
preparations as they have been expanded on
and extended by the spring senior Honors
work. These three papers (or one long paper)
will become part of the portfolio that will be
presented to the External Examiners along
with the syllabi of the three (2-credit) Honors
preparations and any other relevant material.
(2) In consultation with the section head,
minors will prepare during the first four weeks
of the last semester a bibliography of addition­
al readings related to the content of their one
(2-credit) Honors preparation. Minors will be
expected to write one 2,500-word paper that
expands on and extends the single Honors
preparation and integrates it with the major
Honors program, wherever possible. This paper
will become part of the portfolio that will be
presented to the examiner along with the syl­
labus of the one (2-credit) Honors preparation

and any other relevant material. (3) Mode of
Examination: Majors will be expected to take
three 3-hour written examinations prepared by
the External Examiners as well as a 0.5-hour
oral for each based on the contents of each
written examination and the materials submit­
ted in the portfolio. Minors will be expected to
take a 3-hour written examination prepared by
the External Examiner as well as a 0.5-hour
oral examination based on the contents of the
written examination and the materials submit­
ted in the portfolio.

COURSES
Note: N ot all advanced courses or seminars are
offered every year. Students wishing to major
or minor in Russian should plan their program
in consultation with the department. Course
majors are required to do Special Topics.

RUSS 001B-002B, 003B. Intensive
Russian
For students who begin Russian in college.
Designed to impart an active command of the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary or expository prose. See the explanato­
ry note on language courses earlier. Normally
followed by RUSS 004B and O il.
1.5 credits.
RUSS 001B,faü 1999. Nelson,
Katsenelinboigen.
RUSS 002B, spring 2000. Owen,
Katsenelinboigen.
RUSS 003B, fall 1999. Forrester,
Katsenelinboigen.

RUSS 004B. Advanced Intensive Russian
For majors and those primarily interested in
perfecting their command of language.
Advanced conversation, composition, transla­
tion, and stylistics. Considerable attention
paid to writing skills and speaking. Readings
include short stories, poetry, and newspapers.
Conducted in Russian.
1.5 credits.
Spring 2000. Nelson, Katsenelinboigen.

RUSS Ü06A. Russian Conversation
A 0.5-credit conversation course that meets
once a week for 1.5 hours. Students will read

247

Modern Languages and Literatures

journals and newspapers and see films as part of
their preparation for conversation.
Prerequisite: RUSS 004B in current or a previ­
ous semester or permission of instructor.
0.5 credit.
Spring 2000. Katsenelinboigen.

RUSS 0 11. Introduction to Russian
Culture
A n interdisciplinary introduction to Russian
culture and the field of Slavic Studies, with vis­
iting lectures from tricollege faculty in relevant
disciplines: Anthropology, Architecture, Eco­
nomics, Folklore, History, Literature, Music,
Sociology. Readings, lectures, and discussions
in English. A n optional 4-hour attachment
(for additional 0.5 credit) supplements the
course for Russian majors or minors, with read­
ings and discussion in Russian.
Primary distribution course. 1 credit.
Fall 1999. Owen, Katsenelinboigen.

RUSS 013. The Russian Novel
(Cross-listed as LITR 013R)
The rise of the Russian novel in the 19th cen­
tury during the struggle against serfdom and
the transition to an urban industrial society
and revolution in the 20th century. The quest
for freedom and social justice in a moral soci­
ety with particular emphasis on the works of
Gogol, Turgenev, Dostoevsky, Tolstoy,
Bulgakov, and Solzhenitsyn. Lectures and read­
ings in English. (Russian majors will be
required to read a part of the material in
Russian.)
No prerequisite.
Primary distribution course. 1 credit.
Fall 1999. Bradley.

RUSS 015. Russian and East European
Prose
(Cross-listed as LITR 015R)
Novels and stories by the most prominent
20th-century writers of this multifaceted and
turbulent region. Analysis of individual works
and writers with the purpose of approaching
the religious, linguistic, and historical diversity
of Eastern Europe in an era of war, revolution,
political dissent, and outstanding cultural and
intellectual achievement. Readings, lectures,
and discussion in English; qualified students
may do some readings in the original lan­

248

guage(s).
Primary distribution course. 1 credit.
Not offered 1999-2000. Forrester.

RUSS 016. History of the Russian
Language
A n introductory course. A study of the origin
of the Russian language and its place among
the other modem Indo-European and Slavic
languages. The uses of philology and linguistics
for the ideological and stylistic analysis of liter­
ary texts.
Satisfies the linguistics requirement for teacher
certification.
1 credit.
To be offered in 2000-2001. Forrester.

RUSS 091. Special Topics
For senior majors. Study of individual authors,
selected themes, or critical problems.
1 credit.
Spring 2000. Staff.

RUSS 093. Directed Reading

SEMINARS
RUSS 10 1. Tolstoy
2 credits.

RUSS 102. Russian Short Story
2 credits.

RUSS 103. Pushkin and Lermontov
2 credits.

RUSS 104. Dostoevsky
2 credits.
Fall 1999. Owen.

,

RUSS 105. Literature of the Soviet Period
2 credits.

RUSS 106. Russian Drama
2 credits.

RUSS 107. Russian Lyrical Poetry
2 credits.

RUSS 108. Russian Modernism
2 credits.
Spring 2000. Staff.

RUSS 109. Chekhov
2 credits.

RUSS 110 . Bulgakov
2 credits.

RUSS 1 1 1 . The Hysterical Poets:
Tsvetaeva and Mayakovsky
2 credits.

RUSS 112 . The Acmeists
2 credits.

RUSS 113 . Tolstoy: Philosophy and
Religion In Russian Literature

a total of 6 units of credit, whereas all minors
must complete one preparation consisting of 2
units of credit.
Mode of Examination
Majors will take three 3-hour written examina­
tions prepared by the external examiners as
well as three 0.5-hour oral exams based on the
contents of each field of preparation. Minors
will take one 3-hour written examination pre­
pared by the external examiner as well as one
0.5-hour oral exam based on the contents of
the written examination. All exams will be
conducted exclusively in Spanish.

2 credits.

RUSS 114 . Folklore in Russian Literature
2 credits.

Spanish
Requirements for the major are the following:
(1) the completion of at least one semester of
study in a Spanish-speaking country in a pro­
gram approved by the Spanish section; (2) the
completion of a minimum of 8 credits of work
in courses numbered 003B and above; (3) one
of these courses must be SPAN O il or 013; (4)
one of the 8 credits of advanced work may be
taken in English from among those courses
listed in the catalog under Literatures in Trans­
lation, provided that it is a course pertinent to
the student’s major; (5) all majors are strongly
encouraged to take at least one seminar offered
by the section.
The Honors Program in Spanish
Candidates for the major or minor in Spanish
must meet the following requirements prior to
being accepted for the program in Honors: (1)
a B average in Spanish course work at the
College; (2) the completion at Swarthmore of
either SPAN O il or 013 and one course num­
bered above 013; (3) the completion of at least
one semester of study in a Spanish-speaking
country in a program approved by the Spanish
section; and (4) demonstrated linguistic ability
in the language. Students may present fields for
external examination based on any of the fol­
lowing: (1) 2-credit seminars offered by the
section or (2) the combination of two
advanced courses numbered above 013 that
form a logical pairing. All majors in the
Honors program must do three preparations for

CUURSES
Note: 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.

SPAN U01B-002B, 003B. Intensive
Spanish
For students who begin Spanish in college.
Designed to impart an active command of the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary or expository prose. See the explanato­
ry note on language courses earlier. Normally
followed by SPAN 004B, 010, 011, or 013.
1.5 credits.

SPAN U02B-2. Intensive Spanish
Offered in the fall semester to students who
have had at least a year of Spanish.
1.5 credits.

SPAN 0U4B. Intensive Spanish
For majors and others who wish an advanced
language course. Much attention paid to pro­
nunciation, writing skills, speaking, and the
most difficult concepts of Spanish grammar.
A n ideal course before study abroad.
1.5 credits.
Each semester.

SPAN 006A. Spanish Conversation
A 0.5 credit conversation course that meets
once a week for 1.5 hours. The class will be
divided into small groups to facilitate discus­
sion. Students are required to read newspapers
and other contemporary journals, see movies,

249

Modern Languages and Literatures

read plays that might be performed for and by
the class, and prepare assignments which will
generate conversation among the group.
Prerequisite: SPAN 004B or its equivalent, or
permission of instructor.
0.5 credit.
Each semester. Friedman.

SPAN 010. En Busca da America Latina
Although some literary texts will be used in
this course, the primary focus will be linguistic
and cultural rather than literary. Through
selections of pertinent essays, films, poetry, and
novels the class will explore how Spanish
Americans view themselves and their culture.
Course conducted in Spanish. Papers, presen­
tations.
Spanish majors should note that this course
does not count toward fulfillment of the
requirements for the major.
1 credit.
Spring 2000. Hassett.

SPAN 0 11. Introduction to Spanish
Literature
A study of representative fiction, poetry, and
drama of the 19th and 20th centuries.
Discussions, papers.
Prerequisite: SPAN 004B, the equivalent, or
permission of instructor.
Primary distribution course.I credit.
Fall 1999. Guardiola.

SPAN 013. Introduction to Spanish
American Literature
This course presents a selection of texts from
the mid-19th 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 represent­
ing the romantic, naturalist, realist, modernist,
vanguardist, and other contemporary trends,
studied in their historical context.
Prerequisite: SPAN 004B or its equivalent or
permission of instructor.
Primary distribution course. 1 credit.
Not offered 1999-2000. Camacho de Schmidt.
Note: SPAN 011 or 013, the equivalent, or
consent of instructor is prerequisite for the
courses in literature that follow:

250

SPAN 066. Escritoras españolas del siglo
19 y 20
The course will explore the literary production
that results from the struggle of 19th-century
women such as Gertrudis Gómez de
Avellaneda, Carolina Coronado, Rosalía de
Castro, Cecilia Bohl de Faber and Emilia Pardo
Bazán to use the pen as a means of self-expres­
sion and freedom, to the works of postwar
authors such as Carmen Laforet, Ana Maria
Matute, and Mercé Rodoreda; and the con­
temporary ones: Carmen M artin Gaite,
Montserrat Roig, Esther Tusquets, and others.
1 credit.
Fall 1999. Guardiola.

SPAN 076. Grandes voces de América: la
poesía del siglo XX
Latin America has produced some of the great
poets of this century. Reflecting a specific New
World history and geography, the work of these
foundational poets also searches for what it
means to be human. Texts by Vallejo,
Huidobro, Neruda, Guillén, Paz, Borges, Parra,
Mistral, Cardenal, and Alegría.
1 credit.
Spring 2000. Trujillo.

SPAN 0 77. La novela hispanoamericana
del siglo XX
After a brief examination of regionalist texts,
the course’s major emphasis will be on the
“boom” and “post-boom” periods, during
which one of the most innovative and highly
commented novels of contemporary world lit­
erature has emerged. A ttention given not only
to the formal aspects of these novels but also to
the sociopolitical contexts in which they were
written. Writers will include Julio Cortázar,
Juan Rulfo, Carlos Fuentes, Gabriel Garcia
Márquez, Isabel Allende, Luisa Velenzuela,
Mario Vargas Liosa, Manlio Argueta, Manuel
Puig, and Cristina Peri Rossi.
1 credit.
Spring 2001. Hassett.

SPAN 082. La mujer mirando al hombre:
Escritoras hispanoamericanas del siglo
XX
The course will examine both novels and short
stories written by Latin American women writ­
ers whose principal focus is upon men and the
social, political and economic structures that

they have fostered as well as the response of
women to such structures. Writers will include
Marfa Luisa Bombal, Isabel Allende, Luisa
Valenzuela, Angeles Mastretta, Pía Barros,
Paulina Matta, Rosario Ferré, and others.
1 credit.
Fall 1999. Hassett.

SPAN 10 1. La novela hispanoamericana
del siglo XX

SPAN 085. Narrativa Hispánica
Contemporánea de los Estados Unidos

2 credits.

A study of the fiction of leading Hispanic
American writers with particular emphasis on
the contributions of Mexican Americans,
Cuban-Americans, and Puerto-Rican Ameri­
cans. Writers include Anaya, Rivera, Cisneros,
Castillo, Hijuelos, García, and others.
1 credit.
Fall 2000. Hassett.
Courses to be offered in subsequent years:

SPAN 041. Obras maestras de la Edad
Media y del Renacimiento
SPAN 043. Multiculturalismo y
subversión en Cervantes
SPAN 067. La guerra civil española en la
literatura y el cine
SPAN 070. Rebeldía y renovación
artística: el modernismo y la
generación del 98
SPAN 0 71. Literatura española
contemporánea
SPAN 074. Literatura española de
posguerra
SPAN 078. La novela social de México
SPAN 079. El cuento hispanoamericano
SPAN 080. La narrativa chilena desde el
golpe militar
SPAN 083. El tirano latinoamericano en
la literatura

2 credits.

SPAN 102. Cervantes
2 credits.

SPAN 103. La guerra civil espanñla
SPAN 104. La narrativa de Mario Vargas
Llosa
2 credits.

SPAN 105. Federico García Lorca
We will examine the masterful literary produc­
tion of this internationally known Spanish
writer who speaks to the “outcasts.” Lorca’s
work synthesizes traditionally Spanish themes
and values with contemporary European
trends. The readings will cover different peri­
ods and genre’s of Lorca’s literary production.
Poetry such as Romancero Gitano, and Poeta en
Nueva York and dramatic works, including
Doña Rosita la soltera, Yerma, La casa de
Bernarda Alba, Bodas de sangre, and others.
2 credits.
Spring 2000. Guardiola.

SPAN 106. Visiones narrativas de Carlos
Fuentes
The seminar explores the vast and textured
work of a Mexican craftsman of language who
writes for the world and is a profound observer
of history.
2 credits.
Fall 2000. Camacho de Schmidt.

SPAN 10 7. Heroes y villanos: el siglo XIX
español y la democratización literaria
2 credits.

SPAN 108. La narrativa de Isabel Allende:
la escritura como sobrevivencia
2 credits.

SPAN 109. Unamuno o el hambre de Dios
SEMINARS

2 credits.

Students wishing to take seminars must have
completed at least one course in Spanish num­
bered 030 or above or obtained permission
from the instructor.

251

Music and Dance

MUSIC

JAMES FREEM AN, Professor of Music and Chair
GERALD LEVINSON, Professor of Music
ANN K. McNAMEE, Professor of Music23
JOHN ALSTON, Associate Professor of Music
MICHAEL MARISSEN, Associate Professor of Music
THOMAS WHITMAN, Assistant Professor of Music (part-time)
DOROTHY K. FREEM AN, Associate in Performance (Music)
SARAH IOANNIDES, Associate in Performance (Music)
MICHAEL JOHNS, Associate in Performance (Music)
JUDY LORD, Administrative Assistant
DANCE

SHARON E . FRIEDLER, Professor of Dance, Director of the Dance Program
KIM 0. ARROW, Assistant Professor of Dance (part-time)3
SALLY HESS, Assistant Professor of Dance (part-time)
LaDEVA DAVIS, Associate in Performance (Dance)
DOLORES LUIS GMITTER, Associate in Performance (Dance)
C. KEMAL NANCE, Associate in Performance (Dance)
PAULA SEPINUCK, Adjunct Associate in Performance5
JON SHERMAN, Associate in Performance (Dance)
LEAH STEIN, Associate in Performance (Dance)
HANS ROMAN, Dance Accompanist
JUDY LORD, Administrative Assistant
ORCHESTRA 2001, ENSEMRLE IN RESIDENCE

2 Absent on leave, spring 2000.
3 Absent on leave, 1999-2000.

5 Spring 2000.

MUSIC

Music Ensemble, Gamelan, Jazz Ensemble,
Orchestra, W ind Ensemble, and chamber
music coaching program which it staffs and
administers. T he Department also assists
instrumentalists or singers to finance the cost
of private instruction. Up to 16 half-credits
may be granted toward graduation. Music
majors receive 100% subsidy for the cost of ten
private lessons each semester (see MUSI 048).
Major in the Course Program: Two semester
courses in theory and one semester course in
history are prerequisite for acceptance as a
major. Majors will normally take five semester
courses in theory (including MUSI 015, 016,
or 017), four semester courses in history
(including MUSI 020 and either 021 or 022),
meet the basic piano requirement, pass five

The study of music as a liberal art requires an
integrated approach to theory, history, and per­
formance, experience in all three fields being
essential to the understanding of music as an
artistic and intellectual achievement. Theory
courses train the student to work with musical
material, to understand modes of organization
in composition, and to evolve methods of
musical analysis. History courses introduce stu­
dents to methods of studying the development
of musical styles and genres, and the relation­
ship of music to other arts and areas of thought.
The Department encourages students to devel­
op performing skills through private study and
through participation in the Chorus, Early

252

repertory exams, and pass the comprehensive
exam. Majors normally participate in at least
one of the Department’s performing organiza­
tions.
Major in the Honors Program: A student intend­
ing to major in the Honors Program will fulfill
the same prerequisites as listed above, will pass
five repertory exams, will meet the basic piano
requirement, and will normally submit three
preparations (including at least one prepara­
tion in theory and one in history), subject to
Departmental approval. Any Theory/Composition course numbered 015 or higher, or any
history course, can be used as the basis of a
paper when augmented by a concurrent or sub­
sequent attached unit of 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 meet the basic piano requirement,
and will normally submit one preparation in
music. For further details consult the guidelines
for Honors Study available in the Department
office.
Language Requirements for Graduate Schools:
Students are advised that graduate work in
music requires a reading knowledge of French
and German. A reading knowledge of Latin is
also desirable for students planning to do grad­
uate work in musicology.
Proficiency on an instrument: All majors in
music will be expected to play a keyboard
instrument well enough by their senior year to
perform a two-part invention of J.S. Bach and
a first movement of an easy late 18th- or early19th-century sonata. In addition, they must
demonstrate skill in score reading and in real­
izing figured basses. The Department recom­
mends that majors take two semesters of MUSI
042 to develop these skills.
The basic piano program: This program is
designed to develop keyboard proficiency to a
point where a student can effectively use the
piano as a tool for study and also to help stu­
dents meet the keyboard requirements outlined
above. It is open to any student enrolled in a
theory course numbered 011 or higher. No aca­
demic credit is given for basic piano.
Special scholarships and awards in music include
The Edwin B. Garrigues Music Awards: See p.
77.

The Fetter String Quartet Awards: See p. 77.
The Renee Gaddie Award: See p. 77.
Music 048 Special Awards: See p. 79.
Friends of Music and Dance Summer Awards:
See p. 77.
The Boyd Barnard Prize: See p. 76.
The Peter Gram Swing Prize: See p. 80.
The Melvin B. Troy Prize: See p. 80.

CREDIT FOR PERFORMANCE
Note: All performance courses are for half­
course credit per semester. A total of not more
than eight full credits (16 0.5-credit courses) in
Music and Dance may be counted toward the
degrees of bachelor of arts and bachelor of sci­
ence. No retroactive credit is given for perfor­
mance courses.
Individual Instruction (Music 048)
Music majors and members of the Wind
Ensemble, Chorus, Early Music Ensemble,
Gamelan, Gospel Choir, Jazz Ensemble, and
Orchestra may, if they wish, take lessons for
credit. Instrumentalists for whom opportuni­
ties do not exist in the above ensembles may
qualify for MUSI 048 by taking part in the
Department’s Program for Accompanists. For
further details consult the MUSI 048 guide­
lines available from the Department office.
Students who wish to take MUSI 048 (Individ­
ual Instruction) must register for the course
and submit an application to the Department
at the beginning of each semester; forms are
available in the Department office. Although
it is necessary to be a member in good standing
of a Department performance group or the
Gospel Choir, it is not necessary to be regis­
tered for credit in that performing group.
A student applying for Individual Instruction
should be at least at an intermediate level of
performance. The student will arrange to work
with a teacher of her or his choice, subject to
the approval of the Department, which will
then supervise the course of study and grade; it
on a credit/no credit basis. Teachers will submit
written evaluations, and the student will per­
form for a jury at the end of the semester and
submit to the faculty a short paper on the piece
to be performed at the jury. The Department
will then decide whether the student should

253

Music and Dance

receive credit, and whether the student may re­
enroll for the next semester.
For students enrolled in MUSI 048, approxi­
mately one-third of the cost of 10 lessons will
be paid by the Department to the teacher.
Section leaders in the Chorus and Orchestra
receive subsidies of two-thirds the cost of 10
lessons. Music majors in their junior and senior
years receive 100 percent subsidies of the cost
of 10 lessons each semester. Gaddie, Fetter,
Garrigues and other scholarships may subsidize
up to the entire cost of private lessons for the
more musically advanced students at the
College.
All students enrolled in MUSI 048 are strong­
ly encouraged to perform in student chamber
music concerts and to audition for concertos
with the Orchestra and solos with the Chorus.
Orchestra, Chorus, Wind Ensemble, Early
Music Ensemble, Gamelan, Chamber Music,
Jazz Ensemble, and Keyboard Workshop
Students may take Performance Chorus
(MUSI 044), Performance Orchestra (MUSI
043), Performance Jazz Ensemble (MUSI 041),
Performance Wind Ensemble (MUSI 046),
Performance Early Music Ensemble (MUSI
045), Chamber Music (MUSI 047), Gamelan
(MUSI 049), or Keyboard Workshop (MUSI
050) for credit with the permission of the
Department member who has the responsibili­
ty for that performance group. The amount of
credit received will be a half-course in any one
semester. Students applying for credit will ful­
fill requirements established for each activity,
i.e., regular attendance at rehearsals and per­
formances and participation in any supplemen­
tary rehearsals held in connection with the
activity. Students are graded on a credit/no
credit basis.
Students taking MUSI 047 (Chamber Music)
for credit should submit to the Department at
the beginning of the semester a repertory of
works to be rehearsed, coached, and performed
during the semester. It should include the
names of all students who have agreed to work
on the repertoire, the names of all coaches who
have agreed to work with them, and the pro­
posed dates for performance in a student cham­
ber music concert.
A student taking MUSI 047 for credit will
rehearse with her/his group(s) at least two
hours every week and will meet with a coach at

254

least every other week. All members of the
group should be capable of working well both
independently and under the guidance of a
coach, also capable of giving a performance of
high quality. It is not necessary for every person
in the group to be taking MUSI 047 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
(MUSI 050) will develop and refine skills in
accompanying and sight-reading through work
with the chamber, song, and four-hand reper­
toire.

COURSES AND SEMINARS
MUSI 001. Introduction to Music
This course is designed to teach intelligent lis­
tening to music by a conceptual rather than
historical approach. Although it draws on
examples from folk music and various nonWestem repertories, the course focusses pri­
marily on the art musics of Europe and the
United States. Prior musical training is not
required.
Open to all students without prerequisite.
1 credit.
Spring 2000. Marissen.

MUSI 002. Fundamentals of Music
Notation, scales, keys, chords, and sight read­
ing. Strongly recommended as preparation for
(or concurrent with) all upper-level music
courses.
>
1 credit.
Spring 2000. Alston.

MUSI 003. Jazz History
This course traces the development of jazz from
its roots in West Africa to the free styles of the
1960s. Included are the delineation of the var­
ious styles and detailed analysis of seminal fig­
ures. Emphasis is on developing the student’s
ability to identify both style and significant
musicians.
Open to all students without prerequisite.
Primary distribution course. 1 credit.

Fall 1999. Alston.

MUSI 004. Opera
Combine great singing with the vivid colors
of an orchestra, with acting and theater, with
poetry, dance, painting, spectacle, magic,
love, death, history, mythology, and social
commentary, and you have opera: an art of
endless fascination. This course will survey
the history of opera (from Monteverdi
through Mozart, Wagner, and Verdi, to
Gershwin and Stravinsky), with special
emphasis on and study of scenes from se­
lected works. A final project will involve
informal stagings of some of these scenes,
with students acting, singing, directing, and
providing technical assistance. The course is
open to all students. N o prior musical experi­
ence or performance skills are required.
1 credit.
Spring 2000. J. Freeman.

MUSI 005. Music as Social History
This course will explore folk music, including
African-American music from the slavery
period and after, as the expression of the life
experience, collective history, and aspira­
tions of the people from whom it springs.
I c r e d i t.

Not offered 1999-2000.

MUSI 006. Beethoven and the Romantic
Spirit
An introduction to Beethoven’s composi­
tions in various genres.
1 credit.
Not offered 1999-2000.

Open to all students without prerequisite. '
Primary distribution course. 1 credit.
This course counts toward a program in
Asian studies.

MUSI 009. Baroque and Classical Music
Italian opera, extraordinarily popular and
widespread during the 17th and 18th cen­
turies, now provides a remarkable window
through which to view European culture of
the time. Opera lent its most important styl­
istic traits to every other kind of music,
including cantatas, sonatas, concertos, and
symphonies, and thus also provides an ideal
background for understanding all the great
music of the period. This course will focus on
three immensely important Italian operas:
Monteverdi’s L’Incoronazione di Popped
(1642), Handel’s Giulio Cesare (1724), and
Mozart’s Idomeneo (1781). The course is open
to all students regardless of prior musical
training or lack thereof. Students interested
in music, theater, dance, literature (especial­
ly poetry), and European cultural history will
be particularly appropriate members of the
class. This course is also listed as MUSI 021
and as such will also count torard the
Department’s history requirement for majors.
I credit.
Fall 1999. ]. Freeman.

MUSI 010. Women in Music: Composers
This course traces some of the contributions
made by women composers to the art of
music from the Middle Ages to the present.
1 credit.
Not offered 1999-2000. See MUSI 035.

MUSI 007. W .A. Mozart
Study of Mozart’s compositions in various
genres and of the peculiar interpretive prob­
lems in Mozart biography.
Open to all students without prerequisite.
Primary distribution course in the Humanities.
1 credit.
Fall ¡999. Marissen.

MUSI 008. The Music of Asia
An introduction to selected musical tradi­
tions from the vast diversity of non-western
cultures. The music will be studied in terms
of both its purely sonic qualities and its cultural/philosophical backgrounds.

THEORY AND COMPOSITION
Students who anticipate taking further cours­
es in the department or majoring in Music
are urged to take MUSI O il and MUSI 012
as early as possible. Placement exams are
given each year at the first meeting of that
course for students who feel they may be able
to place out of it. Majors will normally take
MUSI 011, 012, 013, 014, and one of 015,
016, or 017 in successive years.

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Music and Dance

MUSI 0 11. Harmony and Counterpoint 1
Musical exercises include harmonic analysis
and four-part choral style composition.
Prerequisite: knowledge of traditional nota­
tion, major/minor scales, ability to play or
sing at sight simple lines in treble and bass
clef.
One section of MUSI 040A per week, with­
out additional credit, is required. In addition,
students with minimal keyboard skills are
required to take basic piano.
1 credit.
Fall 1999. Whitman.

MUSI 012. Harmony and Counterpoint 2
W ritten musical exercises include composi­
tion of original materials as well as commen­
tary on excerpts from the tonal literature.
Prerequisite: MUSI O il (or the equivalent).
One section of MUSI 040B per week, with­
out additional credit, is required. Basic piano
is also required for some students.
1 credit.
Spring 2000. Whitman.

MUSI 013. Harmony and Counterpoint 3
Continued work with tonal harmony and
counterpoint at an intermediate level.
Detailed study of selected works with assign­
ments derived from these works as well as
original compositions.
Prerequisite: MUSI 012 (or the equivalent).
One section of MUSI 040C per week, with­
out additional credit, is required. Basic piano
is also required for some students.
1 credit.
Fall 1999. Levinson.

MUSI 014. Harmony and Counterpoint 4
Advanced work with chromatic harmony
and tonal counterpoint.
Prerequisite: MUSI 013.
One section of MUSI 040D per week, with­
out additional credit, is required. Basic piano
is also required for some students.
Spring 2000. Levinson.

Prerequisite: MUSI 014.
1 credit.
Spring 2000. Whitman.

MUSI 016. Schenker
A n introduction to Schenkerian analysis. An
extension of traditional analytical tech­
niques, incorporating Schenker’s principles
of voice leading, counterpoint, and harmony.
Prerequisite: MUSI 014.
1 credit.
Not offered 1999-2000.

MUSI 0 17. History of Music Theory
A survey of primary sources (in translation)
from Boethius, Tinctoris, and Zarlino
through Rameau, Riemann, and Schoenberg.
Prerequisite: MUSI 014.
1 credit.
Not offered 1999-2000.

MUSI 018. Conducting and
Orchestration
A study of orchestration and instrumentation
in selected works of various composers and
through written exercises, in .combination
with practical experience in conducting,
score reading, and preparing - a score for
rehearsal and performance.
1 credit.
Not offered 1999-2000.

MUSI 019. Composition
1 credit.
Fall 1999 and spring 2000. Levinson.

MUSI 061. Jazz Improvisation
A systematic approach that develops the
ability to improvise coherently, emphasizing
the Bebop and Hard Bop styles exemplified
in the music of Charlie Parker and Clifford
Brown.
1 credit.
Not offered 1999-2000.

HISTORY OF MUSIC

MUSI 015. Harmony and Counterpoint 5
Detailed study of a limited number of works
both tonal and nontonal, with independent
work encouraged.

256

MUSI 020. Medieval and Renaissance
Music
A survey of European art music from the late

Middle Ages to the 16th century. Relevant
extramusical contexts will be considered.
Prerequisite: A knowledge of traditional
notation.
1 credit.
Fall semester. Marissen.

MUSI 021. Baroque and Classical Music
This course is also listed as MUSI 009. See
description there.
1 credit.
Fall 1999. Freeman.

MUSI 022. Nineteenth-Century Music
The development of the “Romantic Style”
from late Beethoven and Schubert to Wagner
and Verdi.
Prerequisite: A knowledge of traditional nota­
tion.
1 credit.
Not offered 1999-2000.

MUSI 023. IWentieth-Century Music
A study of the various stylistic directions in
music , of the 20th Century. Representative
works by composers from Debussy, Stravinsky,
and Schoenberg through Copland, Messiaen,
and postwar composers such as Boulez and
Crumb, to the younger generation will be
examined in detail.
Prerequisite: A knowledge of traditional
notation.
1 credit.

Spring 2000. Levinson.

MUSI 032. History of the String Quartet
A history of the string quartet from its origins
to its development into one of the genres of
Western classical music. The course will focus
on the quartets of Haydn, Mozart, and
Beethoven.
Prerequisite: A knowledge of traditional
notation.
1 credit.
Not offered 1999-2000.

MUSI 033. The Art Song
A study of various solutions by various com­
posers to the problems of relating poetry and
music. •
1 credit.
Not offered 1999-2000.

MUSI 034. J.S . Bach
Study of 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.
Prerequisite: A knowledge of traditional
notation.
1 credit.
Spring 2000. Marissen.

MUSI 035. Women Composers and
Choreographers
A survey of women choreographers and com­
posers. Choreographers range from Sallé and
Duncan through Graham, Tharp and Zollar,
composers from Hildegard through Zwilich.
Topics include form, phrasing, text and
social/political comment. Open to all students.
1 credit.
Not offered 1999-2000.

MUSI 036. Music Since 1945
A study of contemporary concert 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.
1 credit.
Not offered 1999-2000.

MUSI 037. Contemporary American
Composers
A study of the works and thought of six impor­
tant American composers. The course will
stress intensive listening and will include dis­
cussion meetings with each of the composers.
Prerequisite: A knowledge of traditional
notation.
1 credit.
Not offered 1999-2000.

MUSI 038. Color and Spirit: Music of
Debussy, Stravinsky, and Messiaen
A study of twentieth-century music focusing
on the great renewal of musical expressions,
diverging from the Austro-German classicromantic tradition, found in the works of these
three very individual composers, as well as the

257

Music and Dance

connections among them, and the resonances
of their music in the work of their contempo­
raries and successors.
Prerequisite: A knowledge of traditional musi­
cal notation.
1 credit.
Not offered 1999-2000.

MUSI 039. Music and Dance: Criticism
and Reviewing
This course, team taught by music and dance
faculty with supplemental visits by guest lec­
turers who are prominent in the field of
reviewing, will cover various aspects of writing
about the performance of music and dance:
previewing, reviewing, the critic’s role and
responsibilities, and the special problems of
relating performance to the written word.
Prerequisite: One previous course in music or
dance, concurrent enrollment in a music or
dance course, or permission of the instructor.
1 credit.
Not offered 1999-2000.

MUSI 092. Independent Study
1 credit.

MUSI 093. Directed Reading
1 credit.

MUSI 095. Tutorial
Special work in composition, theory, or history.
1 or 2 credits.

MUSI 096. Senior Thesis
1 or 2 credits.

MUSI 099. Senior Honors Recital
Honors music majors who wish to present a
senior recital as one of their Honors prepara­
tions must register for. MUSI 099, after consul­
tation with the Music faculty. See Honors pro­
gram guidelines.

SEMINARS
MUS1100. Harmony and Counterpoint 5
(See MUSI 015.)
Prerequisite: MUSI 014.
1-credit seminar.
Spring 2000. Whitman.

250

MUS110 1. J.S . Bach
(See MUSI 034.)
Study of Bach’s compositions in various genres,
examining music both as a reflection of and
formative contribution to cultural history.
Prerequisites: MUSI O il and GERM 001B
(higher levels in both strongly recommended;
RELG 018 also recommended), or permission
of instructor.
I-credit seminar.
Spring 2000. Marissen.

MUS1102. Color and Spirit: Music of
Debussy, Stravinsky, and Messiaen
(See MUSI 038.)
Prerequisite: MUSI 013 (concurrent enroll­
ment possible by permission of the instructor).
I -credit seminar equivalent to a 2-credit seminar.
Not offered 1999-2000.

MUS1103. Russian Music
A survey of Russian music from the early 19th
century (Glinka) through Mussorgsky,
Tchaikovsky, Borodin, Rimsky,. and into the
20th century: Scriabin, Stravinsky, Prokofief,
Shostakovich, Schnittke, Gubaidulina, and
Ustvolskaya.
Prerequisite: MUSI 011-012/
Not offered 1999-2000.

PERFORMANCE
Note: The following performance courses are
for 0.5-course credit per semester. See p. 253
for general provisions governing work in per­
formance for credit toward graduation.

MUSI 040A. Elements of Musicianship I
Sight-singing, rhythmic and melodic dictation.
Required for all MUSI O il students without
credit. Also open to other students.
0.5 credit.
Fall 1999. Whitman.

MUSI 040B. Elements of Musicianship II
Prerequisite: MUSI 040A.
Sight-singing, rhythmic and melodic dictation.
Required for all MUSI 012 students without
credit. Also open to other students.
0.5 credit.

Spring 2000. Whitman.

MUSI 040C. Elements of Musicianship III
Prerequisite: Music 40B.
Sight-singing, rhythmic, and melodic dicta­
tion. Required for all MUSI 013 students with­
out credit. Also open to other students.
0.5 credit.
Fall 1999. Ioaniddes.

MUSI 0400. Elements of Musicianship IV
Prerequisite: MUSI 040C.
Sight-singing, rhythmic and melodic dictation.
Required for all MUSI 014 students without
credit. Also open to other students.
0.5 credit.
Spring 2000. Ioannides.

MUSI 041. Performance (Jazz Ensemble)
Meets Monday nights.
0.5 credit.
Fall 1999 and spring 2000. Alston.

MUSI 042. Keyboard Musicianship
0.5 credit.
Fall 1999 and spring 2000.

MUSI 043. Performance (Chorus)
0.5 credit.
Fall 1999 and spring 2000. Alston.

MUSI 044. Performance (Orchestra)
Meets Thursday nights.
0.5 credit.
Fall 1999 and spring 2000. Ioannides.

MUSI 045. Performance (Early Music
Ensemble)
0.5 credit.
Fall 1999 and spring 2000. Marissen.

MUSI 046. Performance (Wind Ensemble)
0.5 credit.
Fall 1999 and spring 2000. Johns.

MUSI 047. Performance (Chamber Music)
(See guidelines for this course on p. 254.)
0.5 credit.
Fall 1999 and spring 2000. D. Freeman.

MUSI 048. Performance (Individual
Instruction)
(See the guidelines for this course on p. 253.)

Specific and updated guidelines are distributed
at the beginning of each semester.
0.5 credit.
Fall 1999 and spring 2000.

MUSI 049. Performance (Balinese
Gamelan)
Performance of traditional and modem compo­
sitions for Balinese Gamelan (Indonesian per­
cussion orchestra). Students will learn to play
without musical notation. No prior experience
in Western or non-Western music is required;
open to all students with the instructor’s
approval.
0.5 credit.
Fall 1999 and spring 2000. Whitman.

MUSI 050. Keyboard Workshop
Developing and refining skills in accompany­
ing and sight reading through work with the
chamber, song, and four-hand repertoire.
0.5 credit.
Not offered 1999-2000.

MUSI 0 71. Rhythmic Analysis and
Drumming
(Cross-listed as DANC 071)
0.5 credit.
Not offered 1999-2000. Arrow.

MUSI 072. Asian Performance Theory:
Indonesia, China, Japan: Looking at the
East through Western Eyes
(Cross-listed as DANC 072)
0.5 credit.
Not offered 1999-2000.

DANCE
Dance, a program within the Music and Dance
Department, shares the department philosophy
that courses in theory and history should be
integrated with performance. By offering a bal­
ance of cognitive, creative, and kinesthetic
classes in dance, we present a program that
stands firmly w ithin the tradition of
Swarthmore’s liberal arts orientation. The
instructors strive to create an atmosphere of
cooperative learning; one which affirms group
process and fosters comradery.

259

Music and Dance

Special Major: Dance and a Second Discipline
Students may combine the study of dance with
substantive study in another discipline. The
two disciplines in this major may be philo­
sophically linked or may represent separate
areas of the student’s interest. Some 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 of 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.
Special majors are urged to supplement their
study with appropriate courses in anatomy, art,
history, music, sociology/anthropology, theatre,
religion, and other areas of concentration such
as various ethnic studies and women’s studies.
Required Courses
The core program of 6 credits includes the fol­
lowing courses:
Two in composition/improvisation (DANC
012 or DANC 014 [1 credit] and Dance 010
[0.5 credit] or DANC 071 [0.5 credit]),
Two in history/theory (one from DANC 021024 [1 credit] and one from 036-039 [1 credit]),
Three in performance technique (DANC 050
[0.5 credit], one other technique at the 050
level [0.5 credit], and one additional technique
other than DANC 060 [0.5 credit]). It is
strongly suggested that special majors continue
to develop their performing skills by regular
attendance in dance technique classes beyond
this requirement.
O ne senior project and/or thesis (DANC 094,
095, or 096 [1 credit]).
Major or Minor in the Honors Program
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 Dance: Technique
In a typical semester over 25 hours of dance
technique classes are offered on graded levels
presenting a variety of movement styles.

260

Technique courses, numbered 040 through
048, 050 through 058, and 060 or 061, may be
taken for academic credit o r may be taken to
fulfill physical education requirements.
Advanced dancers are encouraged to audition
for level III technique classes and for Dance
Repertory (DANC 049). A total of not more
than eight full credits (16 0.5-credit courses) in
performance dance technique classes and in
music performance classes may be counted
toward the degrees of Bachelor of Arts and
Bachelor of Science. N o retroactive credit is
given for performance classes.
Dance Program Performance Opportunities
All interested students are encouraged to
enroll in repertory classes (DANC 049) and/or
to audition for student and faculty works.
These auditions take place several times each
semester; dates are announced in classes and in
the Weekly News. Formal concerts take place
toward the end of each semester; informal stu­
dio concerts are scheduled throughout the year.
The Dance Program regularly sponsors guest
artist residencies, which in 1999-2000 will
include Doug Elkins Dance, Meredith Monk, a
Chinese folk-dance company, and Deer Chaser
Native American dancers and musicians.
Scholarships and Awards
Scholarships for summer study in dance are
available through funds provided by. The
Friends of Music and Dance. The Halley Jo
Stein Award for Dance and The Melvin B.
Troy Award for Composition are also awarded
annually by the department.
.
Ghana Program
The Dance Program has an ongoing relation­
ship with the International Centre for African
Music and Dance and the School of Perform­
ing Arts at the University of Gharia in Legon,
a suburb of the capital city, Accra. Students
choosing to study in Ghana can anticipate
opportunities that include a composite of class­
room learning, tutorials, some organized travel,
and independent study and travel. Interested
students should contact the director of the
Dance Program as early as possible for advising
purposes and for updated information.
Poland Program
The Programs in Theatre Studies and Dance
are jointly developing a new semester-abroad
program for interested Swarthmore students
based at the Silesian Dance Theatre (Sl§ski

Teatr Tança) in Bytom in conjunction with the
Jagiellonian University of Cracow and other
institutions in the vacinity. The Program is
intended to provide participating students with
a combination of foreign study with the expe­
rience of working in various capacities (dance
performance, arts administration, scenography,
etc.) within the environment of a professional
dance theatre company for credit. Partici­
pating students would be housed in Bytom
along with attending weekly tutorials in
Cracow. Intensive study of Polish while in the
country will be required of all participating stu­
dents. Although details of the program are still
being finalized as the College catalog goes to
press, it is expected that students will be able to
participate in the program beginning in Spring
2000. Students participating will be able to
enroll for the equivalent of a full semester’s
credit (4 to 5 credits). Participation in the
Annual International Dance Conference and
Performance Festival hosted by Silesian Dance
Theatre in June and July is highly rec­
ommended for certain types of credit. Beyond
credits in Theatre Studies, Dance, and inten­
sive Polish, a menu of possible tutorials is being
developed in Polish literature and history,
Environmental Studies, Film, Religion, Jewish
and Holocaust Studies, and other fields.
Interested students should contact Professor
Allen Kuharski, Director of Theatre Studies, as
early as possible for advising purposes and
updated information on the status of the pro­
gram. See course listings in both the Theatre
Studies Program and the Music and Dance
Department for types of academic credit being
offered.
Additional information about the dance pro­
gram is available via the World Wide Web at
h ttp://w w w .sw arthm ore.edu/h u m an ities/
dance/.

INTRODUCTORY COURSES

and practical experiences. No prior dance
training is assumed; open to all students with­
out prerequisite. Two lectures and one video
viewing session per week.
Primary distribution course. 1 credit.
Not offered 1999-2000.

DANC 002. World Dance Forms
A survey course that introduces students to
theoretical and practical experiences in dance
forms from various cultures and time periods
through a combination of lectures, readings,
video and film viewings, and workshops with a
wide variety of guest artists from the field. The
particular forms will vary each semester but
may include such styles as various African,
Asian, and Native American forms, Flamenco,
contemporary social dances, and European
court dancing. Open to all students; no prior
dance training required.
Primary distribution course. 1 credit.
Fall 1999. Friedler.

DANC 009. Music and Dance of Africa
A n introduction to selected musical and dance
traditions of Africa. This course will involve all
students in the practice of dancing and drum­
ming as well as in the study of those forms
through lectures, reading, listening, and view­
ing. N o prior musical or dance training
required.

DANC 010. Dance Improvisation
Designed as a movement laboratory in which
to explore the dance elements: space, time,
force, and form. Members of the class will
investigate improvisation as a performance
technique and as a tool for dance composition.
Individuals work on a personal vocabulary and
on developing a sense of ensemble. A journal
and paper are required, and a course in dance
technique is strongly recommended. Three
hours per week.
0.5 credit.
Fall 1999. Hess.

DANC 001. Introduction tn Dance
A survey course that approaches dance viewing
and analysis of dance performance through an
introduction to elements of dance composition
and history. The roles of choreographer,
performer, and audience in various cultures are
compared and investigated using theoretical

C0MP0SITI0N/HIST0RY/THE0RY COURSES
DANC 0 11. Dance Composition I
A study of the basic principles of dance com­
position through exploration of the elements

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Music and Dance

of dance movement, invention, and movement
themes, to the end of developing an under­
standing of various choreographic structures.
Considerable reading, video and live concert
viewing, movement studies, journals, and a
final piece for public performance in the Troy
dance lab are required. Also required is a pro­
duction lab that includes an introduction to
costuming, lighting, set construction, sound
and video in relation to dance. A course in
dance technique must be taken concurrently.
Prerequisite: DANC 010, DANC 071, or per­
mission of the instructor.
1 credit.
Spring 2000. Hess.

DANC 012. Dance Composition II
A n elaboration and extension of the material
studied in DANC O il. 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 that 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.
1 credit.
Not offered 1999-2000.

DANC 013. Dance Composition: Tutorial
Designed as a tutorial for students who have
previously taken DANC 011 or the equivalent.
Choreography of a final piece for public perfor­
mance is required. Weekly meetings with the
instructor and directed readings, video and
concert viewings. A journal may also be
required. A course in dance technique must be
taken concurrently.
0.5 credit.
Fall 1999: Hess. Spring 2000: Friedler.

DANC 014. Special Topics in Dance
Composition
A course which focuses on intensive study of
specific compositional techniques and/or sub­
jects. Topics may include autobiography, dance
and text, partnering, interdisciplinary collabo­
ration, reconstruction, and technology.
Choreography of a final piece for performance
is required. Weekly meetings with the instruc­
tor, directed readings, video and concert view­

262

ing, and a journal will be required. A course in
dance technique must be taken concurrently.
Prerequisite: DANC O il.
Three hours per week.
1 credit.
Not offered 1999-2000.

DANC 021. History of Dance: Africa and
Asia
This course will move through an exploration
of dance forms from Africa, from Africanist
cultures and from Asian cultures, from the per­
spectives of stylistic characteristics, underlying
aesthetics, resonances in general cultural traits,
and developmental history. The course will
occasionally focus on one dance style for close
examination. Study will be facilitated by guest
lecturers, specialists in particular dance forms
from these cultures.
Prerequisite: DANC 001 or 002. Two lectures
and one hour video viewing per week.
1 credit.
Spring 2000. Friedler.

DANC 022. History of Dance: Europe’s
Renaissance Through 1900
A study of social and theatrical dance forms in
the context of various European societies from
the Renaissance through the 19th century.
Influential choreographers, dancers, and theo­
rists representative of the periods will be dis­
cussed.
Prerequisite: DANC 001 or 002; DANC 024
strongly recommended. Two lectures and one
hour video viewing per week.
1 credit.
Not offered 1999-2000.

DANC 023. twentieth Century Dance
A study of Twentieth Century social and the­
atrical dance forms in the context of Western
societies with an emphasis on America.
Influential choreographers, dancers, and theo­
rists will be discussed.
Prerequisite: Dance 1 or 2; Dance 2l and 22
strongly recommended. Two lectures and one
hour video viewing per week.
1 credit.
N ot offered 1999-2000.

DANC 024. Dance as Social History
This course focuses on dance as a locus for dis­
cussing power relations through gender, race,
and class in the period from 1880 to the 1950s
in Europe, N orth America, the Caribbean, and
South America. Analysis of a variety of dance
forms in their historical/cultural context.
Prerequisite: DANC 001,002, or permission of
the instructors.
Three hours per week.
1 credit.
Not offered 1999-2000.

DANC 035. Women Choreographers and
Composers
A survey of women choreographers and com­
posers. Choreographers range from Sallé and
Duncan through Graham, Tharp and Zollar,
composers from Hildegard through Zwilich.
Topics include form, phrasing, text and
social/political comment. Open to all students.
1 credit.
Not offered 1999-2000.

DANC 036. Dance and Gender
This course explores ways that gender has
informed dance, particularly performance
dance, since 1960. The impact of various cul­
tural and social contexts will be considered.
Lectures, readings, and video/concert viewings
will all be included.
Prerequisite: DANC 001,002, or permission of
the instructor.
1 credit.

Not offered 1999-2000.

DANC 037. Current Trends in Dance
Performance
An investigation of the aesthetic principles of
perception, symbolism, abstraction, and cre­
ativity in relation to the viewing and interpre­
tation of dance performance. Emphasis will be
placed on political interpolation and ramifica­
tions of the act of public performance. Topics
of discussion will include the “politically cor­
rect” paradox, government funding, art as cul­
tural intervention, the evolution of styles, and
various historical perspectives. Open to all stu­
dents without prerequisite. 1 credit.
Fall 1999. Arrow.

DANC 039. Music and Dance: Criticism
and Reviewing
(Cross-listed as MUSI 039)
This course, team taught by music and dance
faculty with supplemental visits by guest lec­
turers who are prominent in the field of
reviewing, will cover various aspects of writing
about the performance of music and dance:
previewing, reviewing, the critic’s role and
responsibilities, and the special problems of
relating performance to the written word.
Prerequisite: One previous course in music or
dance, concurrent enrollment in a music or
dance course, or permission of the instructor.
1 credit.
Not offered 1999-2000.

DANCE TECHNIQUE COURSES
Note: Technique courses (040-048, 050-058,
060, and 061) may be taken for A academic
credit or may be taken for physical education
credit.

DANC 040. Performance Dance: Modern I
A n introduction to basic principles of dance
movement: body alignment, coordination,
strength and flexibility, and basic locomotion.
No previous dance experience necessary.
0.5 credit.
Fall 1999. Arrow.
Spring 2000. Staff.

DANC 041. Performance Dance: Ballet I
An introduction to fundamentals of classical
ballet vocabulary: correct body placement,
positions of the feet, head and arms, and basic
locomotion in the form. No previous experi­
ence necessary.
0.5 credit.
Fall and spring. Sherman.

DANC 043. African Dance I
Introduction to African Dance aims to give
students a rudimentary vocabulary in Africanoriented movement. Using the Umfundalai
technique, African Dance I heightens stu­
dents’ understanding of the aesthetic and
eurhythmic principles prevalent in African
Dance. Students who take African I for acade­
mic credit should be prepared to keep a weekly

263

Music and Dance

journal and write two short papers.
0.5 credit.
Fall and spring. Nance.

DANC 044. Performance Dance: Tap
This course is available to all tappers, from
beginning to advanced. Such forms as softshoe, waltz-clog, stage tap, and “hoofin” will be
explored.
Spring 2000. Davis.

DANC 045. Performance Dance: Hatha
Yoga
Open to all students, the course will focus on
experience/understanding of a variety of asanas
(physical postures) from standing poses to deep
relaxation. Following the approach developed
by B.K.S. Iyengar, its aim is to provide the stu­
dent with a basis for an ongoing personal prac­
tice. If taken for academic credit, required
reading and one paper.
0.5 credit.
Fall 1999 and spring 2000. Hess.

DANC 048. Performance Dance: Special
Topics in Technique
Intensive study of special topics falling outside
the regular dance technique offerings. Topics
may include such subjects as: Alexander tech­
nique, Classical East Indian Dance Forms,
Contact Improvisation, Jazz, Pilates, and/or
Musical Theatre Dance.
0.5 credit.
Section 1. Fall 1999: Flamenco, Gmitter.
Section 2. Spring 2000: Contact Improvisation,
Stein.

DANC 049. Performance Dance: Repertory
The study of repertory and performance. Stu­
dents are required to perform in at least one
scheduled dance concert during the semester.
Placement by audition or permission 6f the
instructor. Three hours per week. A course in
dance technique must be taken concurrently.
0.5 credit.
Each semester.
Fall 1999: Section I: Dancing and Drumming
Ensemble, Arrow/Friedler. Draws on a variety
of dancing and drumming traditions from
around the world as well as creating new
hybrid forms. In 1999, beginning with a focus
on Ghanaian forms. Open to all students.

264

Fall 1999: Section 2: Tap, Davis.
Fall 1999: Section 3: Modem, Arrow.
Spring 2000: Section 1: Modem, Staff.
Spring 2000: Section 2: African, Nance.

DANC 050. Performance Dance: Modern II
A n elaboration and extension of the principles
addressed in DANC 040. For students who
have taken DANC 040 or the equivalent.
0.5 credit.
Fall 1999 and spring 2000. Hess, Welsh.

DANC 051. Performance Dance: Ballet II
A n elaboration and extension of the principles
addressed in Ballet I. For students who have
taken Ballet I or its equivalent.
0.5 credit.
Fall 1999 and spring 2000. Sherman.

DANC 053. African Dance II
African Dance for Experienced Learners gives
students an opportunity to strengthen their
technique in African Dance. The course will
use the Umfundalai technique allied with some
traditional West African Dance forms to
enhance students’ learning. Students who take
African Dance II for academic credit should be
prepared to explore and access their own
choreographic voice through a choreographic
project.
0.5 credit.
Fall 1999 and spring 2000. Nance.

DANC 055. Performance Dance: Hatha
Yoga II
Open to students who have completed DANC
045 or the equivalent. A continuation and
deepening of practice of the asanas explored in
DANC 045. Work in several of the more
advanced asanas, particularly in fhe backwardbending and inverted poses.
0.5 credit.
Not offered 1999-2000.

DANC 058. Performance Dance: Special
Topics in Technique II
A n elaboration and extension of principles
addressed in DANC 048.
Permission of the instructor required.
0.5 credit.
Spring 2000. Section 1: Flamenco, Gmitter.

DANC 060. Performance Dance:
Modern III
Continued practice in technical movement
skills in the modem idiom; including
approaches to various styles. Placement by
audition or permission of the instructor.
0.5 credit.
Fall 1999. Hess, Welsh.
Spring 2000. Staff.

DANC 061. Performance Dance: Ballet III
Continued practice in technical movement
skills in the ballet idiom; with an emphasis on
advanced vocabulary and musicality. Placement
by audition or permission of the instructor.
0.5 credit.
Fall 1999 and spring 2000. Sherman.

CROSS-LISTED COURSES
DANC 070. The Arts as Community
Service/Social Change
(Cross-listed as EDUC 070)
An experiential course exploring how the arts
can impact and reflect on issues of community,
service, education, and social/political change.
The course includes several aspects: readings
and discussions on the meaning of community,
service, art, and educational policy and
methodology; personal reflections; classes led
by guest activists and artists discussing their
work with a variety of communities and from a
wide range of approaches. Three on site visits
to community arts organizations in the area, a
short internship with an approved organiza­
tion, group practice sessions, and three papers
are also required. Open to sophomores and
above. Limited enrollment.
1 credit.

For students of dance, additional focus will be
provided on the uses of drumming in dance
composition, improvisation and as accompani­
ment in the teaching of dance technique.
Open to all students. Three hours per week.
0.5 credit.
Not offered 1999-2000. Arrow.

DANC 073. Arts Administration for
Performance
(Cross-listed as THEA 073)
Available to students participating in the
Poland Program. W ill require students to
extend their stay in Poland through early July

2000.
By arrangement with Allen Kuharski.
1 credit.
Spring 2000.

DANC 074. Scenography for Dance
Theatre Performance
(Cross-listed as THEA 074)
Available to students participating in the
Poland Program. W ill require students to
extend their stay in Poland through early July

2000.
By arrangement with Bill Marshall.
Prerequisites: THEA 004B and 014.
1 credit.
Spring 2000.

DANC 075. Special Topics in Dance
Theatre
Available to students participating in the
Ghana or Poland Programs.
By arrangement with Sharon Friedler.
Prerequisites: DANC 002 or 011 or consent of
Dance Program director.
1 credit.
Fall 199 and spring 2000.

Spring 2000. Sepinuck.

DANC 0 71. Rhythmic Analysis and
Drumming

ADVANCED INDEPENDENT WORK

(Cross-listed as MUSI 071)
A theoretical and practical analysis of rhyth­
mic structure applying techniques of AfroCuban drumming and East Indian rhythmic
theory. For the general student, emphasis will
place the investigation of rhythmic structure
within a cultural and contemporary context.

Available on an individual basis, this course
offers the student an opportunity to do special
work with performance or compositional
emphasis in areas not covered by the regular
curriculum. Students will present performances

DANC 092. Independent Study

265

Music and Dance

and/or written reports to the faculty supervisor,
as appropriate. Permission must be obtained
from the program director and from the super­
vising faculty.
1 credit.
Each semester. Staff.

then meet with the student for evaluation of its
contents. Proposals for a thesis must be submit­
ted to the dance faculty for approval during the
semester preceding enrollment.
1 or 2 credits.
Each semester. Friedler.

DANC 093. Directed Reading

DANC 199. Senior Honors Study

Available on an individual or group basis, this
course offers the student an opportunity to do
special work with theoretical or historical
emphasis in areas not covered by the regular
curriculum. Students will present written
reports to the faculty supervisor. Permission
must be obtained from the program director
and from the supervising faculty.
1 credit.
Each semester. Staff.

A close study of a single dance work, from the
multiple points of view of dance history, com­
positional analysis and/or performance.
1 credit.
Each semester. Friedler.

DANC 094. Senior Project
Intended for seniors pursuing the special major
or the major in Honors, this project is designed
by the student in consultation with a dance
faculty advisor. The major part of the semester
is spent conducting independent rehearsals in
conjunction with weekly meetings under an
advisor’s supervision; the project culminates in
a public presentation and the student’s written
documentation of the process and the result.
A n oral response to the performance and to
the documentation follows in which the stu­
dent, the advisor, and several other members of
the faculty participate. In the case of Honors
majors, this also involves external examiners.
Proposals for such projects must be submitted
to the dance faculty for approval during the
semester preceding enrollment. Previous or
concurrent enrollment in an advanced level
technique course or demonstration of
advanced-level technique is required.
1 credit.
Each semester. Friedler.

DANC 095,096. Senior Thesis
Intended for seniors pursuing the special major
or the major in Honors, the thesis is designed
by the student in consultation with a dance
faculty advisor. The major part of the semester
is spent conducting independent research in
conjunction with weekly tutorial meetings
under ah advisor’s supervision. The final paper
is read by a committee of faculty or, in the case
of Honors majors, by external examiners who

266

Peace and Conflict Studies

Chair:

J . WILLIAM FROST (Religion)
Nancy C. Swearer (Administrative Assistant)

Committee:

Amanda Bayer (Economics)1
Wendy E . Chmielewski (Peace Collection)
Raymond F. Hopkins (Political Science)
Hugh Lacey (Philosophy)12
Colin Leach (Psychology)3
Andrew Ward (Psychology)

1 Absent on leave, fall 1999.
2 Absent on leave, spring 2000.

3 Absent on leave, 1999-2000.

The Peace and Conflict Studies Concentration
at Swarthmore College is designed to teach
students to understand the causes, practices,
and consequences of collective violence (war),
terrorism, and peaceful or nonviolent methods
of conflict management and resolution. The
multidisciplinary curriculum offers instruction
in the following areas: (1) alternatives to fight­
ing as a way of settling disputes: conflict reso­
lution, rituals, nonviolence, mediation, peace­
keeping forces, private peace-fostering organi­
zations (nongovernmental organizations
[NGOs]), arms control, economic sanctions,
international law, international organizations;
(2) the political economy of war: the “militaryindustrial” complex, economic conversion; (3)
causes of collective violence: aggression and
human nature, the state system and interna­
tional anarchy, systemic injustice, the psychol­
ogy of prejudice, balance of power diplomacy,
competition for scarce resources, diplomacy,
ethnocentrism, ideological and religious differ­
ences, insecure boundaries, minorities within
states, the relationship between internal weak­
ness and aggression, arms races, game theory;
(4) nature of war: civilian and military objec­
tives; draff and conscientious objectors; deter­
rence theory; low-intensity conflict; prisoners
of war; neutral rights; conventional, nuclear,
and guerrilla wars; how to end a war; and
effects of winning/losing a war on population;
and (5) the evaluation of war: morality of war,
just-war theory, pacifism, the war mentality,
the utility of war, responsibilities of citizens in
countries engaged (directly or indirectly) in
warfare, and ways to build a lasting peace.
The Peace Studies Concentration consists of

six courses of which only two may be taken in
the student’s major. Introduction to Peace
Studies (PEAC 015), offered yearly, is the only
required course. Although a thesis or final
exercise is required, it can be noncredit. For
Honors students, the external examination
and the Senior Honors Study (SHS) may serve
as the final exercise.
Student programs can include an internship or
field-work component (e.g., in a peace or con­
flict management organization such as the
United Nations or Suburban Dispute Settle­
ment). A n internship is highly recommended.
Normally, field work or internship will not
receive college credit, but for special projects—
to be worked out with an instructor and
approved by the Peace Studies Committee in
advance—students can earn up to 1 credit.
Students intending a Peace and Conflict
Studies concentration should submit a plan of
study to the coordinator of the program during
the spring of the sophomore year, after consul­
tation with faculty members who teach in the
concentration. The plan will outline the stu­
dent’s program of study and the nature of the
final project. Applications will then be consid­
ered by the Committee.
The Peace Studies minor in the Honors
Program can be done through a combination of
two courses in different departments, or a 2credit thesis, or a combination of a thesis and a
course. Introduction to Peace Studies (PEAC
015) is required and should be taken no later
than the junior year.. A thesis or final exercise
is required. Any thesis must be multidiscipli­
nary. A combination of courses, course and

267

Peace and Conflict Studies

thesis, or thesis must be approved by the Peace
Studies Committee.
Any student minoring in Peace Studies must
meet the requirement of six units of study, of
which no more than 2 credits can come from
the major department. Students wishing to
count a seminar in their major or minor for
part of their Peace Studies concentration
should fulfill the department’s prerequisites
and take the appropriate examination.
Students whose minor in Peace Studies can be
incorporated into the final requirements for
SHS in the major should do so. The Peace
Studies Committee will work out with the stu­
dent and the major department the guidelines
or model for the integration exercise. In cases
where the Committee and the student con­
clude that integration is not feasible or desir­
able, the Committee will provide a reading list
of books.
These courses, either currently listed in the
College catalog or planned, will constitute the
foundation for a Peace and Conflict Studies
Concentration. Peace Studies courses offered
at Haverford and Bryn Mawr that do not dupli­
cate Swarthmore College courses may count
toward the concentration pending prior
approval by the Peace Studies Committee.
These courses are listed in the catalogs of Bryn
Mawr and Haverford.

PEACE STUDIES
PEAC 015. Introduction to Peace Studies
The course begins with an examination of per­
spectives on the causes of war using many dis­
ciplines (including biology, psychoanalysis,
history, political science, anthropology, and
economics), then considers various govern­
mental and private organizations and methods
supposed to alleviate the causes of war. Topics
to be discussed include the United Nations,
international law, arms control, disarmament,
and the work of NGOs for peace.
Prerequisite: A course in history or political
science dealing with foreign policy or war; a
course in religion, sociology, or psychology dis­
cussing the ethics of war and causes of conflict.
This course can be counted for distribution as
a Social Science unit, but it is not a primary

268

distribution course. Normally, it may not be
used to fulfill any department’s major require­
ments.
1 credit.
Spring 2000. Frost.

PEAC 060. The United Nations in the
Year 2000
The course will focus on three subjects: the
effectiveness of U.N. sanctions, reform of the
U.N. Security Council, and preventive diplo­
macy. It will draw on the experience of the
instructor, who after working for the United
Nations for 30 years, specializing in economic
development in East Asia, then served as assis­
tant secretary general responsible for the super­
vision of U.N. personnel and, most recently, as
head of humanitarian relief in Iraq.
1 credit.
Fall 1999. Dennis Halliday, The Eugene M.
Lang Visiting Professor.

PEAC 070. Research Internship/
Field Work
Credit hours to be arranged with the chair.

PEAC 090. Thesis
Credit hours to be arranged with the chair.

HIST 037. History and Memory: The
Holocaust and German Culture
HIST 049. Race and Foreign Affairs
POLS 004. International Politics
POLS 045. Defense Policy
POLS 047. Politics of Famine and Food
Policy
POLS 1 1 1 . International Politics. Seminar
RELfi 006. War and Peace
RELG 032. Ruddhist Social Ethics
R ELG 110 . Religious Belief and Moral
Action. Seminar
For Peace Studies courses at Bryn Mawr and
Haverford Colleges, please consult their
catalogs.
Not offered 1999-2000.

PEAC 030. Nonviolence and Social
Change
PEAC 040. Peace Movement in
the United States: Women and Peace

PEAC 056. Human Rights, Refugees and
International Law
ECON 012. Games and Strategies
HIST 134. American Diplomatic History
PSYC 026. Prejudice and Social Relations
PSYC 045. Psychology of Oppression and
Resistance
PSYC 047. Applications of Social
Psychology
RELG107. Liberation Theology

269

Philosophy

RICHARD ELDRIDGE, Professor and Chair
HUGH NI. LACEY, Professor2
HANS OBERDIEK, Professor
CHARLES RAFF, Professor
RICHARD SCHULDENFREI, Professor
TAMSIN LORRAINE, Associate Professor1
GRACE LEDBETTER, Assistant Professor
JACQUELINE ROBINSON, Administrative Assistant

1 Absent on leave, fall 1999.

2 Absent on leave, spring 2000.

Philosophy analyzes and comments critically
on concepts that are presupposed, embodied,
and developed in other disciplines and in daily
life: the natures of knowledge, meaning, rea­
soning, morality, the character of the world,
God, freedom, human nature, justice, and his­
tory. Philosophy is thus significant for everyone
who wishes to live and act in a reflective and
critical manner.

there are courses and seminars on meaning,
freedom, and value in various domains of con­
temporary life: Values and Ethics in Science
and Technology, Feminist Theory.
The Department of Philosophy participates in
a special major in linguistics. The interested
student should consult the Linguistics Program.
Students majoring in philosophy must com­
plete at least one course or seminar in (1) Logic
and (2) either Ancient or Modem Philosophy
and earn a total of eight credits, not counting
Senior Course Study or Senior Honors Study.
In addition, students majoring in philosophy
are urged to take courses and seminars in
diverse fields of philosophy. Prospective majors
should complete the logic requirements as
early as possible. Course majors are encouraged
to enroll in seminars. Mastery of at least one
foreign language is recommended. All course
majors will complete Senior Course Study in
Philosophy.
Satisfactory completion of either any section of
Philosophy 1, Introduction 'to Philosophy,
Philosophy 9, Philosophy of Science, or Logic,
Philosophy 12 are prerequisites for taking any
further course in philosophy. All sections of
Introduction to Philosophy are primary distribution courses in the Humanities. Students may
not take two different sections of Introduction
to Philosophy, with one exception: the section
of Introduction to Philosophy that focuses on
the philosophy of science may be taken after
completing another section of Introduction to
Philosophy.

COURSE OFFERINGS AND PREREQUISITES
The Philosophy Department offers several
kinds of courses, all designed to engage stu­
dents in philosophical practices. There are
courses and seminars to introduce students to
the major systemic works of the history of
W estern philosophy: works by Plato and
Aristotle (Ancient Philosophy); Descartes,
Hume, and Kant (Modem Philosophy); Hegel
and Marx (Nineteenth-Century Philosophy);
Kierkegaard, Nietzsche, Sartre, Heidegger, and
de Beauvoir (Existentialism); Russell and
W ittgenstein (Contemporary Philosophy).
There are courses and seminars which consider
arguments and conclusions in specific areas of
philosophy: Theory of Knowledge, Logic,
Moral Philosophy, Metaphysics, Aesthetics,
and Social and Political Philosophy. There are
courses and seminars concerned with the con­
ceptual foundations of various other disci­
plines: Aesthetics, Philosophy of Science,
Philosophy of Language, Philosophy of Law,
Philosophy of the Social Sciences, Philosophy
of Psychology, Philosophy of Mathematics, and
Philosophy of Religion. From time to time,

270

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PHIL 001. Introduction to Philosophy
Philosophy addresses fundamental questions
that arise in various practices and inquiries.
Each section addresses a few of these questions
to introduce a range of sharply contrasting
positions. Readings are typically drawn from
the works of both traditional and contempo­
rary thinkers with distinctive, carefully argued,
and influential views regarding knowledge,
morality, mind, and meaning. Close attention
is paid to formulating questions precisely and
to the technique of analyzing arguments,
through careful consideration of texts.
Primary distribution course. 1 credit.
Each semester. Staff.

PHIL 0 11. Moral Philosophy
Though there will be some attention paid to
contemporary thinkers, the focus of this course
will be traditional views of substantive ethics.
We will discuss and compare views of how one
should live, contrasting different views on the
relative importance and relationship of, for
example, knowledge, freedom, and pleasure.
Among other values which may be discussed
are tranquility, human relationships, autono­
my, and the search for objective good.
1 credit.
Spring 2000. Schuldenfrei.

PHIL 012. Logic
An introduction to the principles of deductive
logic with equal emphasis on the syntactic and
semantic aspects of logical systems. The place
of logic in philosophy will also be examined.
No prerequisite. Required of all philosophy
majors.
1 credit.
Fall 1999. Lacey.

PHIL 013. 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.
1 credit.
Sjmng 2000. Raff.

PHIL 015. Biotechnology and Society:
The Case of Agriculture

applications and to issues in the ethics and
philosophy of science. Reading material will
include background from Biotechnology: The
Awesome Science by Edward Alcamo and The
Lives to Come by Phil Kitcher as well as writ­
ings from Vandana Shiva. Topics to be pre­
sented and discussed include biotechnological
methods, ethical problems raised by recent
innovations in biotechnology in agricultural
practices and associated legal matters, con­
sumer rights, biodiversity and environmental
impact, long-term conduct of agricultural prac­
tices and the growth of agribusiness, patents/
intellectual properties and their effects on the
conduct of science, and Third World perspec­
tives. Students will be evaluated on presenta­
tions, participation in discussions,and written
work.
0.5 credit.
Fall 1999. Lacey/Vollmer.

PHIL 016. Philosophy of Religion
See Religion 15B.

PHIL 0 17. Aesthetics
O n the nature of art and its roles in human life,
considering problems of interpretation and
evaluation and some specific medium of art:
W ho should care about art? Why? How?
1 credit.
Not offered 1999-2000.

PHIL 019. Philosophy of Social Science:
Methodologies of the Study of Poverty
This course will study standard problems in the
philosophy of the social sciences as they are
exemplified in recent studies of urban poverty.
1 credit.
Not offered 1999-2000.

PHIL 020. Plato
A n introduction to the thought of Plato
through close readings of some of the major
dialogues. Topics will vary from year to year.
1 credit.
Spring 2000. Ledbetter.

PHIL 021. Social and Political Philosophy
See Philosophy 121.
1 credit.
Fall 1999. Schuldenfrei.

An introduction to biotechnology, as it per­
tains to agricultural (and not biomedical)

271

Philosophy

PHIL 023. Contemporary Philosophy
Classical texts by 20th-century authors illus­
trate the Revolt Against Idealism (Frege,
Moore, Russell), Logical Positivism (Carnap,
Quine), Ordinary Language Philosophy (Aus­
tin, Ryle), later Wittgenstein, Rorty.
1 credit.
Not offered 1999-2000.

PHIL 024. Theory of Knowledge
Perplexities about the nature, limits, and vari­
eties of rationality, knowledge, meaning, and
understanding. Readings from current and tra­
ditional sources.
1 credit.
Fall 1999. Raff.

PHIL 025. Philosophy of Mathematics
Topics will include: the nature of mathemati­
cal objects and mathematical knowledge, proof
and truth, mathematics as discovery or cre­
ation, the character of applied mathematics,
the geometry of physical space. A considerable
range of 20th Century views on these topics
will be investigated including: logicism (Frege
and Russell), formalism (Hilbet), intuitionism
(Brouwer, Dummett), platonism (Godel), and
empiricism (Kitcher). Important mathematical
results pertaining to these topics, their proofs
and their philosophical implications, will be
studied in depth, e.g., the paradoxes of set
theory, Godel’s incompleteness theorems, rela­
tive consistency proofs for non-Euclidean
geometries.
Prerequisites: Logic, or acceptance as a major
in mathematics, or approval of instructor.
1 credit.
Not offered 1999-2000.

PHIL 026. Language and Meaning
See Philosophy 116.
1 credit.
Spring 2000. Eldridge.

PHIL 039. Existentialism
In this course we will examine existentialist
thinkers such as Nietzsche, Kierkegaard,
Heidegger, Sartre, Beauvoir, G enet, and
Camus in order to explore themes of contem­
porary European philosophy including the self,
responsibility and authenticity, and the rela­
tionships between body and mind, fantasy and
reality, and literature and philosophy.

272

1 credit.
Not offered 1999-2000.

PHIL 040. Semantics
See Linguistics 40.

PHIL 045. Philosophical Approaches to
the Question of Woman
We will examine definitions of woman in
Western philosophy and explore how women
are currently defining themselves in various
forms of feminist thought.
1 credit.
Not offered 1999-2000.

PHIL 055. Philosophy of Law
A n inquiry into major theories of law, with
emphasis on implications for the relation
between law and morality, principles of crimi­
nal and tort law, civil disobedience, punish­
ment and excuses, and freedom of expression.
1 credit.
Spring 2000. Oberdiek.

PHIL 079. Poststructuralism
This course will examine “poststructuralist”
thinkers such as Foucault, Derrida, Kristeva,
and Deleuze in light of contemporary questions
about identity, embodiment, the relationship
between self and other, and ethics.
1 credit.
Not offered 1999-2000.

PHIL 086. Philosophy of Mind and
Psychology
This course explores the extent to which the
categories of explanation of thought and
action that come from practical life (reasons
and goals) constrain or limit scientific expla­
nations of the kinds put forward psychology, behaviorism, and artificial intelli­
gence theory.
Cross-listed as Psychology 86.
1 credit.
Fall 1999. Lacey.

PHIL 093. Directed Reading
Each semester. Staff.

PHIL 096. Thesis
Fall semester. Staff.

PHIL 099. Senior Course Study
Spring semester. Staff.

SEMINARS

PHIL 1 1 1 . Philosophy of Religion

PHIL 10 1. Moral Philosophy

See Religion Department Preparation by
course and attachment.

An examination of the principal theories of
value, virtue, and moral obligation, and of
their justification. The focus will be primari­
ly on contemporary treatments of moral phi­
losophy. A central question of seminar will
be the possibility and desirability of moral
theory.
2 credits.
Spring 2000. Oberdiek.

PHIL 102. Ancient Philosophy
A study of the origins of Western philosoph­
ical thought in A ncient Greece, from the
Presocratics through the Hellenistic schools.
We will examine the doctrines of the
Milesians, Heraclitus, Parmenides, Plato,
Aristotle, the Epicureans, the Stoics, and the
Skeptics.
2 credits.
Fall 1999. Ledbetter.

PHIL 103. Selected Modern
Philosophers
Two or more philosophical systems of
Descartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, or Kant and their relations.
2 credits.
Spring 2000. Raff.

PHIL 104. Contemporary Philosophy
Twentieth-century classics by Frege, Moore,
Russell, Wittgenstein selected for intensive
treatment and as ground for one or more cur­
rent philosophical issues.
2 credits.
Not offered 1999-2000.

PHIL 106. Aesthetics and Theory of
Criticism
On the nature of art and its roles in human
life, considering problems of intrepretation
and evaluation and some specific medium of
art.
2 credits.
Not offered 1999-2000.

PHIL 109. Semantics
(See LING 109.)

PHIL 113 . Theory of Knowledge
Traditional and current theories of knowl­
edge and their alternatives. Topics include
self-deception, dreaming, perception, theo­
rizing, and the nature of knowledge.
2 credits.
Not offered 1999-2000.

PHIL 114 . Nineteenth-Century
Philosophy
The historicist treatment of such topics as
knowledge, morality, God’s existence, and
freedom in Kant, Fichte, Hegel, Feverbauk,
Marx, and Nietzsche.
2 credits.
Fall 1999. Eldridge.

PHIL 116 . Language and Meaning
Behaviorist theories of meaning, cognitivist
theories of meaning, and conceptions of lan­
guage as a social practice will be surveyed and
criticized.
2 credits.
Spring 2000. Eldridge.

PHIL 118. Philosophy of Psychology
A n honors exam in Philosophy of Psychology
may be prepared for by taking Philosophy 86
and attachment.
2 credits.
Not offered 1999-2000.

PHIL 119 . Philosophy of Science
Selected issues, e.g., the nature of scientific
explanation and evidence, the relationship
between theory and observation, the ratio­
nality of science, the alleged value-freedom
of science.
2 credits.
Not offered 1999-2000.

PHIL 12 1. Social and Political
Philosophy
Sources for this seminar will range from
Ancient to Contemporary. Among the theo­
rists who may be considered are Plato,
Hobbes, Locke, Rousseau, Rawls, MacIntyre,
Taylor, Shklar, Rorty, and Habermas. In addi­
tion to classic issues, such as the nature and

273

Philosophy

foundation of justice, considerable attention
wil be paid to the question of whether mod­
em thought can or should provide a philo­
sophical basis for political and social theoriz­
ing and, if not, what such theorizing might
look like in the absence of a philosophical
basis.
2 credits.
Fall semester. Oberdiek.

PHIL 122. Philosophy of Law
Not offered 1999-2000.

PHIL 139. Phenomenology,
Existentialism, and Post-Structuralism
In this course we will examine the themes of
reality, truth, alienation, authenticity, death,
desire, and human subjectivity as they
emerge in contemporary European philoso­
phy. We will consider thinkers such as
Nietzsche, Husserl, Heidegger, Derrida, and
Irigaray in order to place contemporary
themes of poststructuralist thought in the
context of the phenomenological, existen­
tial, and structuralist thought out of which
they emerge.
2 credits.
Not offered 1999-2000.

PHIL 145. Feminist Theory Seminar
If the power of a social critique rests on its
ability to make general claims, then how do
we account for the particularity of women’s
various social situations without sacrificing
the power of a unified theoretical perspec­
tive? In this course, we will explore possibili­
ties opened by poststructuralist theory, post­
colonial theory, French feminist theory, and
other forms of feminist thought, in order to
examine questions about desire, sexuality,
and embodied identities, and various resolu­
tions to this dilemma.
2 credits.
Not offered 1999-2000.

PHIL 180. Thesis
A thesis may be submitted by majors in the
department in place of one Honors paper,
upon application by the student and at the
discretion of the department.

PHIL 199. Senior Honors Study
Spring semester.

274

Physical Education and Athletics

ROBERT E . WILLIAMS, Professor and Chair
SUSAN P. DAVIS, Professor
MICHAEL L . MULLAN, Professor
DOUGLAS M . WEISS, Professor
KAREN BORBEE, Associate Professor
LEE WIMBERLY, Associate Professor
PETER ALVANOS, Assistant Professor
ADRIENNE SHIBLES, Assistant Professor
PAT GRESS, Coach/Instructor
LUCI ROSALIA, Coach/Instructor
FRANK AGOVINO, Assistant
PETER DICCE, Assistant
MARK DUZENSKI, Assistant
DAN SEARS, Assistant
RONALD A . TIRPAK, Assistant
SHARON GREEN, Administrative Assistant
MARIAN FAHY, Administrative Assistant

The aim of the Department is to contribute to
the total education of all students through the
medium of physical activity. We believe this
contribution can best be achieved through
encouraging participation in a broad program
of individual and team sports, aquatics, physi­
cal fitness and wellness. The 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 of movement and the
pleasure of exercise, and will enhance, by prac­
tice, qualities of good sportsmanship, leader­
ship, and cooperation in team play. Students
are also encouraged to develop skill and inter­
est in a variety of activities which can be
enjoyed after graduation.
The intercollegiate athletic program is com­
prehensive, including varsity teams in 24 dif­
ferent sports, 12 for men and 12 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 champi­
onship contests. Several club teams in various
sports are also organized and a program of
intramural activities is sponsored.
Students are encouraged to enjoy the instruc­
tional and recreational opportunities offered by
the Department throughout their college

careers. All students not excused for medical
reasons are required to complete a four quarter
(two semester) program in physical education.
All students must pass a survival swimming test
or take up to one quarter of swimming instruc­
tion. The swim test and the two semesters
of physical education are requirements for
graduation.
Courses offered by the Department are listed
below. C redit toward completion of 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 of three hours a week. Students are
encouraged to complete the requirement by
the end of their sophomore year.

275

Physical Education and Athletics

Fall Activities

Spring Activities

Aerobics
Aikido
Aquatics I, II, III
♦♦»»Cross Country
t Field Hockey
Fitness Training
Folk Dance
*** Football
Nautilus I
Advanced Nautilus
Scuba
**** Soccer
Squash
Swimming for Fitness
* t Tennis
** Volleyball
Weight Training
Tai Chi

Aerobics
Aquatics
* * * Baseball
Folk Dance continued
* Golf
»»»♦ Lacrosse
Nautilus I
Advanced Nautilus
Scuba
$ Softball
Swimming for Fitness
* t Tennis
»♦♦♦ Track and Field

Winter Activities
Aerobics

* * Badminton
Basketball
Fencing
Fitness Training
Folk & Square Dance
♦♦♦♦ indoor Track
Lifeguard Training
Nautilus I
Advanced Nautilus
Scuba
Squash
»♦»» Swimming
Swimming for Fitness
Tennis
Volleyball
Weight Training
I*** Wrestling

276

Volleyball
Advanced Weight Training
Tai Chi

t Intercollegiate competition for
* Intercollegiate competition for
course instruction for men and
* * Intercollegiate competition for
and course instmction for men
women.
♦»» Intercollegiate competition for
»♦»» Intercollegiate competition for
women.

■

Physics and Astronomy

JOHN R. BOCCIO, Professor
PETER J . COLLINGS, Professor and Chair
JOHN E . GAUSTAD, Professor of Astronomy
FRANK A . MOSCATELLI, Professor
AMY L.R . BUG, Associate Professor3
CARL H. GROSSMAN, Associate Professor3
MICHAEL R. BROWN, Assistant Professor
ERIC L.N . JENSEN, Assistant Professor of Astronomy
ANDREA L . STOUT, Assistant Professor
SETH A . MAJOR, Visiting Assistant Professor
MARK P. TAYLOR, Visiting Assistant Professor
MARY ANN HICKMAN, Lecturer
PRUDENCE G. SCHRAN, Lecturer
DEBORAH J . ECONOMIDIS, Administrative Assistant

3 Absent on leave, 1999-2000.

The program of 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 of the department,
emphasis is placed on quantitative, analytical
reasoning, as distinct from the mere acquisition
of facts and skills. Particular importance is also
attached to laboratory work because physics
and astronomy are primarily experimental and
observational sciences.
With the awareness that involvement in
research is a major component in the educa­
tion of scientists, the department offers a num­
ber of opportunities for students to participate
in original research projects, conducted by
members of the faculty, on (or off) campus.
Several research laboratories are maintained by
the department to support faculty interests in
the areas of laser physics, high-resolution
atomic spectroscopy, plasma physics, computer
simulation, computer graphics, liquid crystals,
biophysics, and infrared astronomy.
The department maintains two major tele­
scopes, a 61-cm reflector, equipped with a
high-resolution spectrometer and CCD cam­
era, and a 61-cm refractor, equipped for photo­
graphic and visual astrometry, plus a 15-cm
refractor for instructional use. A monthly visi­
tors’ night at the observatory is announced in

the College calendar.
Two calculus-based introductory courses are
offered. PHYS 003, 004 covers both classical
and modem physics and is an appropriate
introductory physics course for those students
majoring in engineering, chemistry, and biolo­
gy. PHYS 007 and 008, on the other hand,
which is normally preceeded by PHYS 006, is
at a higher level. It is aimed towards students
planning to do further work in physics or
astronomy and is also appropriate for engineer­
ing and chemistry majors. The four-course
sequence 006,007,008, and 014 is designed to
provide a comprehensive introduction to all
major areas of physics.
Additional information is available via the
World Wide Web at http://laser.swarthmore.edu/.

REQUIREMENTS AND RECOMMENDATIONS
Degree Requirements: The minimum program
in Physics is intended for students not plan­
ning to pursue graduate work. It includes
PHYS 006, 007, 008, 014, and 050 in the first
two years followed by PHYS 111,112,113, and
114 in the last two years. In addition, the
advanced laboratory courses ENGR 072A and
PHYS 082 and MATH 005, 006A, 006B, 016,
and 018 must be taken.
The basic programs listed subsequently cover

2 77

Physics and Astronomy

016,018, of C or better.
all of the fundamental areas in the discipline.
Students preparing for graduate study in
Because almost all advanced work in Physics
physics or astronomy should choose one of the
and Astronomy at Swarthmore is taught in
advanced programs listed subsequently.
seminars, where the pedagogical responsibility
is shared by the student participants, an addi­
The basic program in Physics is ASTR 003 or
tional consideration in accepting (retaining)
PHYS 006, and PHYS 007, 008, 014, and 050
majors is the presumed (demonstrated) ability
in the first two years followed by PHYS 111,
of the students not only to benefit from this
112,113, and 114 in the last two years. In addi­
mode of instruction but also to contribute pos­
tion, the advanced laboratory courses ENGR
itively to the seminars.
072A and PHYS 082, and MATH 005, 006A,
006B, 016, and 018 must be taken. CHEM 010
Advanced Laboratory Program: The principal
is strongly recommended.
Physics seminars (PHYS 111, 112, 113, 114,
and 115) are accompanied by a full laboratory
The basic program in Astronomy is ASTR 003
program, namely ENGR 072A (electronics
or PHYS 006, and PHYS 007, 008, 014, and
lab) and PHYS 082 (each 0.5 credit) requiring
ASTR 016. In addition, four Astronomy semi­
approximately one afternoon a week. Students
nars and MATH 005, 006A, 006B, and 018
enrolled in these seminars must arrange their
must be taken. CHEM 010 is strongly recom­
programs so that they can schedule an after­
mended.
noon for lab each week free of conflicts with
The advanced program in Physics is ASTR 003
other classes, extracurricular activities, and
or PHYS 006, and PHYS 007, 008, 014, and
sports.
050 in the first two years followed by PHYS
Independent Work: Physics and Astronomy
111, 112, 113, 114, 115, and 116 in the last
majors are encouraged to undertake indepen­
two years. In addition, the advanced laboratory
dent research projects, especially in the senior
courses ENGR 072A and PHYS 082, and
year, either in conjunction with one of the
MATH 005,006A, 006B, 016, and 018 must be
senior seminars, or as a special project for sep­
taken. CHEM 010 is strongly recommended.
arate credit (PHYS/ASTR 094). There are usu­
The advanced program in Astrophysics is
ally several opportunities for students to work
ASTR 003 or PHYS 006, and PHYS 007,008,
with faculty members on research projects dur­
014, 050, and ASTR 016, followed by PHYS
ing the summer. In prepration for independent
111, 112, 113, and 114, plus two Astronomy
experimental work, prospective majors are
seminars. In addition, MATH 005, 006A,
strongly urged to take PHYS 063, Procedures
006B, 016, and 018 must be taken. CHEM 010
in Experimental Physics, during the fall semes­
is strongly recommended.
ter of their sophomore year, which will qualify
Students wishing an even stronger background
them to work in the departmental shops.
for graduate work may take an extended pro­
gram by adding seminars numbered above 130
or a research project/thesis.
EXTERNAL EXAMINATION PROGRAM
Seniors not taking the external examinations
must take a comprehensive examination,
To be accepted into the External Examination
which is not only intended to encourage
program in the department, the applicant must
review and synthesis, but also requires students
to demonstrate mastery of fundamentals stud­ normally have an average grade in all Physics
and/or Astronomy courses of B or better.
ied during all four years.
External examinations are based on the topics
Criteria for Acceptance as a Major: A student
covered in the following seminars: Physics:
applying to become a Physics major should
have completed or be completing PHYS 014,. PHYS 111, 112, 113, 114, and 115, plus a
research or library thesis; Astrophysics: Three
PHYS 050, and MATH 018. If applying for an
of the following (PHYS 111, 112, 113, 114),
Astrophysics or Astronomy major, they should
two of the following (ASTR 121, 123, 126,
also have completed ASTR 005 and 006 or be
128), plus a research or library thesis;
completing ASTR 016. The applicant must
Astronomy: ASTR 121, 123, 126, 128, plus a
normally have an average grade in all Physics
2-credit research or library thesis.
and/or Astronomy courses, as well as in MATH

278

Minors in physics, astrophysics, and astronomy
take an external examination based on two
seminars from the previous lists.

PHYSICS

and relativistic kinematics and dynamics.
Includes one laboratory weekly.
Prerequisite (can also be taken concurrendy):
MATH 006A. PHYS 006 or permission.
1 credit.
Spring 2000. Collings.

PHYS 003. General Physics I

PHYS 008. Electricity, Magnetism, and
Waves

Topics include vectors, kinematics, Newton’s
laws and dynamics, conservation laws, work
and energy, oscillatory motion, systems of par­
ticles, rigid body rotation, special relativity,
and thermodynamics. Includes one laboratory
weekly.
Prerequisite: MATH 005 (can be taken con­
currently).
1 credit.
Foil 1999. Taylor.

PHYS 004. 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: MATH 006A (can be taken con­
currently). PHYS 003 or permission.
1 credit.
Spring 2000. Major.

PHYS 006. The Character of Physical Law
An introduction to the concepts of physics and
the thought processes inherent to the disci­
pline. The primary emphasis of the course will
be on the accepted principles of physics and
their application to specific areas. Attention
will be given to philosophical aspects of
physics, discussions of what kind of problems
physicists address and how they go about
addressing them. The course includes a sub­
stantial writing component. Three lecture/discussion sections per week and a laboratory.
Primary distribution course. 1 credit.
Fall 1999. Boccio, Stout.

PHYS 007. Introductory Mechanics
An introduction to classical mechanics and
special relativity. Includes the study of the
kinematics and dynamics of point particles;
conservation principles involving energy,
momentum, and angular momentum; rotation­
al motion of rigid bodies; oscillatory motion;

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,
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: PHYS 007. MATH 006A, 006C;
016 or 018 (can be taken concurrently).
1 credit.
Fall 1999. Moscatelli.

PHYS 014. Thermndynamics and Mndem
Physics
A n introduction to thermodynamics and tem­
perature, heat, work, entropy, modem physics,
including relativistic dynamics, wave mechan­
ics, Schrodinger equation applied to one­
dimensional systems, and properties of atoms,
molecules, solids, nuclei, and elementary parti­
cles. The quantum aspects of the interaction of
photons with matter. Includes one laboratory
weekly.
Prerequisites: PHYS 003, 004 or PHYS 007,
008.
1 credit.
Spring 2000. Moscatelli.

PHYS 020. Principles of the Earth
Sciences
A n analysis of the forces shaping our physical
environment, drawing on the fields of geology,
geophysics, meteorology, and oceanography.
Primary distribution course. 1 credit.
Not offered 1999-2000.

PHYS 021. Light and Color
The fundamentals of light from the classical
and quantum physical viewpoint. Extensive
use of examples from art, nature, and technol­
ogy will be made. Two or three lectures per

279

Physics and Astronomy

week plus a special project/laboratory.
1 credit.
Not offered 1999-2000.

PHYS 023. Relativity
A nonmathematical introduction to the spe­
cial and general theories of relativity as
developed by Einstein and others during the
20th century.
Primary distribution course. 1 credit.
Not offered 1999-2000.

PHYS 025. In Search of Reality
By investigating the assumptions, theories,
and experiments associated with the study of
reality in quantum physics, we will atempt to
decide whether the question of the existence
of an intelligible external reality has any
meaning.
I credit.
Spring 2000. Boccio.

PHYS 029. Seminar on Gender and
(Physical) Science
This seminar will take a multifaceted ap­
proach to the question: “W hat are the con­
nections between a person’s gender, race, or
class and their practice of science?” The his­
tory of science, the education of women, and
the interplay between technology and society
will be addressed. Physical science will be the
principal focus.
1 credit.
Not offered 1999-2000.

PHYS 050. Mathematical Methods of
Physics
A survey of analytical and numerical tech­
niques useful in physics, including multivari­
able calculus, optimization, ordinary differen­
tial equations, partial differential equations
and Sturm-Liouville systems, orthogonal
functions, Fourier series, Fourier and Laplace
transforms, and numerical methods.
Prerequisites: MATH 016 and either 006C or
018; a knowledge of some programming
language.
1 credit.
Spring 2000. Boccio.

PHYS 063. Procedures in Experimental
Physics
Techniques, materials, and the design of

280

experimental apparatus. Shop practice.
Printed circuit design and construction.
Half-credit course. Open only to majors in
Physics or Astronomy.
0.5 credit.
Fall 1999. Technical staff.

PHYS 093. Directed Reading
This course provides an opportunity for an
individual student to do special study, with
either theoretical or experimental emphasis,
in fields not covered by the regular courses
and seminars. The student will present oral
and written reports to the instructor.
0.5, 1 or 2 credits.
Each semester. Staff.

PHYS 094. Research Project
Initiative for a research project may come
from the student, or the work may involve
collaboration with on-going faculty research.
The student will present a written and an
oral report to the Department.
0.5, 1 or 2 credits.
Each semester. Staff.

SEMIHARS
PHYS 1 1 1 . Analytical Dynamics
Intermediate classical mechanics. Motion of
a particle in one, two, and three dimensions.
Kepler’s laws and planetary motion. Phase
space. Oscillatory motion. Lagrange equa­
tions and variational principles. Systems of
particles; collisions and cross sections.
Motion of a rigid body. Euler’s equations.
Rotating frames of reference. Small oscilla­
tions and normal modes. Wavfe phenomena.
Prerequisites: PHYS 014, 050; MATH 018.
1 credit.
Fall 1999. Moscatelli.

PHYS 112 . Electrodynamics
Electricity and magnetism using vector cal­
culus. Electric and magnetic fields. Dielectric
and magnetic materials. Electromagnetic
induction. Maxwell’s field equations in dif­
ferential form. Displacement current.
Poynting theorem and electromagnetic
waves. Boundary-value problems. Radiation.
Four vector formulation of relativistic elec­

trodynamics.
Prerequisite: PHYS 014, 050; MATH 018.
1 credit.
Fall 1999. Major.

PHYS 113 . Quantum Theory
Postulates of quantum mechanics. Operators,
eigenfunctions, and eigenvalues. Function
spaces and hermitian operators; bra-ket nota­
tion. Superposition and observables. Time
development, conservation theorems, and
parity. Angular momentum. Three-dimen­
sional systems. Matrix mechanics and spin.
Coupled angular momenta. Time-indepen­
dent and time-dependent perturbation theo­
ry. Transition rates.
Prerequisites: PHYS 111 and MATH 016.
1 credit.
Spring 2000. Brown.

PHYS 114 . Statistical Physics
The statistical behavior of classical and
quantum systems. Temperature and entropy,
equations of state, engines and refrigerators,
statistical basis of thermodynamics, microcanonical, canonical and grand canonical
distributions, phase transitions, statistics of
bosons and fermions, black body radiation,
electronic and thermal properties of quantum
liquids and solids.
Prerequisites: PHYS 111 and MATH 006C
or 018.
1 credit.
Spring 2000. Taylor.

PHYS 115 . Quantum Applications
Applications of theory developed in PHYS
113 and 114. Topics selected from: Atomic
physics. Solid-state physics. Nuclear physics.
Particle physics. Molecular physics.
Prerequisites: PHYS 111, 113.
1 credit.
Fall 1999. Boecio.

radiation, modes, quantization of the electro­
magnetic field, photons, intensity fluctua­
tions.
Prerequisites: PHYS 112, 113.
I credit.
Spring 2000. Collings.

PHYS 130. General Relativity
Newton’s gravitational theory. Special rela­
tivity. Linear field theory. Gravitational
waves. Measurement of spacetime. Riemannian geometry. Geometrodynamics and Ein­
stein’s equations. The Schwarzschild solu­
tion. Black holes and gravitational collapse.
Cosmology.
Prerequisites: PHYS 111 and 112.
I credit.
Not offered 1999-2000.

PHYS 13 1. Particle Physics
A study of the ultimate constituents of mat­
ter and the nature of the interactions
between them. Topics include relativistic
wave equations; symmetries and group theo­
ry; Feynman calculus; quantum electrody­
namics; quarks; gluons; and quantum chro­
modynamics; weak interactions; gauge theo­
ries; the Higgs particle; and, finally, some of
the ideas behind lattice gauge calculations.
Prerequisites: PHYS 113 and 115.
1 credit.
Not offered 1999-2000.

PHYS 132. NonLinear Dynamics and
Chaos
Nonlinear mappings, stability, bifurcations,
catastrophe. Conservative and dissipative
systems. Fractals and self-similarity in chaos
theory.
Prerequisites: PHYS 111 and 112.
1 credit.
Not offered 1999-2000.

PHYS 116 . Modern Optics

PHYS 133. Atomic Physics and
Spectroscopy

Wave equations, superposition, interference,
Frauenhofer and Fresnel diffraction, polariza­
tion. Optical instruments: spectrometers,
interferometers, etalons. Propagation in
fibers, Fourier optics, spatial and temporal
coherence, lasers, elements of nonlinear
optics. Quantum theory of light: blackbody

Review of quantum theory. Hydrogen atom.
Multielectron atoms. Atoms in external
fields. Optical transitions and selection rules.
Hyperfine structure. Lasers. Atomic spectro­
scopic techniques: atomic beams methods,
Doppler-free spectroscopy, time-resolved
spectroscopy, and level crossing spectroscopy.

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Physics and Astronomy

Prerequisites: PHYS 113, 115, and 116.
1 credit.
Not offered 1999-2000.

PHYS 134. Advanced Quantum Mechanics
Photon polarization. Quantum interference
effects. Measurement theory. Potential scatter­
ing. Time-independent and time-dependent
perturbation theory. Interaction of the quan­
tized radiation field with matter. Addition of
angular momenta. Rotations and tensor opera­
tors. Identical particles. Second quantization.
Atoras and molecules. Relativistic spin zero
particles. The Klein-Gordon equation. The
Dirac equation.
Prerequisites: PHYS 113 and 115.
1 credit.
Not offered 1999-2000.

PHYS 135. Solid State Physics
Crystal structure and diffraction. The recipro­
cal lattice and Brillouin zones. Lattice vibra­
tions and normal modes. Phonon dispersion.
Einstein and Debye models for specific heat.
Free electrons and the Fermi surface. Electrons
in periodic structures. The Bloch theorem.
Band structure. Semiclassical electron dynam­
ics. Semiconductors. Magnetic and optical
properties of solids. Superconductivity.
Prerequisites: PHYS 113, 114, and 115.
1 credit.
Not offered 1999-2000.

PHYS 136. Quantum Optics and Lasers
Atom-field interactions, stimulated emission,
cavities, transverse and longitudinal mode
structure, gain and gain saturation, nonlinear
effects, coherent transients and squeezed states.
Pulsed lasers and superradience.
Prerequisites: PHYS 113 and 116.
1 credit.
Not offered 1999-2000.

PHYS 13 7. Computational Physics
Computer simulations are a powerful way of
solving problems in various fields of physics.
Students will learn concepts of robust scientific
computing and explore techniques like Monte
Carlo, finite-element, FFT, and molecular
dynamics. O ther topics may include high per­
formance computing, and making the Web a
part of one’s problem-solving and information-

282

dissemination strategies. As a culmination to
the seminar, students will do an extended inde­
pendent project of their choice.
Prerequisite: PHYS 050, 111, and taken previ­
ously or concurrently, 113,114.
1 credit.
Not offered 1999-2000.

PHYS 138. Plasma Physics
A n introduction to the principles of plasma
physics. Treatment will include the kinetic
approach (orbits of charged particles in electric
and magnetic fields, statistical mechanics of
charged particles) and the fluid approach (sin­
gle fluid magnetohydrodynamics, two fluid
theory). Topics may include transport proc­
esses in plasmas (conductivity and diffusion),
waves and oscillations, controlled nuclear
fusion, and plasma astrophysics.
Prerequisite: PHYS 112.
1 credit.
Not offered 1999-2000.

PHYS 139. The Physical Basis of
Biomolecular Structure and Function
(Cross-listed as CHEM 110)
Introduction to the interdisciplinary field of
biophysics in which biological systems are
explored using the quantitative perspective of
the physical scientist. Rather th an attempting
to survey an extremely large field, the seminar
focuses on the physical forces responsible for
the formation and stabilization of biomacromolecular structures such as proteins and lipid
membranes. Topics will include electrostatics
of solvated biomolecules, statistical thermody­
namics of polymers, physical. methods for
studying macromolecules, and biological ener­
gy transduction.
Prerequisites: CHEM 010, CHEM 034, or
CHEM 038; PHYS 014; or permission of the
instructors.
1 credit.
Spring 2000. Stout and Howard.

PHYS 180. Honors Thesis
Theoretical or experiment work culminating
in a written Honors thesis. Also includes an
oral presentation to the department.
0.5, 1, or 2 credits.
Each semester. Staff.

RHYS 199. Senior Honors Study
A review of the subject matter covered in
PHYS 111, 112, 113,114, and 115. Open only
to students in the External Examination
Program.
0.5 credit.
Spring 2000. Staff.

physics as applied to stars, the interstellar
medium, galaxies, and the large-scale structure
of the universe. The course includes some
evening laboratories and observing sessions.
Prerequisites: MATH 005, 006AB, and PHYS
003, 004 or PHYS 007, 008.
1 credit.
Each semester. Gaustad.

UPPER-CLASS LABORATORY PROGRAM

ASTR 061. Current Problems in Astronomy
and Astrophysics

ENGR 072a. Electronic Circuit
Applications
(See Engineering for description.)

PHYS 082. Advanced Laboratory
Experiments in mechanics, electricity and
magnetism, waves, thermal and statistical
physics, atomic, and nuclear physics.
0.5 credit.
Each semester. Staff.

Reading and discussion of selected research
papers from the astronomical literature.
Techniques of journal reading, use of abstract
services and other aids for the efficient mainte­
nance of awareness in a technical field. May be
repeated for credit. Credit/no credit only.
0.5 credit.
Each semester. Gaustad, Jensen.

ASTR 093. Directed Reading
(See PHYS 093.)

ASTR 094. Research Project
(See PHYS 094.)

ASTRONOMY
| ASTR 001. Introductory Astronomy
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I

The scientific investigation of the universe by
observation and theory, including the basic
notions of physics as needed in astronomical
applications. Topics include astronomical
instruments and radiation; the sun and planets;
properties, structure, and evolution of stars; the
Galaxy and extragalactic systems; the origin
and evolution of the universe. Includes some
evening labs.
Primary distribution course. I credit.
Each semester. Gaustad, Jensen.

ASTR 12 1. Research Techniques in
Observational Astronomy
This course covers many of the research tools
used by astronomers. These include instru­
ments used to observe at wavelengths across
the electromagnetic spectrum; techniques for
photometry, spectroscopy, and interferometry;
and various methods by which images are
processed and data are analyzed. Students will
perform observational and data analysis proj­
ects during the semester.
Prerequisites: ASTR 005, 006, or 016.
1 credit.
Fall 1999. Jensen.

I ASTR 003. The Physical Universe

ASTR 123. Stars and Stellar Structure

I
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I

A n overview of physics of the stars, both
atmospheres and interiors. Topics include
hydrostatic and thermal equilibrium, radiative
and convective transfer, nuclear energy gener­
ation, degenerate matter. Calculation of stellar
models. Interpretation of spectra. Stellar evo­
lution. W hite dwarfs and neutron stars.
Nucleosynthesis. Supemovae. Star formation, j
Prerequisites: ASTR 005, 006, or 016.
1 credit.
Not offered 1999-2000.

This s an introductory astrophysics course
emphasizing three major areas of astronomy
and modem physics. These include birth of the
universe, the theory of special relativity, and
the formation of the solar system. Questions
I regarding the presence of life beyond the earth
I are also addressed.
I
1 credit.
Each semester. Jensen.

ASTR 016. Modern Astrophysics
This is a one-semester introduction to astro­

Physics and Astronomy

AS TR 126. The Interstellar Medium
Study of the material between the stars. Radia­
tive processes in space. Heating and cooling
mechanisms. Phyics of interstellar dust. Chem­
istry of interstellar molecules. Magnetic fields.
Emission nebulae. Hydrodynamics and shock
waves. Supernova remnants. Star-forming
regions. Active galactic nuclei. X-ray and
gamma-ray sources.
Prerequisites: ASTR 005, 006, or 016.
1 credit.
Not offered 1999-2000.

ASTR 128. Galaxies and Galactic
Structure
Study of our own galaxy and other galaxies.
Galaxy morphology. Observational properties
of galaxies. Kinematics: stellar motions, galaxy
rotation, spiral density waves,, instabilities.
Galaxy and star formation. Starburst galaxies.
Quasars and active galaxies. Galaxy clusters
and interactions. Large-scale structure of the
universe.
Prerequisites: ASTR 005, 006, o283r 016.
1 credit.
Spring 2000. Staff.

ASTR 180. Honurs Thesis
(See PHYS 180.)

ASTR 199. Senior Honors Study
A review of the Subject matter covered in ad­
vanced physics and astronomy courses. Open
only to students in the External Examination
Program.
0.5 credit.
Spring 2000. Gaustad.

284

Political Science

RAYMOND F. HOPKINS, Professor
JAMES R. KURTH, Professor
RICHARD L . RUBIN, Professor (part-time)1
KENNETH E . SHARPE, Professor
DAVID G. SMITH, Professor Emeritus
CAROL NACKENOFF, Associate Professor and Chair
KEITH REEVES, Associate Professor
RICHARD VALELLY, Associate Professor
TYRENE WHITE, Associate Professor
CYNTHIA PERWIN HALPERN, Assistant Professor
META MENDEL-REYES, Assistant Professor
BRUCE MORRISON, Assistant Professor
PRAVEEN CHAUDHRY, Visiting Instructor (part-time)
KATHLEEN KERNS, Administrative Assistant
DEBORAH SLOMAN, Administrative Assistant

3

Absent on leave, 1999-2000.

COURSE OFFERINGS AND PREREQUISITES

REQUIREMENTS FOR THE MAJOR

Courses and seminars offered by the Political
Science Department deal with the place of pol­
itics in society and contribute to an under­
standing of the purposes, organization, and
operation of political institutions, domestic
and international. The department offers
courses in all four of the major subfields of the
discipline: American politics, comparative pol­
itics, international politics, and political theo­
ry. Questions about the causes and conse­
quences of political action and normative con­
cerns regarding freedom and authority, power
and justice, and human dignity and social
responsibility are addressed throughout the
curriculum.
Prerequisites: Students planning to study politi­
cal science are advised to start with two of the
following introductory courses: Political
Theory, American Politics, Comparative
Politics, and International Politics (POLS 001,
002,003, and 004). Normally, any two of these
courses constitute the prerequisite for further
work in the department.

Prerequisites and general recommendations:
Students who intend to major in Political
Science should begin their work in their firçt
year at college if possible. Completion of, at
least two courses at the introductory level
(POLS 001, 002, 003, and 004) is required for
admission to the major. Supporting courses
strongly recommended for all majors are
Statistical Thinking or Statistical Methods
(MATH 001 or 002) and Introduction to
Economics (ECON 001).
Course requirements for majors: To graduate
with a major in Political Science, a student
must complete the equivalent of at least eight
courses in the department. The department
expects that at least five of these eight courses
be taken at Swarthmore.
Distribution requirements: All Political Science
majors are required to take one course or semi­
nar in each of the following three fields: (1)
American politics, (2) comparative or interna­
tional politics, and (3) political theory.
Completion of any of the following will satisfy
the political theory requirement: POLS O il,
012, 100, or 101.
The department recommends that majors plan
course and seminar programs that afford some

285

Political Science

exposure above the introductory level to at
least three of the four major subfields of politi­
cal science (listed in the introductory para­
graph earlier).
Comprehensive requirement: Majors in the
Course program can fulfill the College compre­
hensive requirement in one of two ways. The
preferred option is the Oral Thesis. Students
aré examined orally on a body of literature that
best captures their interests and range of prepa­
ration within the discipline. Under the second
option, the written thesis, students are required
to complete a written thesis based on in-depth
research into a topic of their choice. To be eli­
gible for this option, students must normally
have at least an A—average in their Political
Science courses, demonstrate the merit and
rigor of their proposal, and secure the approval
of a faculty advisor. Detailed information about
all of these options is made available at the
beginning of the junior year.

036 (Multicultural Politics in the United
States); POLS 013 (Feminist Political Theory)
plus either POLS 031 (Difference and
Dominance) or POLS 032 (Gender, Politics,
and Policy in America); or POLS 024 (Consti­
tutional Law) plus POLS 072 (Special Topics/
Thesis). The department does not normally
advise theses, course attachments, or directed
readings as a substitute for the Honors seminars
and “Course-Plus” options, but, on occasion,
some faculty members may have the time to
direct such individual work.
All prospective Honors majors must have com­
pleted one of their four Honors preparations
before their senior year to have room in their
schedule for the Senior Honors Colloquium.
All senior Honors majors must take the Senior
Honors Colloquium, a 2-credit colloquium nor­
mally offered in the fall term of their senior
year. The work done in this colloquium will
satisfy the College’s Senior Honors. Study
requirement and will be submitted to the
external examiners.

HONORS MAJORS
(Available to Classes of 1997 onward)
To be accepted into the Honors Program, stu­
dents should normally have at least an average
of B+ inside the department (the grade equiva­
lent of an “Honors”) and B outside the depart­
ment and should give evidence of their ability
to work independently and constructively in a
seminar setting. Seminars will normally be lim­
ited to eight students, and first choice will go
to Honors majors. Political Science Honors
majors must meet all current distributional
requirements for majors, including the political
theory requirement. They must have a mini­
mum 10 credits inside the Political Science
Department. Normally, 6 of these credits will
be met with three two-unit preparations,
which will help prepare Honors majors for out­
side examinations, both written and oral.
These two-unit preparations will normally be
either a 2-credit honors seminar or a “courseplus” option. O f these three two-unit prepara­
tions, no more than two may be in a single field
in the department. The “course-plus” option
will normally consist of two one-unit courses or
seminars that have been designated to count as
an honors preparation. Examples include
POLS 038 (Public Service, Community
Organizing, and Social Change) plus POLS

286

HONORS MINORS
Honors minors in political science will be
required to have at least 5 credits in Political
Science. Among these 5 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 of the two-unit Honors ‘preparations
offered by the department.

HONORS EXAMS
The Honors exams will normally-consist of a 3hour written exam in each of the student’s
seminars, and an oral exam of 0.5 hour.

CONCENTRATION IN PUBLIC POLICY
Students have the option of pursuing interdis­
ciplinary work as an adjunct to a major in
Political Science in the concentration of
Public Policy. Comprehensive requirements

(for Course majors) or the external examina­
tion requirements (for candidates for Honors)
will be adjusted to allow students to demon­
strate their accomplishments in the concentra­
tion. For further information, consult the sepa­
rate catalog listing for Public Policy (p. 306).
Currently, Professor Ellen Magenheim is the
coordinator of the concentration in Public
Policy.

THE DEMOCRACY PROJECT
The purpose of this project is to deepen stu­
dents’ understanding of and commitment to
democratic citizenship in a multicultural soci­
ety through participation in community poli­
tics. A central feature of the Democracy
Project is community-based learning through
public service and community organizing
internships as part of the course work. By inte­
grating reflection and experience, the project
will enable students to study the ways in which
diverse communities define and seek to
empower themselves in the United States and
the relationship between individual activism,
social responsibility, and political change at
the grassroots level. Students interested in the
project are encouraged to take the three core
courses: Democratic Theory and Practice
(POLS 019); Multicultural Politics in the
United States (POLS 036); and Public Service,
Community Organizing, and Social Change
(POLS 038).

ADVANCED PLACEMENT
The department grants one unit of college
credit to students who have achieved a score of
5 on the College Board Advanced Placement
(AP) examination in Government and Politics
(either United States or Comparative but not
both). This credit may be counted toward the
major and toward satisfaction of the College
distribution requirement in the Social Sci­
ences. Normally, students awarded AP credit
will still be expected to complete at least two
introductory courses at Swarthmore as a pre­
requisite for more advanced work in the
department.

TEACHER CERTIFICATION
Occasionally, majors in Political Science wish
to pursue certification for secondary school
teaching. For such students, there are two nor­
mal routes to Social Studies Certification. One
of these is through a major in the social sci­
ences, plus four to six semesters of courses in
other social sciences. Students majoring in
History, Political Science, and SociologyAnthropology are required to take at least four
courses outside their major; students majoring
in Economics or Psychology are required to
take six. The other route to certification is by
taking at least 12 semester courses in social sci­
ences, of which 6 must normally be in one dis­
cipline, and at least 2 more must be in a single
other discipline. All students seeking social
studies certification are required to take two
courses in history. A t least one course in
American history and one social science course
focusing on Third World or non-Anglo subject
matter are required. For further information,
see the listing for the Education Department.

POLS 001. Political Theory
This course is an introduction to political the­
ory by way of an introduction to some of its
most important themes, problems, and texts. It
seeks to elicit understanding of theory as a way
of thinking about the world, as related to polit­
ical practices and institutions, and as a form of
politics. Different instructors and sections will
emphasize different central issues of politics
such as (1) justice, (2) freedom, (3) power and
knowledge, and (4) religion and politics.
Primary distribution course. 1 credit.
Fall 1999. Halpem, Mendel-Reyes, Sharpe.

POLS 002. American Politics
How do American institutions and political
processes work? To what extent do they pro­
duce democratic, egalitarian, or rational out­
comes? The course examines the exercise and
distribution of political power. Topics can
include presidential leadership; legislative pol­
itics; role of the Supreme Court; federalism;
parties, groups and movements; public policy;
the politics of class, race, and gender; voting;
mass media; and public discontent with gov­
ernment.
Primary distribution course. 1 credit.
Fall 1999. Nackenoff, Reeves, Valelly.

287

Political Science

POLS 003. Comparative Politics
A n introduction to the major themes and
methods of comparative analysis through a
study of the history and character of contem­
porary politics in Eastern and Western
Europe. Topics will include the formation of
states, the growth of nationalism and ethnic
conflict, patterns of socioeconomic develop­
ment, the role of civil society, and the
prospects of supranational integration.
Primary distribution course. 1 credit.
Fall 1999. Morrison.

POLS 004. International Politics
A n introduction to the analysis of the con­
temporary international system and its evolu­
tion in the twentieth century. The course
will examine various approaches to explain­
ing major international wars, ethnic con­
flicts, and economic problems.
Primary distribution course. 1 Credit.
Spring 2000. Hopkins, Kurth.

POLS 007. Introduction To African
Studies
(Cross-listed as HIST 065)
A n historically oriented introduction to
African societies, cultures, and political
economies offers perspectives on different
reconstructions of Africa’s precolonial/colonial past. We also discuss the postcolonial
present, exploring socioeconomic transfor­
mations, continuities, as well as struggles
over authority, gender and access to
resources. Focusing mainly on two contrastic
geographic regions in West and South
Africa, the course introduces students to a
variety of oral and written texts, scholarly
analysis, first-person narratives, and fiction as
well as visual representations of Africa’s past
and present in film and sculpture. Meets at
Haverford and occasionally elsewhere with
notice. Transportation will be provided.
Highly recommended for students planning
to study abroad in Africa.
1 credit.
Fall 1999. Glickman.

POLS 009. State and Society in South
and Southeast Asia
This course will examine state and society in
South and Southeast Asia from the two per­
spectives of economic growth and successful

288

governance. The focus will be on problems
facing multicultural/multiethnic societies in
their efforts to establish modem states. We
will seek to understand issues related to reli­
gion, caste, peasants, ethnicity, child labor,
women, and untouchables. Counts toward
the Asian Studies Program.
1 credit.
Fall 1999. Chaudhry.

POLS 010. Freshmen Seminar: Public
Opinion and Democratic Governance
This survey seminar focuses on the role and
impact of public opinion on democratic gov­
ernance and society. For example, we will
examine theoretical, empirical, normative,
and applied issues such as the nature and ori­
gins of mass public opinion, the rise of polit­
ical consultants in election campaigns, the
measurement of public opinion in newly
emerging democracies, and the consistency
between public preferences and national pol­
icy decisions.
Enrollment limited to freshmen.
1 credit.
Fall 1999. Reeves.

POLS 0 11. Ancient Political Theory:
Greek and Biblical Origins and
Traditions
Two traditions constitute the origins of West­
ern politics. We begin with Greek tragedy
and A thenian democracy against which
Greek political theory arose (Sophocles,
Plato, and Aristotle). We contrast this tradi­
tion with that of the Hebrew Bible (the
prophets Jeremiah, Ezekiel, and DeuteroIsaiah) as a different way of understanding
justice, order, suffering, community, and pol­
itics. These two traditions converge in the
New Testament era (selections gospels, from
Paul, and from gnostic gospels). We conclude
with Augustine, a point of convergence for
both of these traditions.
1 credit.
Fall 1999. Halpem.

POLS 012. Modern Political Theory
This course will be concerned with the
nature of modernity, theory and politics. We
will study the roots of modernity in the
Reformation and the Renaissance (Luther,
Calvin, and Machiavelli); the foundations of

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modernity in the construction of liberty,
property, and equality (Hobbes, Locke, and
Rousseau); the culmination of modernity in
the Enlightenment projects of Kant, Mill,
and Marx; and the breakdown of the
Enlightenment (Freud, Nietzsche, and
Foucault). We analyze both historical context and theory, authority, and revolution,
which contributed to the great democratizing
impulse in the West.
credit.
Spring 2000. Halpem.

I11

to say about these assumptions.
1 c r e d i t.

Not offered 1999-2000. Sharpe, Schwartz.

POLS 0 17. American Political Thought
Explorations in American political thought
and political culture. Topics include national
identity; struggles of inclusion/exclusion;
individualism and community; moral cru­
sades; democratic visions; race, class, ethnic­
ity, and gender; and the role of the state.
1 credit.
Not offered 1999-2000. Nackenoff.

POLS 019. Democratic Theory and
Practice

POLS 013. Feminist Political Theory

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Exploration of key contributions and debates
in feminist political and legal theory, includ­
ing the body, personhood and citizenship,
theorizing otherness, discourses privileged
and silenced, and feminism and global
women of color.
1 credit.
Not offered 1999-2000. Nackenoff.

POLS 014. Political Theater and Film
Explores political theater and film as vehicles
for understanding, preserving, and changing
relations of power. Playwrights and filmmak­
ers include Brecht, Costa-Gavras, Eisenstein,
Griffith, Lee, Machiavelli, Ophuls, Pontecorvo, Riefenstahl, Shakespeare, Sophocles.
1 credit.
Not offered 1999-2000. Mendel-Reyes.

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POLS 015. Ethics and Public Policy
This course will examine the nature and
validity of ethical arguments about moral and
political issues in public policy. Specific topics and cases will include ethics and politics,
violence and war, public deception, privacy,
discrimination and affirmative action, envi­
ronmental risk, health cate, education, abor­
tion, surrogate motherhood, world hunger,
and the responsibilities of public officials.
This course may be counted toward a con­
centration in Public Policy.
1 credit.
Not offered 1999-2000. Halpem.

POLS 016. Liberal Individualism
This course will explore the conceptions of
human nature that underlie liberalism in
modem society, with attention to what cur­

Explores the relationship between theories
and practices of democracy, focusing on the
gap between the nearly universal commit­
ment to “the rule of the people” and the fact
that very few people exercise such power
today.
1 credit.
Not offered 1999-2000. Mendel-Reyes.

POLS 022. American Elections: Ritual,
Myth and Substance
A n examination of the role of policy issues,
candidate images, media, marketing, and
political parties in the American electoral
process.
1 credit.
Not offered 1999-2000. Nackenoff, Reeves.

POLS 023. Presidency, Congress, and
Court
How does anyone actually get anything done
in such a fomally complicated government?
Course considers constitutional and extra­
constitutional institutions; formal and infor­
mal politics; and their interactions, tensions,
and occasional pathologies. Specific topics
include presidential policy and governance
strategies, types of presidential and congres­
sional involvement in federal bureaucracies,
the development of norms to tame conflicts,
partisan and group insertion into gover­
nance, and roles of the Supreme Court and
judicial review.
Prerequisite: POLS 002.
1 credit.
Spring 2000. Valelly.

209

Political Science

POLS 024. American Constitutional Law
The Supreme Court in American political life,
with emphasis on civil rights and civil liberties
and on constitutional development. The class
examines the Court’s role in political agenda
setting in arenas including economic policy,
property rights, separation of powers, federal­
ism, presidential powers and war powers, and
interpreting the equal protection and due
process clauses as they bear on race and gender
equality. Exploration of judicial review, judicial
activism and restraint,- and theories of consti­
tutional interpretation.
1 credit.
Spring 2000. Nackenoff.

POLS 029. Polling, Public Opinion, and
Public Policy
Public opinion polling has become an essential
tool in election campaigning, public policy
decision making, and media reporting of poll
results. As such, this course focuses on helping
students interested in these areas learn the fun­
damental skills required to design, empirically
analyze, use, and critically interpret surveys
measuring public opinion. Because the course
emphasizes the application of polling data
about public policy issues and the political
process, we will examine the following topics:
abortion, affirmative action, the economy, gun
control, foreign policy, and social security
reform. This course may be counted toward a
concentraion in Public Policy.
Prerequisite: POLS 002 or permission of the
instructor.
1 credit.
Spring 2000. Reeves.

gies; the utility of assimilation (androgyny),
negative identity, separatism, and revolt; along
with the promise and limits of liberal partici­
patory politics for achieving greater power and
equality.
Women’s Studies elective.
1 credit.
Fall 1999. Nackenoff.

POLS 032. Gender, Politics, and Policy in
America
Gender issues in contemporary American poli­
tics, policy, and law. Policy issues include fem­
inization of poverty, employment discrimina­
tion, pornography, surrogate parentage, privacy
rights and sexual practices, workplace hazards,
and fetal protection.

1 credit.
Not offered 1999-2000. Nackenoff.

POLS 033. 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. The separation between black and
white is analyzed over time and in contempo­
rary politics and also in comparative perspec­
tive with other groups. This course may be
counted toward a concentration in Public
Policy.
1 credit.
Not offered 1999-2000. Rubin.

POLS 031. Difference, Dominance and the
Struggle for Equality

POLS 034. Race, Ethnicity,
Representation, and Redistricting in
America

This course examines how unequal power rela­
tions are maintained and legitimated, and
explores different strategies and routes for
achieving equality. Struggles involving gender,
race, ethnicity, class, and colonial and post­
colonial relationships are examined and com­
pared. How do these various struggles bear on
meanings of and prospects for equality in the
United States? W hat are the political conse­
quences of adapting an equality-as-sameness or
equality-as-difference framework, and what
other alternatives are there? We will examine
the efficacy of individual and collective strate­

This course will explore the controversial
political and public policy questions surround­
ing the reshaping and redrawing of congres­
sional districts to increase minority-black,
Latino, and Asian-political representation in
the United States. Why was stringent and
comprehensive voting rights legislation needed
in 1965? W hat has been the impact of the
Voting Rights A ct on minority disenfranchise­
ment? How have minority voters and candi­
dates fared in the American electoral process!
Has the Voting Rights A ct evolved into an
“affirmative action tool in the electoral realm?”

290

How will the U.S. Supreme Court’s developing
jurisprudence of racial redistricting alter the
political and racial landscape of this country.
And what are the public policy implications
against the backdrop of the Court’s rulings
where the decennial census is concerned? This
course may be counted toward a concentration
in Public Policy and Black Studies.
1 credit.
Spring 2000. Reeves.

POLS 036. Multicultural Politics in the
United States
Is the United States a melting pot, a mosaic, or
a battlefield of racial, ethnic, and cultural dif­
ferences? To many people, nostalgia for a “united” America contrasts with widespread anxiety
about a nation increasingly divided between
whites and people of color, citizens and immi­
grants, rich and poor, “straights” and homosex­
uals, and powerful and powerless. This course
explores past and present multicultural poli­
tics, including the efforts of subordinated
groups to empower themselves, and such issues
as immigration, poverty, affirmative action,
and environmental racism.
This course may be counted toward a concen­
tration in Public Policy.
1 credit.
Spring 2000. Mendel-Reyes.

POLS 037. Polling, Public Opinion, and
Public Policy
Public opinion poling has become an essential
tool in election campaigning, public policy
decision making, and media reporting of poll
results. As such, this course focuses on helping
students interested in these areas learn the fun­
damental skills required to design, empirically
analyze, use, and critically interpret surveys
measuring public opinion. Because the course
emphasizes the application of polling data
about public policy issues and the political
process, we will examine the following topics:
abortion, affirmative action, the economy, gun
control, foreign policy, and social security
reform. This course may be counted toward a
concentration in Public Policy.
Prerequisite: POLS 002 or permission of the
instructor,
1 credit.
Spring 2000. Reeves.

POLS 038. Public Service, Community
Organizing and Social Change
Through community-based learning, this sem­
inar explores democratic citizenship in a multi­
cultural society. Semester-long public service
and community organizing internships, dia­
logue with local activists, and popular educa­
tion pedagogy allow students to integrate
reflection and experience. Topics include
democratic theory and practice, multicultural
politics, community politics in Chester and
Philadelphia, community organizing and pub­
lic service, social justice and social responsibil­
ity, and the relationship between individual
activism and political change at the grassroots.
Prerequisite: Permission of instructor and
internship arranged before the end of the fall
1999 semester. This course may be counted
toward a concentration in Public Policy.
1 credit.
Not offered 1999-2000. Mendel-Reyes.

POLS 041. Political Economy and Social
Policy in the U.S.
Considers how government buffers the risks for
individuals of a market system and what that
means for citizenship.
Prerequisite: POLS 002.
1 credit.
Next offered 2001-2002. Valelly.

POLS 043. Environmental Policy
(Cross-listed as ENGR 068)
I credit.
May be offered spring 2000.

POLS 044. Social Choice, Game Theory,
and Politics
Introduction to formal discovery and descrip­
tion of various paradoxes, limits, and equilibria
in different sorts of democratic political
processes. Applications may include party
competition, legislative agenda control, taxa­
tion, group formation, protest, and other top­
ics. N o special background of any kind
required.
1 credit.
Fall 1999. Valelly.

POLS 045. Defense Policy
Analysis of American defense policy since
World War II, with particular emphasis on for-

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Political Science

eign interventions, military strategies, weapons
systems, and race and gender issues. This
course may be counted toward a concentration
in Public Policy.
Prerequisite: POLS 004.
1 credit.
Fall 1999. Kurth.

POLS 047. Politics of Famine and Food
Policy
The causes and proposed solutions to major
food problems: hunger, rural poverty, and food
insecurity. The proper role of government policy in production, distribution, and consump­
tion of food is considered. Cases include the
American experience, special problems facing
less developed countries, and the role of inter­
national trade and aid. A n early final exam and
a substantial paper are features of the course.
Students with little work in political science
may be admitted with the consent of the
instructor. This course may be counted toward
a concentration in Public Policy.
1 credit.
Fall 1999. Hopkins.

POLS 052. The European Welfare State
Is welfarism in Europe on the way out, or are
the reports of its death greatly exaggerated?
Are the current pressures for retrenchment
directed at the whole of the welfare state or just
at certain of its component parts? These and
other questions will be addressed within the
context of a study of the historical origins of
the European welfare state, its national pecu­
liarities, and its relationship to broader
approaches to economic development.
Comparisons with N orth American cases will
be made.
This course may be counted toward a concen­
tration in Public Policy.
1 credit.
Spring 2000. Morrison.

POLS 053. The Politics of Eastern Europe
A comparative examination of Eastern Europe
over the course of the 20th century. The focus
will be on political regime changes, both in an
authoritarian and democratic direction as well
as on the pattern of state-society relations
established within these regimes. Primary
emphasis will be on Poland, Hungary, and the
Czech and Slovak Republics, although the

292

other countries in the region will be treated as
well.
1 credit.
Spring 2000. Morrison.

POLS 054. The Past and Present of
European Democracy
A survey of the European experience of
democracy from its origins in the early modem
period to the present. The dual aim of the
course will be to place the recent Southern and
Eastern European transitions to democracy in
historical context while also examining these
events in their own right. Among the problems
to be addressed: defining democracy and char­
acterizing democratic regimes; assessing the
relative influence of social, institutional, and
other causes of democratic changes; and iden­
tifying the factors that support the consolida­
tion of democracy or contribute to its collapse.
I credit.
Not offered 1999-2000. Morrison.

POLS 055. China and the World
Explores the rise of China in the late 20th cen­
tury and its implications for domestic, regional,
and international politics. Topics include
China’s reform and development strategy, the
social and political consequences of reform, the
prospects for regime liberalization and democ­
ratization, and the China-Hong Kong-Taiwan
nexus. Also examines China’s changing role in
East Asia and the world.
This course may be counted toward a program
in Asian Studies.
1 credit.
Not offered 1999-2000. White.

POLS 057. Latin American Politics
A comparative study of the political economy
of the region focusing on Mexico, Chile,
Guatemala, Nicaragua, and El Salvador. Topics
include the tensions between representative
democracy, popular democracy, and market
economies; the conditions for democracy and
authoritarianism; the sources and impact of
revolution; the political impact of neo-liberal
economic policies, arid the economic impact of
state intervention; and the role of the United
States in the region.
1 credit.
Spring 2000. Sharpe.

POLS 058. African Politics

POLS 064. American-East Asian Relations

A comparative study of the politics of subSaharan African societies undergoing turbu­
lence and pursuing economic development.
Policies that shape statehood, “nation build­
ing,” and economic development will be con­
sidered. This course may be counted toward a
concentration in Public Policy.
1 credit.
Not offered 1999-2000. Hopkins.

Will the 21st century be the “Pacific Century”?
This course examines the historic and contem­
porary world views of the major Pacific coun­
tries (including China, Japan, Korea, Vietnam,
and the United States); regional politics and
international affairs within East Asia; and
international relations across the Pacific.
Topics include American security strategy in
East Asia, growing Chinese power in the
region, and the role of culture, image, and per­
ception in cross-Pacific affairs. This course may
be counted toward a concentration in Asian
Studies.
1 credit.
Fall 1999. White.

POLS 061. American Foreign Policy
An examination of the making of American
foreign policy and of the major problems faced
by the United States in the contemporary era.
The course will focus on the influence of polit­
ical, bureaucratic, and economic forces and on
the problems of war, intervention,globaliza­
tion, and human rights.
Prerequisite: POLS 004 or equivalent.
1 credit.
Spring 2000. Kurth.

POLS 062. Political Economy of the North
South Conflict
The purpose of this course is to examine how
and why the South (the countries of the
Middle East, Africa, Asia, and Latin America)
tried to shape itself as a unit, bargaining with
the North for concessions and institutional
reforms in the international economic order
from the 1950s to the 1990s. Why did democ­
racies like India adopt a mixed economy and
an anti-North position, and authoritarian
regimes like Korea and Taiwan adopt strategies
that served the interests of industrialized
democracies? How has the nature of the
North-South conflict changed since the end of
th^ cold war? We will pay particular attention
to India, Egypt, Indonesia, Phillippines,
Thailand, Malaysia, Korea, and Taiwan.
1 credit.
Not offered 1999-000. Chaudhry.

POLS 063. La Frontera: The United States
and Mexico in Politics and Literature
An interdisciplinary exploration of the rela­
tionship between the U nited States and
Mexico as experienced by communities on
both sides of the U.S.-Mexico border.
1 credit.
Not offered 1999-2000. Mendel-Reyes, Cama­
cho de Schmidt.

POLS 065. 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 of fertility decline in differ­
ent regional and cultural settings; the political
implications of shifting demographic structures
and aging populations; and the relationship
between the current population debate and
issues such as euthanasia, international migra­
tion, and the AIDS epidemic. This course may
be counted toward a concentration in Public
Policy.
1 credit.
Spring 2000. White.

POLS 067. International Relations of
South and Southeast Asia
This course is designed for students with an
interest in understanding policy making in
international relations. The course will focus
on the intersection of the cold war and the rise
of Asian nationalism. A t the core of the analy­
sis is the clash between America’s strategy of
military containment of the USSR and the
national assertions of Asian countries. The
course also examines new patterns of relation­
ships between U.S.-India, U.S.-Pakistan, U.S.China and U.S.-ASEAN countries in the post­
cold war period. Counts toward Asian Studies
Program.
1 credit.
Spring 2000. Chaudhry.

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Political Science

POLS 068. International Political
Economy
(Cross-listed as ECON 053)
This course uses political and economic per­
spectives to analyze the international econo­
my. Topics include the rise and decline of hege­
monic powers, the controversy over “free” ver­
sus “fair” trade under the GATT/WTO, foreign
debt and default, the role of the state in eco­
nomic development, international financial
markets, the history of the international mon­
etary system. This course may be counted
toward a concentration in Public Policy.
Prerequisite: POLS 004 and ECON 001.
1 credit.
Spring 2000. Hopkins, Golub.

POLS 072. Constitutional Law:
Special Topics
A n in-depth exploration of several recent
issues and controversies, most likely drawn
from 1st, 4th, 5th, 6th, and/or 14th Amend­
ment jurisprudence. Some attention will also
be given to theories of interpretation. This is
designed for students who want to deepen their
work in constitutional law.
Prerequisite: POLS 024.
1 credit.
Fall 1999 and spring 2000. Nackenoff.

POLS 073. Comparative Politics:
Special Topics
1 credit.
Not offered 1999-2000.

POLS 074. International Politics:
Special Topics
Each year this course will study a major topic in
international politics, with different topics
being studied in different years. The course will
examine development of the topic from histor­
ical origins to contemporary issues. In 2000 the
topic will be the social construction of the
Holocaust and other genocides and their con­
temporary meanings in international politics.
Special attention will be given to humanitari­
an intervention.
Prerequisite: POLS 004.
I credit.
Spring 2000. Kurth.

294

POLS 075. Special Topics in Modern
Political Thought: Beyond Reason—
Nietzsche, Levinas, and the Kabbalah
See description under Interpretation Theory
(1NTP 091. Capstone seminar)
1 credit.
Spring 2000. Halpem and Deutsch.

POLS 076. Theory, Method, and Research
Design in the Social Sciences
1 credit.
Not offered 1999-2000.

POLS 080. Senior Colloquium
This colloquium engages problems in contem­
porary politics and seeks to teach students how
to think theoretically and synthetically, and to
integrate approaches from the major fields in
the discipline. Available to course students
with permission of the instructor.
I credit.
Fall 1999. Kurth, Sharpe.

POLS 090. Directed Readings in Political
Science
Available on an individual or group basis, sub­
ject to the approval of the chairman and the
instructor.
1 credit.

POLS 095. Thesis
A 1-credit thesis, normally written in the fall
of the senior year. Students need the permis­
sion of the department chair and a supervising
instructor.
1 credit.

SEMINARS
The following seminars prepare for examina­
tion for a degree with Honors:

POLS 100. Political Theory: Plato to
Hobbes
The development of political thought in the
ancient and medieval periods, and the emer­
gence of a distinctively modem political out­
look. Special attention to the differences
between the way the A ncients and the
Modems thought about ethics, politics,
democracy, law, knowledge, power, justice, the
individual, and the community. Key philoso­

phers include Plato, Aristotle, Augustine, and
Hobbes.
2 credits.
Fall 1999. Sharpe.

POLS 101. Political Theory: Modern
This seminar will be concerned with the
nature of modernity, theory, and politics. We
study the roots of modernity in the
Reformation and the Renaissance (Luther,
Calvin, and Machiavelli); the foundations of
modernity in the construction of liberty, prop­
erty and quality (Hobbes, Locke, and Rous­
seau); the culmination of modernity in the
Enlightenment projects of Mill, Hegel, and
Marx; and the breakdown of the Enlighten­
ment (Freud/Jung, Nietzsche, and Foucault).
We analyze both historical context and theory
and authority and revolution, which con­
tributed to the great democratizing impulse in
the West.
2 credits.
Spring 2000. Halpem.

POLS 102. Senior Colloquium
This colloquium engages problems in contem­
porary politics and seeks to teach students how
to think theoretically and synthetically and to
integrate approaches from the major fields in
the discipline. Required of all senior honors
majors.
2 credits.
Fall 1999. Kurth, Sharpe.

POLS 103. American Politics
The relationship between American political
thought and political practice. Exploration of
classic authors and texts accompanied by
investigation of political narratives and the
impact of popular culture on forms of public
discourse as well as by interpretations of the
character of American politics.
2 credits.
Not offered 1999-2000. Nackenoff.

POLS 104. American Political System
Seminar aims to confound simple views of con­
temporary American politics and its perfor­
mance by empirically emphasizing the com­
plexity of American politics. Standard topics
are covered, though topical emphasis may vary
from year to year (e.g., more of Congress one
year, political parties the next, and so forth).

Also, particular attention to the analytical
maturity and sophistication of various subfields
(e.g., public opinion research vs. presidency
studies). Participants are expected to read
widely beyond the syllabus and to grasp current
public affairs and events.
Prerequisite: POLS 002 or 023.
2 credits.
Spring 2000. Valelly.

POLS 105. Constitutional Law in the
American Polity
The Supreme Court in American political life,
with emphasis on civil rights and civil liberties
and on constitutional development. The semi­
nar examines the Court’s role in political agen­
da setting in arenas including economic policy,
property rights, separation of powers, federal­
ism, presidential powers and war powers, and
interpreting the equal protection and due
process clauses as they bear on race and gender
equality. Exploration of judicial review, judicial
activism and restraint, and theories of consti­
tutional interpretation.
2 credits.
Spring 2000. Nackenoff.

POLS 10 7. Comparative Politics: Greater
Europe
A survey of the European experience of
democracy from its origins to the present.
Particular emphasis will be placed on the claim
that democracy’s prospects are most heavily
influenced by the manner in which the state
fights; finances itself; and administers, regu­
lates, and integrates “its” society. As such, the
course will examine the array of state forms
across Europe in the early modem and modem
period to the end of discerning where and why
the opening to democracy comes. The many
challenges faced by the early democratizers of
Western Europe will be traced through the
middle of the 20th century, after which consid­
eration will be given to the recent transitions
to democracy in Southern Europe in the 1970s
and then in East Europe in the 1980s.
2 credits.
Spring 2000. Morrison.

POLS 108. Comparative Politics: Greater
China
Examines patterns of political and economic
development in China, Taiwan, Hong Kong,

295

Political Science

and Singapore comparing the different paths to
economic development, the role of authoritar­
ianism and democracy in the development
process and the dynamics of regime transitions,
sources of regime legitimacy, and the ChinaTaiwan-Hong Kong nexus. Will also examine
C hina’s changing role in East Asia, the
prospects for regional conflict, and issues in
Sino-American relations.
This course may be counted toward a concen­
tration in Public Policy or a program in Asian
Studies.
2 credits.
Fail 1999. White.

POLS 109. Comparative Politics: Latin
America
A comparative study of the political economy
of the region focusing on Mexico, Chile,
Guatemala, Nicaragua, El Salvador, and Cuba.
Topics include the tensions between represen­
tative democracy, popular democracy, and mar­
ket economies; the conditions for democracy
and authoritarianism; the sources and impact
of revolution; the political impact of neo-liber­
al economic policies, and the economic impact
of state intervention; and the role of the
United States in the region.
2 credits.
Spring 2000. Sharpe.

POLS 110 . Comparative Politics: Africa
A review of the historical evolution and cur­
rent problems in politics of sub-Saharan
Africa. Topics will include colonial legacies,
nationalism, class, ethnicity, economic devel­
opment, and the character of the state.
Problems of public policy will be given special
attention. Readings will focus on selected
countries in Southern Africa, East Africa, and
West Africa. This course may be counted
toward a concentration in Public Policy.
2 credits.
Fall 1999. Hopkins.

POLS 1 1 1 . International Politics
A n inquiry into problems in international pol­
itics. Topics include major theories of interna­
tional politics, war and the uses of force, and
the management of various global economic
issues.
Prerequisite: POLS 004 or equivalent.
2 credits.

296

Spring 2000. Hopkins.

POLS 180. Thesis
W ith the permission of the department, Hon­
ors candidates may write a thesis for double
course credit.

Psychology

ALFRED H. BLOOM, Professor*
KENNETH J . GERGEN, Professor
DEBORAH G. KEMLER NELSON, Professor and Chair
JEANNE MARECEK, Professor*2
ALLEN M . SCHNEIDER, Professor2
BARRY SCHWARTZ, Professor3
FRANK H. DURGIN, Assistant Professor
WENDY HORWITZ, Assistant Professor
EDWARD KAKO, Assistant Professor
COLIN W. LEACH, Assistant Professor3
ANDREW H. WARD, Assistant Professor
JANE GILLHAM, Visiting Lecturer
JEANNINE PINTO, Visiting Lecturer
JULIA L . WELBON, Academic Coordinator
JOANNE M. BRAMLEY, Administrative Coordinator

* President of the College.
2 Absent on leave, spring 2000.

3 Absent on leave, 1999-2000.

The work of the Department of Psychology
concerns the systematic study of human behav­
ior and experience; processes of perception,
learning, thinking, and motivation are consid­
ered in their relation to the development of
the individual. The relations of the individual
to other persons are also a topic of study.
The courses and seminars of the department
ate designed to provide a sound understanding
of the principles and methods of inquiry of psy­
chology. Students learn the nature of psycho­
logical inquiry and psychological approaches to
various problems encountered in the humani­
ties, the social sciences, and the life sciences.
A special major in Psychobiology is offered in
cooperation with the Department of Biology.
Consult either department chair.

course numbers in the 30s): Physiological
Psychology, Learning and Action, Perception,
Cognitive Psychology, Psychology of Lan­
guage, Social Psychology, Personality, Con­
cepts of the Person, Abnormal Psychology, and
Developmental Psychology. Students may not
take both PSYC 036, Personality, and PSYC
037, Concepts of the Person.
Students are required to meet a comprehensive
requirement in their majors. In psychology,
this may be accomplished in one of two ways:
The first, open to all majors, is the compre­
hensive examination, prepared independently
and completed early in the spring semester of
the senior year. The second way is to complete
a 2-credit senior thesis (one credit each semes­
ter of the senior year). The senior thesis pro­
gram is open to students who have a high B
average both in psychology and overall.
Students must have an acceptable proposal, an
advisor and sufficient background to undertake
the proposed work. See PSYC 096, 097, and
the departmental brochure.
Students should take at least one course that
provides them with experience in conducting
research.
Students majoring in psychology who wish to
include study abroad are advised to complete

REQUIREMENTS AND RECOMMENDATIONS
PSYC 001, Introduction to Psychology, is nor­
mally a prerequisite for further work in the
Department.
A Course major consists of at least eight cred­
its, excluding courses cross-listed in psychology
that are taught only by members of other
departments. Four should be core courses (with

297

Psychology

the time away before the second semester of
the junior year.
Students intending to pursue graduate work in
psychology will find it useful to take either
STAT 002 or 002c, offered by the Department
of Mathematics and Statistics. In addition they
are strongly encouraged to take PSYC 025,
Research Design and Analysis. If possible, stu­
dents should enroll in both Statistics and
Research Design before their senior year.
The Honors Program in Psychology
The psychology department offers qualified
students the option of study in the Honors pro­
gram. Students majoring in psychology in
Honors must prepare three fields for external
examination. Two of these preparations
involve either 2-credit seminars or two-unit
sequences of courses; the third is a thesis, com­
pleted over the course of the senior year. In
addition, Honors majors take part in Senior
Honors Study in the spring of their senior year.
Students must also meet the requirement for
study in four core areas, as described previously.
The psychology department also offers a minor
in the Honors program. Students with Honors
minors in psychology must take at least 4 cred­
its in psychology. These normally include two
core courses. They must prepare one field for
external examination, involving either a twounit approved sequence of courses or a 2-credit seminar. A detailed description of the pro­
gram is available in the departmental brochure.

a single other discipline. All students seeking
social studies certification are required to take
two courses in history. A t least one course in
American history and one social science course
focusing on Third World or non-Anglo subject
matter are required. For further information,
see the listing for the Program in Education.

COURSES
PSYC 001. Introduction to Psychology
A n introduction to the basic processes under­
lying human and animal behavior, studied in
experimental, social, and clinical contexts.
Analysis centers on the extent to which nor­
mal and abnormal behavior are determined by
learning, motivation, neural, cognitive, and
social processes.
In addition to the course lectures on Tuesday
and Thursday mornings, students are required
to participate in a total of four small group dis­
cussions during the semester, each meeting for
1 hour and 15 minutes, during the Monday,
Wednesday (1:15-4), or Friday (2:15-5) after­
noon class periods. Students will be assigned to
a group after classes begin but should keep at
least one period open.
PSYC 001 is prerequisite to further work in the
department.
1 credit.
Each semester. Staff.

PSYC 005. Nature and Nurture
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. One 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-Science, and Sociology and
Anthropology are required to take at least four
courses outside their major; students majoring
in Economics or Psychology are required to
take six. The other route to certification
requires taking at least 12 semester courses in
social sciences, of which 6 must normally be in
one discipline and at least two more must be in

298

A n entry-level course which focuses on how
nature and nurture combine to produce human
universals, as well as human differences. It
draws on insights derived from studies of the
human infant, language and language acquisi­
tion, brain functioning, the perception and
experience of emotions, and human intelli­
gence. Consideration is given to the variety of
methodologies and approaches that can shed
light on nature/nurture issues—including those
of evolutionary psychology and behavior
genetics. PSYC 005 does not serve as prerequi­
site for further work in psychology.
No prerequisite.
Primary distribution course. 1 credit.
Fall 1999. Kemler Nelson.

PSYC 021. Educational Psychology
(See EDUC 021.)
Fall 1999. Ong.

PSYC 022. Counseling
(See EDUC 025.)
Not offered 1999-2000. Mëtherall-Brenneman.

PSYC 023. Adolescence
(See EDUC 023.)
Spring 2000. Smulyan.

PSYC 025. Research Design and Analysis
How can one answer psychological questions?
What counts as evidence for a theory? This
course addresses questions about the formula­
tion and evaluation of theories in psychology.
The scientific model of psychological hypothe­
sis testing is emphasized, including a treatment
of statistical inference and the rigorous evalua­
tion of empirical evidence. Emphasis is placed
both on issues surrounding the formation of an
effective research program and on developing
critical skills in the evaluation of theories.
Pitfalls and alternative approaches are also
discussed.
Workshop format.
1 credit.
Fall 1999. Durgin.

PSYC 026. Prejudice and Social Relations
An introduction to psychological approaches
to prejudice based on such factors as ethnicity,
gender, nationality, “race,” religion, and sexu­
ality. Moving from the inside out, perspectives
range from the psychodynamic, including
questions of individual identity, projection,
and displacement, to the social, including
issues of group identity, exclusion, ideology,
and politics. Central questions include: Is prej­
udice similar across target, time, and place? Is
prejudice natural and unavoidable? How do
psychological approaches relate to more macro
perspectives?
Primary distribution course. 1 credit
Not offered 1999-2000. Leach.

PSYC 028. Introduction to Cognitive
Science
An introducion to the science of the mind
from the perspective of cognitive psychology,
linguistics, neuroscience, philosophy, and arti­
ficial intelligence. The course introduces stu­

dents to the scientific investigation of such
questions as: W hat does it mean to think or to
have consciousness? Can a computer have a
mind? W hat does it mean to have a concept?
W hat is language such that we may know it?
W hat kinds of explanations are necessary to
explain cognition?
Prerequisite: PSYC 001 or permission of the
instructor.
Primary distribution course. 1 credit.
Spring 2000. Staff.

PSYC 030. Physiological Psychology
A survey of the neural and biochemical bases
of behavior with special emphasis on sensory
processing, motivation, emotion, learning, and
memory. Both experimental analyses and clin­
ical implications are considered.
Not offered 1999-2000. Schneider.'

PSYC 031. Learning and Action
This course explores elementary learning
processes and how they combine with complex
cognitive, motivational, and social factors to
influence what organisms do.
Not offered 1999-2000. Schwartz.

PSYC 032. Perception
Is seeing really as simple as opening your eyes?
Why don't trees have eyes? Why do unfamiliar
languages seem tó be spoken so rapidly?
Perception is sometimes assumed as the foun­
dation of our knowledge about the world, but
how does perception work? This course covers
the science of vision and other modes of per­
ception in order to explain how we can avoid
assuming that inside our head is a little
homonculous watching the world.
Prerequisite: PSYC 001.
1 credit.
Spring 2000. Durgin.

PSYC 033. Cngnitive Psychology
A n overview of the psychology of knowledge
representation, beginning from the founda­
tions of perception, attention, memory, and
language to examine concepts, imagery, think­
ing, decision making, and problem solving.
1 credit.
Fall 1999. Durgin.

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Psychology

PSYC 034. The Psychology of Language
(Cross-listed as LING 034)
The capacity for language sets the human
mind apart from all other minds, both natur­
al and artificial, and so contributes critically
to making us who we are. In this course, we
ask several fundamental questions about the
psychology of language: How do children
acquire it so quickly and so accurately? How
do we understand and produce it, seemingly
without effort? W hat are its biological under­
pinnings? W hat is the relationship between
language and thought? How did language
evolve? And to what extent is the capacity
for language “built in” (genetically) versus
“built up” (by experience)?
1 credit.
Fall 1999. Kako.

PSYC 035. Social Psychology
Social psychology argues that social context
is central to human experience and behavior.
This course provides a review of the field
with special attention to the historical con­
text of the theory and research. The dynam­
ics of cooperation and conflict, group identi­
ty, conformity, social influence, help giving,
aggression, persuasion, attribution, and atti­
tudes are discussed.
1 credit.
Spring 2000. Ward.

seminar Personality Theory and Inter­
pretation (PSYC 106) should not take PSYC
037. N ot open to students who have taken
PSYC 036.
1 credit.
Spring 2000. Gergen.

PSYC 038. Abnormal Psychology
A consideration of major forms of psycholog­
ical disorder in adults and children. Biogenetic, sociocultural, and psychological the­
ories of abnormality are examined, along
with their corresponding modes of treatment.
I credit.
Spring 2000. Gillham.

PSYC 039. Developmental Psychology
A selective survey of cognitive and social
development from infancy to adolescence.
Major theoretical perspectives on the nature
of developmental change are examined,
including those of Piaget and his critics.
Topics include the formation of social attach­
ments, the foundations and growth of per­
ceptual, cognitive, and social skills, gender
typing, moral development, and the impact
of parents and other social agents on the
development of the child.
1 credit.
Fall 1999 and spring 2000. Pinto.

PSYC 041. Children at Risk

PSYC 037. Concepts of the Person

Chronic illness, divorce, war, homelessness,
and chronic poverty form the backdrop of
many children’s lives. This course considers
children’s responses to such occurrences from
clinical, social, and developmental perspec­
tives. Special emphasis is placed on the con­
tributions of family and the social environ­
ment to the child’s well-being or distress.
Spring 2000. Horwitz.

A n analysis of central conceptions of psycho­
logical functioning from both an historical
and cultural perspective. Central attention is
given to the developing concept of the per­
son within the discipline of psychology from
the turn of the century to the present.
Theories of Freud, Jung, and the neoFreudians receive attention as well as more
recent cognitive and trait formulations.
Special attention is given to the conception
of the person emerging within the post mod­
em period. Students who plan to take the

This course adopts a broad view of its topic.
Human Intelligence. O ne major set of
subtopics is drawn from the intelligence-test­
ing (IQ) tradition. Other concerns include
cognitive theories of intelligence, develop­
mental theories of intelligence, everyday
conceptions of intelligence, the relation
between infant and adult intelligence, and
the relation between human and animal
intelligence.

PSYC 036. Personality
A n integration of personality theory and
research. The course examines psychoanalyt­
ic, trait, behavioral, humanistic, and social
cognitive approaches. N ot open to students
who have taken PSYC 037.
Not offered 1999-2000.

300

PSYC 042. Human Intelligence

1 credit.
Not offered 1999-2000. Kemler Nelson.

PSYC 043. Evolutionary Psychology
Where do we come from? W hat has made us
the way we are? Recently, psychologists have
begun to frame these questions with refer­
ence to natural selection, the evolutionary
mechanism first proposed by Chairles Darwin
in the mid-19th century. Just as it has shaped
our bodies, natural selection has also shaped
our minds, endowing us with abilities and
habits of thought that increase the chances
we'll pass our genes on to future generations.
In this course, we apply the framework of
natural selection to six questions about
human psychology: Why do we eat the foods
we do? How do we decide who our mates will
be? What is friendship? Why do we have a
sense of justice, of right and wrong? W hat is
the nature of intelligence? And finally, why
do we have language? We also explore the
limits of this approach: To what extent have
culture and technology excused us from the
rough-and-tumble of natural selection?
1 credit.
‘
Kako.

PSYC 044. Psychology and Women
This course concerns psychological ap­
proaches to studying women and gender as
well as feminist critiques of psychological
theories and methods of inquiry. In addition,
we study the ways that gender is represented
in research and clinical theories, and in pop­
ular psychology.
I credit.
Not offered 1999-2(XX). Marecek.

PSYC 045. Psychology of Oppression
and Resistance
This course examines the psychological posi­
tion of the oppressed, with special attention
to the “psycho-existential” perspective devel­
oped by Frantz Fanon in relation to decolo­
nization movements, Hegel, Sartre, Gandhi,
psychoanalysis, and ego psychology. Central
questions include: How is identity social or
political and what exactly is “identity poli­
tics”’ Are there psychological consequences
to subordination, akin to what has been
called an “inferiority complex” or “mental
slavery?” W hat constitutes resistance? When,

why, and how does resistance occur? W hat is
the role of violence/non violence in resis­
tance?
1 credit.
Not offered 1999-2000. Leach.

PSYC 046. Psychology of Self-Control
W hat are the processes and strategies
involved in the control of our own emotions,
thoughts, and behaviors? W hen do these
strategies serve us well, and when do they
contribute to pathology? This course exam­
ines the principle of self-control from a num­
ber of perspectives. Topics include delay of
gratification, dieting, aggression, emotional
regulation (e.g., control of anger and depres­
sion) and the disinhibiting effects of alcohol.
Emphasis is placed on successes and failures
of self-control, and their consequences for
physical and psychological well-being.
1 credit.
Foil 1999. Ward.

PSYC 047. Applications of Social
Psychology
In what areas have the lessons of more than
50 years of social psychological research been
applied, and how have those applications
fared? This course examines both the suc­
cesses and failures of those who have tried to
put the theories and findings of social psy­
chology into practice. Domains of inquiry
include the application of social psychology
to law, education, business, public policy,
gender relations, clinical disorders, and peace
and conflict. Emphasis is placed not only on
the direct translation of laboratory findings
to “real-world” settings but also on the prac­
tical value of theories in social psychology. In
particular, a distinction is drawn between
conducting applied research and conducting
theory-driven research that is “applicable.”
1 credit.
Not offered 1999-2000. Ward.

PSYC 048. Technology, Self and Society
This course brings critical attention to the
technological transformation of cultural life.
Discussions treat issues of personal and cul­
tural identity; conceptions of rationality and
the body; and the production of intimacy.
The implications for freedom and control,
the democratization of pedagogy, and the

301

Psychology

potentials for community are also discussed.
Fall 1999. Gergen.

PSYC 050. Abnormal Child Psychology
This course covers several psychological disor­
ders that often first appear in childhood and
adolescence, including: autism and other
developmental disorders, attention deficit dis­
order, conduct disorder, eating disorders and
emotional disorders. Theories about the causes
and treatment are discussed. There is a heavy
emphasis on current research questions and
empirical findings related to each disorder.
Prerequisite: PSYC 038, PSYC 039, or instruc­
tor’s permission.
Fall 1999. Gillham.

PSYC 052. Representations of Women’s
Identity
(See ENGL 082). Satisfies distribution require­
ment in group 1, not group 3.
Not offered 1999-2000. Marecek and Blum.

PSYC 057. Psychology of Environmental
Problems
Humans face severe environmental crises,
including global warming, resource depletion,
and a precipitous decline in biodiversity. W hat
are the psychological dimensions of environ­
mental problems, and how can psychology
contribute to potential solutions? Readings
comprise empirical and theoretical literature in
psychology as welt as relevant work from phi­
losophy and history.
PSYC 057 fulfills the Social Sciences/Humanities requirement in Environmental Studies
(and counts as a course in a Psychology major).
The course is taught in a seminar and work­
shop format, including the formulation of
research projects on psychology and nature.
1 credit.
Fall 1999. Horwitz.

PSYC 060. Gender and Mental Health
This courses concerns women, men, and men­
tal health. Many psychological problems are
markedly more common for one or the other
gender. In asking why this is so, we examine
the cultural, psychological, and biological lines
of evidence. We also ask which women and
which men are at risk. Other emphases include
conceptions of normality and abnormality and
feminist approaches to therapy.

302

Prerequisites: PSYC 01 and one of the follow­
ing: PSYC 038, 044, SOAN 007, or WMST

001.
1 credit.
Not offered 1999-2000. Marecek.

PSYC 061. The Self: Theory, Practice,
and Ideology
Psychological theory and research paints dra­
matically different pictures of the self, each sus­
taining a particular tradition of Western
thought, carrying different ideological implica­
tions, and giving rise to different forms of social
practice. This course examines major strengths
and weaknesses of these traditions—intellectu­
al, ideological, and practical. Special attention
is given to newly emerging conceptions of self
as relationship, with a focus on the personal,
political, and therapeutic implictions of rela­
tional being. No prerequisite, but some famil­
iarity with psychology will be useful.
1 credit.
Fall 1999. Gergen.

PSYC 062. The Social Construction of
the Mind
How are beliefs about the mind generated and
sustained; what are the effects of current beliefs
on social life; can these beliefs be changed?
The course explores various social, rhetorical,
and ideological processes that influence cur­
rent constructions of the mental world.
1 credit.
Not offered 1999-2000. Gergen.

PSYC 063. Special Topics in Cognitive
Psychology
Selected problems from the current literature
on human information processing and cogni­
tive psychology are considered in detail.
Emphasis is placed on the relationship between
theories of cognition and current experimental
findings. Also, the development of cognitive
skills receives attention.
1 credit.
Not offered 1999-2000.

PSYC 064. Research Issues in Clinical
Child Psychology
This course addresses clinical topics (e.g., per­
vasive developmental disorder, anxiety, depres­
sion, chronic illness, sexual abuse), while con­
sidering specific problems of research (e.%.,

sampling strategies, reliability and validity,
cross-sectional vs. longitudinal designs, quali­
tative analysis) as they pertain to clinical child
psychology. Students learn to locate and evalu­
ate current empirical studies as they discuss
childhood problems.
Prerequisite: Introduction to Psychology and
one of the following: Abnormal or Develop­
mental Psychology, Research in Naturalistic
Settings, Research Design and Analysis or
Children at Risk.
1 credit.
Not offered 1999-2000. Horwitz.

PSYC 067. Research Issues in
Developmental Psychology
Childhood is a period of incredible change and
growth; this rapid development makes design­
ing developmental experiments fun and chal­
lenging. This course covers basic experimental
terminology, design and psychological proce­
dures and methods while allowing the student
to design and perform a research project tai­
lored to her or his interests.
1 credit.
Not offered 1999-2000.

PSYC 068. Reading Culture
A course in seminar format concerned with the
values, ideologies, myths and power dynamics
manifest in the ordinary, taken for granted
world of everyday life. A ttention is given to
television, news reporting, film, advertising,
music, clothing, architecture, and other cultur­
al artifacts, and the ways in which they are
shaped by psychological, social, rhetorical and
ideological processes. Also focal is the forma­
tion of sub cultures, identity politics, and the
postmodern cultural transformation.
1 credit.
Spring 2000. Getgen.

PSYC 086. Philosophy of Mind and
Psychology
(Cross-listed as PHIL 086)
In practical life, we usually explain human
actions by giving the person’s reasons—his or
her goals and beliefs—for performing them. In
contrast, in experimental science, we attempt
to explain behavior by finding laws in accor­
dance with which it occurs. This course
explores the extent to which the categories of
explanation that come from practical life con­

strain or limit the scope of scientific explana­
tions.
Prerequisite: Introductory courses in Psychol­
ogy and Philosophy.
This course and a 1-credit attachment (PSYC
086A) constitute an Honors preparation in the
philosophy of psychology.
1 credit.
Fall 2000. Lacey.

PSYC 087. Colloquium: Psychology,
Biology, and Economic Rationality
This course offers a critical examination of the
notion of economic rationality, exploring the
role it plays in economics, in evolutionary biol­
ogy (sociobiology), and in psychology. The
implications of this notion for thinking about
morality and about social organization are also
considered.
Prerequisite: The course is open, by applica­
tion, to advanced students in either biology,
economics, philosophy, or psychology.
I credit.
Not offered 1999-2000. Schwartz.

PSYC 090. 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.
1 credit.
Fall 1999: Gillham. Spring 2000: Horwitz.

PSYC 091. Research Practicum in
Physiological Psychology
A n examination of current issues in physiolog­
ical psychology with emphasis on how lower
animal research is used to understand the phys­
iological basis of normal and abnormal human
behavior. Topics include learning and memory,
drug addiction and tolerance, obsessive-com­
pulsive disorder, Alzheimer’s disease, and cere­
bral lateralization. Students have the opportu­
nity to learn laboratory techniques used in
behavioral neuropharmacology.
Prerequisite: PSYC 030. By permission of the
instructor.
Fall 1999. Schneider.

303

Psychology

PSYC 092. Research Practicum in
Psycholinguistics

SEMINARS

This course provides hands-on experience in
performing research in psycholinguistics.
Students learn the various steps associated
with research in this field, including experi­
mental design, construction and selection of
the appropriate material to test hypotheses,
methods used to test subjects, and statistical
analyses commonly used in the field.
Prerequisite: PSYC 034 or 033 or permission of
the instructor.
1 credit.
Not offered 1999-2000. Kako.

PSYC 106. Personality Theory and
Interpretation

PSYC 094. Independent Research
Students conduct independent research pro­
jects. They typically study problems with
which they are already familiar from their
course work. Students must submit a written
report of their work. Registration for Indepen­
dent Research requires the sponsorship of a
faculty member in the Psychology Department
who agrees to supervise the work.
Each semester. Staff.

PSYC 095. Tutorial
Any student may, under the supervision of a
member of the Psychology Department, work
in a tutorial arrangement for a single semester.
The student is thus allowed to select a topic of
particular interest, and in consultation with a
faculty member, prepare a reading list and work
plan. Tutorial work may include field research
outside Swarthmore.
Each semester. Staff.

PSYC 096 and 097. Senior Thesis
W ith the permission of the department, quali­
fied students may conduct a year long 2-credit
research project in the senior year as one way
to meet the comprehensive requirement. Such
theses must be supervised by a member of the
Psychology Department. The final product is
evaluated by the supervisor and an additional
reader. Students should develop a general plan
by the end of the junior year and apply for
departmental approval. By application.
1 credit each semester.
Both semesters. Staff.

304

A n exploration of major theories of human
psychological functioning, with special empha­
sis on the process of exploration itself. Thus,
critical inquiry is made into the theories of
Freud, Jung, the neo-Freudians, Existential
theory, and trait methods. A t the same time a
variety of readings in literary theory, rhetoric,
hermeneutics, and related realms are used to
elucidate the process by which views of the
human personality are developed and sus­
tained. Preliminary background in relevant
areas of study recommended. By permission.
2 credits.
Fall 2000. Gergen.

PSYC 130. Physiological Psychology
A n analysis of the neural bases of motivation,
emotion, learning, memory, and language.
Generalizations derived from neurobehavioral
relations are brought to bear on clinical issues.
Prerequisite: PSYC 030. By permission.
1 credit.
Not offered 1999-2000. Schneider.

PSYC 13 1. Learning and Action
(See description of PSYC 031.)
The seminar considers in depth special topics
of interest discussed in the Learning and
Action course.
Prerequisite: PSYC 031. By permission.
1 credit.
Not offered 1999-2000. Schwartz.

PSYC 132. Perception and Attention
(See description of PSYC 032.)
In this course we do advanced theoretical and
empirical work on psychological aspects of
human perception. Emphasis is on individual
research projects exploring forefront issues of
visual learning and representation in domains
of visual attention and eye movements, space
perception, object recognition, and the percep­
tion of visual qualities.
Prerequisite: PSYC 032. By permission.
1 credit.
Not offered 1999-2000. Durgin.

PSYC133. Cognitive Psychology
(See description of PSYC 033.)
Examination of foundational issues and theo­
ries in the empirical study of human cognition
with an emphasis on insights from cognitive
and biological sciences. Topics include think­
ing and deciding, memory, language, con­
cepts, and perception.
Prerequisite: PSYC 033 or PSYC 028. By per­
mission.
I credit.
Spring 2000. Durgin.

PSYC 134. Psycholinguistics
(See description of PSYC 034.)
The seminar considers in depth special topics
of interest within the field. A research com­
ponent is frequently included.
Prerequisite: PSYC 034. By permission.
I

c re d it.

Spring 2000. Kako.

PSYC 135. Seminar in Social Psychology
(See description of PSYC 035.)
A critical exploration of substantive topics in
social psychology and an interrogation of the
field’s perspectives and methods.
Prerequisite: PSYC 035. By permission.
1 credit.
Fall 1999. Ward.

Prerequisite: PSYC 039. By permission.
1 credit.
Spring 2000. Kemler Nelson.

PSYC 180. Honors Thesis
A n Honors thesis must be supervised by a
member of the department. Must be taken as
a two-semester sequence for 1 credit each
semester. A thesis is required for an Honors
major in psychology.
Both semesters. Staff.

PSYC 199. Senior Honors Study
Senior Honors Study in psychology consists of
a series of student-run, weekly meetings for
Honors majors in the first half of the spring
semester. The semester begins with readings
selected by the faculty to connect the work of
the students across their programs. Additional
reading is chosen, and presentations are made
hy the students. Following the sessions, the
students write essays that their external exam­
iners evaluate.
1 credit.
Spring 2000.
A n additional field, Philosophy of Psychology,
can be prepared for external examination.
(See PSYC 086 and 086A.)

PSYC 138. Abnormal Psychology
A study in depth of several psychological con­
ditions and their treatment. These include
chronic mental illness, suicide, eating disor­
ders, and depression. Readings represent a
range of theoretical approaches, both posi­
tivât arid post-positivist. We consider con­
ventional psychological research as well as
historical studies, cultural-comparative analy­
ses, ethnographic and phenomenological
studies, and discursive ways of working.
Prerequisite: PSYC 038. By permission.
1 credit.
Fall 1999. Marecek.

PSYC 139. Developmental Psychology
(See description of PSYC 039.)
The seminar considers in depth special topics
of interest within the field. A research com­
ponent is included.

305

Public Policy

Coordinator: ELLEN MAGENHEIM (Economics)
Cathy Wareham (Administrative Assistant)
Committee:

John Caskey (Economics)2
Robinson Hollister (Economics)
Raymond Hopkins (Political Science)
Gudmund Iversen (Mathematics and Statistics)
Roger Latham (Biology)3
Arthur McGarity (Engineering)
Meta Mendel-Reyes (Political Science)
Carol Nackenoff (Political Science)
Keith Reeves (Political Science)
Richard Rubin (Political Science)
Eva 1taveis (Education)
Richard Valelly (Political Science)
Robert Weinberg (History)

2 Absent on leave, spring 2000.

3 Absent on leave, 1999-2000.

The concentration in Public Policy enables
students to combine work in several depart­
ments toward both critical and practical under­
standing of public policy issues, including those
in the realm of social welfare, health, energy,
environment, food and agriculture, and
national and global security. These issues may
be within domestic, foreign, or international
governmental domains. Courses in the con­
centration encompass the development, for­
mulation, implementation, and evaluation of
policy.

for the concentration cover three areas: (1)
economic analysis, (2) political analysis, and
(3) quantitative analysis. These may each be
met by taking one course or seminar in each of
the three categories; courses that fulfill these
requirements are listed below.
In addition to these three foundation courses,
3 credits must be taken from among the sub­
stantive policy courses listed below, one of
which must be the Public Policy Thesis. These
courses deal with substantive sectors and insti­
tutional aspects of public policy analysis. The
substantive policy requirement may be fulfilled
through courses and seminars. Only 1 credit of
a 2-credit seminar can be counted toward the
Public Policy requirements. Please note that
seminars are limited in size and that most
departments give priority to departmental
majors and minors, so Public Policy concentra­
tors might not be admitted. In addition,
students should take into account course pre­
requisites when planning the concentration
program.

REQUIREMENTS AND RECOMMENDATIONS
The concentration in Public Policy may be
taken together with a Course or Honors exam­
ination major in any field or a minor in the
Honors Program. A t a minimum, the concen­
tration consists of 6 credits and an internship.
The program of each concentrator should be
worked out in consultation with the coordina­
tor of the Public Policy concentration and
approved by the coordinator, preferably at the
same time as majors in the Course and Honors
Programs are planned.
The Public Policy concentration consists of 6
credits of work. Basic academic requirements

306

INTERNSHIP
Some direct experience or practical responsi­
bility in the field, through work in a public, pri­

vate, or voluntary agency, is required for grad­
uation with a concentration in Public Policy.
Normally, students will hold internships
between their junior and senior years. The
internship program is supervised by the coordi­
nator for the concentration. Planning for the
internship experience should begin six to eight
months before the time it might commence.
The College has developed a network of con­
tacts in Washington, D.C., and overseas and
would like to have qualified students each year
to fill positions already identified. Funding for
an internship is occasionally provided by the
agency in which a person serves. Typically,
however, students require support to cover
their travel and maintenance costs during the
10 to 12 weeks of a summer internship.
For students who are concentrators, the
College attempts to provide support to those
unable to fund themselves, but such support
cannot be guaranteed. Other possible sources
of support for an internship include the James
H. Scheuer Summer Internships in Environ­
mental and Population Studies, the J. Roland
Pennock Fellowships in Public Affairs, the Joel
Dean Awards, the Sam Hayes III Research
Grant, the Lippincott Peace Fellowships, and
the David G. Smith Internship in Health and
Social Policy. Public Policy concentration
funding for domestic internships will be limit­
ed to $3,000; funding for international intern­
ships will be limited to $3,250. The total award
from all College sources may not exceed
$3,500. Information on each of these sources
can be obtained in the Public Policy concen­
tration office, 105 Trotter.

PUBLIC POLICY THESIS
One of the requirements of the concentration,
providing one of the three units of substantive
policy work, is a senior thesis. The thesis
requirement is designed to provide a structured
opportunity to write a substantial paper on a
public policy issue. It is especially aimed to
allow those who have cultivated (through
internships and academic work) a well-devel­
oped understanding of some policy question to
complete research and analysis under the
supervision of the coordinator of the Public
Policy concentration and one or more other
core faculty. Paper topics may focus on nation­

al or international policy issues and may range
widely within areas of competence.
Students writing a 1-credit thesis should regis­
ter for PPOL 097 in the fall of the senior year;
students doing a 2-credit thesis should register
for PPOL 097 in the fall and PPOL 098 in the
fall or spring of the senior year. Only 1 credit of
the 2-credit thesis will count toward the 6
credits required by the concentration.

HONORS PROGRAM REQUIREMENTS
Students sitting for honors may have a minor
in Public Policy in one of three ways. First,
they may complete a 2-credit policy thesis and
submit it as their minor preparation. Second,
and alternatively, they may submit for external
examination course or seminar work amount­
ing to two credits in the policy concentration.
Third, they may combine a 1-credit thesis with
a course or seminar. In the second case, they
still must do their required concentration
thesis.
Two-credit work in policy issues might com­
bine work in two policy courses for which a
reasonable examination can be constructed
and a suitable visiting examiner recruited.
Policy work examined as a minor should meet
three criteria: (1) that the policy work fit
together in some fashion that is coherent and
examinable; (2) that each student should take
responsibility for developing the course and/or
seminar combination (which will be judged on
its practicability by the Public Policy Concen­
tration Committee); and (3) the work must
meet the College requirement that the work be
outside the student’s major department. In
those circumstances in which it is essential to
include work from the student’s major depart­
ment, a student can offer a three-unit package
of courses, two of which must be from outside
the student’s major department. Examples of
such policy study for a minor in honors are (1)
the combination of a course on welfare policy
and a course on health policy or (2) the com­
bination of work on economic development
and a history or political science class on some
region in which development issues are a cen­
tral theme. These are but two illustrative
examples. Combinations of this sort would be
arrived at through consultation with the coor­
dinator of the concentration who could then

307

Public Policy

recommend them to the Comm ittee for
approval.
The requirement that Public Policy Honors
work be done, at least in part, outside the stu­
dent’s major department is relevant also to
those students offering a 2-credit thesis for
examination. In the case of a 2-credit thesis,
the concentration coordinator will determine
that at least half of the thesis represents work
done outside the student’s major department.
The form of external examination (e.g., 3-hour
written exam, oral exam alone) will depend on
the nature of the student’s preparation (e.g.,
thesis, course, or seminar combination). Stu­
dents minoring in Public Policy will, for their
Senior Honors Study (0.5 credit), write a short
(two- to five-page) paper, the focus of which
will depend on what the student is using as her
Honors preparation.

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). Given the
size and interests of the faculty, not every area
of public policy is well represented in courses
and faculty. Nevertheless, there are a number
of policy areas in which a student can take
multiple courses, often in a variety of depart­
ments. Courses that fulfill the Public Policy
foundation requirements in political analysis,
economic analysis, and quantitative analysis as
well as other courses that count toward the
concentration are listed below.

Foundation Requirements
Political Analysis Courses
POLS 002. American Politics
Economic Analysis Courses
ECON O il. Intermediate Microeconomics
ECON 041. Public Finance
ECON 141. Public Finance*
Quantitative Analysis Courses
STAT 002. Statistical Methods
STAT 002C. Statistics
STAT 053. Mathematical Statistics
ECON 031. Statistics for Economists

308

ECON 035 or 135. Econometrics*
ENGR 057/ECON 032. Operations Research

Policy Courses and Seminars*
(arranged by department)
PPOL 097/098. Public Policy Thesis
PPOL 199. Senior Honors Study
POLS 015. Ethics and Public Policy
POLS 023. Presidency, Congress, and Court
POLS 029. Polling, Public Opinion, and
Public Policy
POLS 033. Race, Ethnicity, Representation,
and Redistricting in America
POLS 036. Multicultural Politics: Democracy
and Diversity
POLS 038. Public Service, Community
Organizing, and Social Change
POLS 041. Political Economy and Social
Policy
POLS 045. Defense Policy
POLS 047. Politics of Famine and Food Policy
POLS 052. European Welfare State
POLS 062. Development and Discontent
POLS 065. Politics of Population
POLS 068. International Political Economy
POLS 076. Theory, Method, and Research
Design in the Social Sciences
POLS 108. Comparative Politics: China*
POLS 110. Comparative Politics: Africa*
POLS 111. International Politics*
ECON 005. Savage Inaccuracies: The Facts
and Economics of Education in America
(Cross-listed as EDUC 069)
ECON 022. The Economics of Banking and
Financial Markets
ECON 041. Public Finance
ECON 042. Law and Economics
ECON 043. Public Policy and the American
Family
ECON 044. Urban Economics
ECON 051. The International Economy
ECON 053. The International Political
Economy
ECON 061. Industrial Organization
ECON 73. Women and Minorities in the
Economy
ECON 075. Health Economics

ECON 076. Economics of the Environment
and Natural Resources
ECON 081. Economic Development
ECON 082. Political Economy of Africa
ECON 083. Asian Economies
ECON 101A. Economic Theory: Advanced
Microeconomics*
ECON 141. Public Finance*
ECON 151. International Economics*
ECON 161. Industrial Organization and
Public Policy*
ECON 171. Labor and Social Economics*
ECON 181. Economic Development*
EDUC 68. Urban Education (Cross-listed as
SOAN 068)
EDUC 069. Savage Inaccuracies: The Facts
and Economics of Education in America
(Cross-listed as ECON 005)
HIST 049. Race and Foreign Affairs
HIST 054. Women, Society, and Politics
SOAN 068. Urban Education (Cross-listed as
EDUC 068)
Descriptions of the courses listed previously
can be found in each department’s course list­
ings in this catalog.
*Note: Seminars are limited in size, and most
departments give priority to departmental
majors and minor, so Public Policy concentra­
tors might not be admitted.
For more information on the Public Policy
concentration, internships, theses, and related
topics, please see our Web page at: http://
www.swarthmore.edu/SocSci/PublicPolicy.

Religion

J . WILLIAM FROST, Professor, Director of the Friends Historical Library
DONALD K. SWEARER, Professor and Acting Chair
ELLEN M . ROSS, Associate Professor5
MARK I. W ALLACE, Associate Professor and Chair3
YVONNE P. CHIREAU, Associate Professor
VERA R. MOREEN, Visiting Associate Professor (part-time)
WILLIAN GRASSIE, Visiting Associate Professor
NATHANIEL DEUTSCH, Assistant Professor
STEVEN P. HOPKINS, Assistant Professor
RUQAYYA Y. KHAN, Visiting Assistant Professor and Mellon Postdoctoral Fellow
EILEEN McELRONE, Administrative Assistant

3 Absent on leave, 1999-2000.

The Religion Department investigates the
phenomenon of religion through the study of
ritual and symbol, myth and legend, story and
poetry, scripture and theology, festival and cer­
emony, art and music, and moral codes and
social values. The department seeks to develop
ways of understanding these phenomena in
terms of their historical and cultural particular­
ity as well as their common patterns.
Courses offered on a regular cycle present the
development of Judaism and Christianity as
well as the religions of India, China, Japan,
Africa, Europe and the Americas. Breadth in
subject matter is complemented by strong
methodological diversity; questions raised
include those of historical, theological, philo­
sophical, literary-critical, feminist, sociologi­
cal, and anthropological interests. This multi­
faceted focus makes religious studies an ideal liber­
al arts major.

REQUIREMENTS AND RECOMMENDATIONS
Students are encouraged to begin their study of
religion with RELG 001 or one of the courses
numbered 001 through 013. (Majors are
required to take at least one of these courses.)
As primary distribution courses, RELG 001 and
RELG 008 introduce students to seminal
themes and methods in the study of religion.
O ther courses in this group prepare students in
comparative, historical, philosophical, literary,

310

and phenomenological approaches to religion.
Successful completion of at least two courses is
normally required for admission to seminars,
and is also prerequisite for admission to a major
in Course or a major or minor in Honors.
The major in Religion is planned through con­
sultation with faculty members in the depart­
ment. To ensure breadth in the program of
study all majors must take at least one course
from two curricular groups that include the
several religious traditions and the varied
modes of analysis represented in the depart­
ment (see “Majoring in Religion at Swarthmore”). Students in both Course and the
Honors Program are expected to have taken
the background courses required for work in
specific seminars. A component of a major’s
program of study may include study abroad
planned in collaboration with the department.
In addition to the introductory course and dis­
tributional requirements, majors are required
to complete the Religion Capstone, RELG
095, The Senior Symposium: Religion Café, a
weekly symposium, over espresso and snacks,
for senior majors on seminal themes, theories,
and methods in the comparative, cross-cultur­
al study of religion.
Majors are required tb complete at least eight
credits in Religion, including the senior sym­
posium, to meet department graduation
requirements.

HONORS PROGRAM
The normal method of preparation will be
done through three seminars, although with
the consent of the department work done in a
2-credit thesis, 1-credit thesis/course combina­
tion, or in a combination of two courses
(including attachments and study abroad
options) can count for one preparation. In gen­
eral, only one such preparation can consist of
nonseminar-based studies.
The mode of assessing a student’s three 2-credit preparations in Religion (seminars or course
combinations, but not 2-credit theses) will be
written papers of not more than 4,000 words
for each preparation to be completed in the
spring of the senior year. In the winter of the
senior year external evaluators will provide
questions for the honors papers. These papers
will be written independently and presented to
the evaluators for oral examination during
Honors Week in the spring of the senior year.
The student’s portfolio will consist, then, of
the senior honors papers and corresponding
preparation syllabi—and a thesis for the stu­
dent who selects this option.
Students who have a minor in Religion do a
single 2-credit preparation that must be in a
seminar. In addition, minors are required to
complete at least two courses in Religion
(including any prerequisites for the seminar)
prior to or in conjunction with any seminar.
Students who minor in Religion, in the spring
of the senior year, will also write a paper of not
more than 4,000 words to complete their twocredit preparation in the minor.

COURSES
RELG 001. Religion and Human
Experience
This course introduces the nature of religious
worldviews, their cultural manifestations, and
their influence on personal and social self­
understanding and action. The course explores
various themes and structures seminal to the
nature of religion and its study: sacred scrip­
ture; visions of ultimate reality and their vari­
ous manifestations; religious experience and its
expression in systems of thought; ritual behav­
ior and moral action. Members of the depart­

ment will lecture and lead weekly discussion
sections.
Primary distribution course. 1 credit.
Fall 1999. Hopkins, Swearer.

RELG 002R. Religion in America
A n introductory survey that explores religion
in the United States from a historical perspec­
tive. Starting with an examination of native
American belief systems on the eve of culture
contact, and moving onward to the impact of
present-day immigrant traditions, this course
will emphasize America’s heritage of cultural
diversity and religious pluralism. By uncover­
ing hidden and manifest strands in multicul­
tural religiosity, we can begin to understand
the mosaic of spiritual life in American society.
1 credit.
Spring 2000. Chireau.

RELG 003. 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.
The Hebrew Bible will be read closely in
English translation with special attention to
mythological, exegetical, sociological, gender,
and body issues. In addition to the Hebrew
Bible, literature from Mesopotamia, Egypt, and
Canaan will be read, including The Epic of
Gilgamesh, The Enuma Elish, and The Theology
of Memphis.
1 credit.
Fall 1999. Deutsch.

RELG 004. New Testament and Early
Christianity
A n introduction to the New Testament and its
development. The New Testament will be read
closely in English translation, with special
attention to problems of redaction and literary
construction.
1 credit.
N ot offered 1999-2000. Deutsch.

RELG 005. Problems of Religious Thought
Study of contemporary religious and cultural
problems. Topics include the challenge of rad­
ical evil, the social construction of religious
knowledge, and the question of ethical integri­
ty; the dialogue between religion and science;
the promise of critical theory for understanding

311

Religion

sacred texts; and the corrosive influences of
racism and sexism within religious communi­
ties. Authors include S. Kierkegaard, M. Buber,
F. Nietzsche, A. Cohen, M. Abe, S. McFague,
R. Rorty, and C. West.
1 credit.
Fall 1999. Grassie.

the Buddhist tradition within the historical
and cultural contexts of South, Central, and
East Asia.
Not offered 1999-2000. Swearer.

RELG 010. African American Religions

RELG 0076. Women and Religion

W hat makes African-American religion
“African” and “American”? Using text, films,
and music, we will examine the sacred institu­
tions of Americans of African descent. Major
themes will include Africanisms in American
religion, slavery and religion, gospel music,
African American women and religion, black
and womanist theology, The Civil Rights
Movement, and Islam and urban religions.
Field trips, including visits to Father Divine’s
Peace Mission and the first independent black
church in the United States, Mother Bethel
A.M.E. Church.
1 credit.
Spring 2000. Chireau.

This course will examine the variety of
women’s religious experiences in the United
States. We will read a number of primary and
secondary texts that explore the diverse ways
that Women have historically experienced/
made sense of the sacred. Topics will include
the construction of gender and religion, reli­
gious experiences of women of color, spiritual
autobiographies and narratives by women,
W ICCA and witchcraft in the United States,
and feminist and womanist theology.
1 credit.
Spring 2000. Chireau.

The historical origins and development of
Islam will be studied in light of the sources that
have shaped it. Themes to be explored include
the central doctrines of Islam as derived from
the Qur’an and traditions (sunna), the devel­
opment of Islamic law (shari’ah), the Shi’s
alternative, the growth of Muslim theology,
philosophy, and mysticism (Sufism), and con­
troversial issues among contemporary Muslims.
1 credit.
Foil 1999. Khan.

RELG 006. War and Peace
A n analysis of the moral issues posed by war,
with consideration of the arguments for holy
wars, just wars, real politik, and pacifism. The
first part of the course will trace the evolution
of major ideas of war from the Bible to the pre­
sent. A study of America’s wars since 1940 will
show the application of these ideas in this
nation’s response to organized violence.
1 credit.
Fall 1999. Frost.

RELG 008. Patterns of Asian Religions
A thematic introduction to the study of reli­
gion through an examination of selected texts,
teachings, and practices of the religious tradi­
tions of South and East Asia structured as pat­
terns of religious life. Materials taken from the
Hindu and Buddhist traditions of India, the
Confucian and Taoist traditions of China, and
from Zen in Japan. Themes include myth and
cosmology, asceticism and shamanism, person­
al identity and community, religious language
and the experience of the divine, narrative and
gender.
Primary distribution course. 1 credit.
Spring 2000. Hopkins.

RELG 009. The Ruddhist Traditions of Asia
This course explores the unity and diversity of

312

RELG 011B . Introduction to Islam

RELG 012. The History, Religion, and
Culture of India I: From the Indus Valley
to the Hindu Saints
(Cross-listed as HIST 012)
The religious history of India, with a focus on
Hindus, Buddhists, and Jains. Themes include
hierarchy, caste, and class; image worship,
world renunciation, and the social order.
1 credit.
Not offered 1999-2000. Hopkins.

RELG 013. History, Religion and Culture
of India II: From Akbar to Gandhi and the
Voices of Untouchable Liberation
The religious history of India from the advent
of Islam to the present. From the Moghuls to
the Hindu nationalist movements, and
Ambedkar’s legacy to the present.

I credit.
N ot offered 1998-99. Hopkins.

RELG 014B. Christian Life and Thought
in the Middle Ages
Survey of western religious culture and
thought from the early to the late Middle
Ages.
1 credit.
Not offered 1999-2000. Ross.

RELG 015B. Philosophy of Religion
(Cross-listed as PHIL 016)
This course considers Anglo-American and
Continental philosophical approaches to
religious thought using different disciplinary
perspectives.
1 credit.
Not offered 1999-2000. Wallace.

RELG 016B. Rabbinic Thought and
Literature
This course will examine the thought, litera­
ture, and social context of rabbinic religion
from the fall of Jerusalem to the redaction of
the Babylonian Talmud.
I credit.
Not offered ¡999-2000. Deutsch.

RELG 017B . Midrash Tisch
Before Deconstructionism there was Mid­
rash, a sophisticated, imaginative, and enter­
taining method of interpreting the Bible.
Open to students with intermediate knowl­
edge of Hebrew and above.
1 credit.
Not offered 1999-2000. Deutsch.

RELG 018B. Modern Jewish Thought and
Literature
A close reading of modem Jewish works. We
will examine topics such as Hasidism,
Haskalah (Jewish Enlightenment), Zionism,
the Holocaust, and 20th-century Jewish
philosophy.
1 credit.
Not offered 1999-2000. Deutsch.

RELG 019B. Introduction to Jewish
Mysticism
This course will survey the history and liter­
ature of Jewish mysticism, beginning with
Merkabah mysticism, continuing through

the German Pietists and the Kabbalah, and
ending with Sabbatianism and Hasidism.
1 credit.
Not offered 1999-2000. Deutsch.

RELG 020B. Prophets and Visionaries:
Christian Mysticism Through the Ages
Course considers topics in the history of
Christian mysticism.
1 credit.
Not offered 1999-2000. Ross.

RELG 021. “ The Friends of God” : The
Great Mystics of Islam
This course will focus on Islamic Mysticism
(Sufism), its theory and practice, as expressed
in the prose and poetry of some of the great­
est mystics such as ‘Attar, Ansari, Ibn al’Arabi, Rumi, Hafiz, and others.
1 credit.
Fall 1999. Moreen.

RELG 022. Religion and Ecology
The challenge of the ecological crisis to con­
temporary religious thought and practice.
Readings will be drawn from M. Heidegger,
Book of Job, Buddhist scriptures, J. Muir,
Black Elk, E. Abbey, S. Griffin, B.
McKibben, C. Hyun-Kyung, and R. Ruether.
1 credit.
Not offered 1999-2000. Wallace.

RELG 023B. Quakerism
The history of the distinctive religious and
social ideas and practices of Friends from the
1650s to the present. Special emphasis will
be placed on changes in worship and theolo­
gy caused by the enlightenment, evangelical­
ism, and modernism. There will be compar­
isons among English, American, and Third
World Friends. There will be assessment of
the contributions of Quakers to reform
movements: Indian rights, antislavery, the
treatment of the insane, prison reform, tem­
perance, women’s movement, and peace.
1 credit.
Spring 2000. Frost.

RELG 024B. From Vodun to Voodoo.
African Religions in the Old and New
Worlds
Is there a kindred spirituality in the cere­
monies, music, and movements of African

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Religion

religions? This course explores the dynamics
of African religions throughout the Diaspora
and the Atlantic world. Using text, art, film,
and music, we will look at the interaction of
society and religion in the black world,
beginning with traditional religions in West
and Central Africa, examining the impact of
slavery and migration, and the dispersal of
African religions throughout the Western
Hemisphere. The course will focus on the
varieties of religious experiences in Africa
and their transformations in the Caribbean,
Brazil, and North America in the religions of
Candomblé, Santeria, Conjure, and other
New World traditions. A t the end of the
term, in consultation with the professor, stu­
dents will create their own CD-ROM in lieu
of a final paper.
I credit.
Foreign study credit way be available.
Fall 1999. Chireau.

RELG 025B. Black Women and Religion
in the United States
This course explores how social, cultural and
political forces have intersected to inform
black women’s personal and collective
attempts at the definition of a sacred self.
1 credit.
Not offered 1999-2000. Chireau.

RELG 026B. Buddhist Social Ethics
A study of the doctrinal foundations of
Buddhist social ethics; classical conceptions
of individual and social well-being; and con­
temporary interpretations of 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 of contemporary
Buddhist activists.
1 credit.
Spring 2000. Swearer.

RELG 027B. Asian Religions in America
A n exploration of various forms of the appro­
priation, establishment, and transformation
of Hinduism, Buddhism, and Islam in
America.
1 credit.
Not offered 1999-2000. Swearer.

314

RELG 028. Ritual and Image in Buddhist
Traditions
(Cross-listed as ARTH 038)
A n interdisciplinary, historical introduction
to Buddhist traditions in South, Southeast,
Central and East Asia, with an emphasis on
imagery, monumental architecture, devotion,
and religious practice.
1 credit.
Not offered 1999-2000. Graybill and Hopkins.

RELG 029. Monasticism and the Arts in
the Christian Middle Ages
(Cross-listed as ARTH 046)
Survey of Christian monastic contributions
to the arts in the Middle Ages.
Not offered 1999-2000. Ross and Cothren.

RELG 030B. The Power of Images: Icons
and Iconodaists
A cross-cultural, comparative study of the use
and critique of sacred images in Biblical
Judaism, Eastern Christianity, Hindu,
Buddhist, and Jain traditions of India.
Exploration of differing attitudes toward the
physical embodiment of divinity, including
issues of divine “presence” and “absence”;
icons, aniconism, and “idolatry”; and distinc­
tions drawn in some traditions between dif­
ferent types of images and/or different devo­
tional attitudes toward sacred images. From
Yahweh’s back, bleeding icons, to Jain wor­
ship of “absent” saints.
1 credit.
Spring 2000. Hopkins.

RELG 031B. Religion and Literature:
From the Song o f Songs to the Hindu
Saints
A cross-cultural, comparative study of reli­
gious literatures in Jewish, Christian, Islamic,
and Hindu traditions. How “secular” love
poetry and poetics have both influenced and
been influenced by devotional poetry in
these traditions, past and present. Readings
include the Hebrew Song of Songs, Dante
and the Troubadours; the Flemish female
saint-poet Hadewijch and San Juan de la
Cruz; the Sanskrit plays of Kalidasa; South
Indian Tamil poems of love, war, and reli­
gious devotion; Rajasthani women’s wedding
songs, and love poems to the Prophet
Muhammad.

1 credit.
Fall 1999. Hopkins.

RELG 032B. A Path to Theocracy: The
IWelver Shi’ is of Iran
This course examines the origins and develop­
ment of Shi’ism in Iran focusing on modem
religious and political developments.
1 credit.
Not offered 1999-2000. Staff.

RELG 037. Greek and Roman Religion
(See CLAS 037.)

RELG 038B. Religion as a Cultural
Institution
(See SOAN 070.)

RELG 041. Secrecy and Revelation in
Islam
An exploration of a dialectic of the secret in
medieval and modem Islamic texts. We will
read translations of secular and Sufi love poet­
ry, Qur’anic and hadith material, diverse types
of narratives such as stories, epistles, romances,
biographies, and treatises.
1 credit.
Not offered 1999-2000. Khan.

RELG 042. The Psychology of Religion
How can we go beyond the “mechanistic
Freud” to a “phenomenological Freud” whose
methods of healing, insight, and interpretation
enhance understanding of the psychological
meanings of religious expressions? Theorists
studied include Freud, Jung, Erikson, Fromm,
Kohut, Winnicott, Lacan, Ricoeur, Kristeva,
Bal, and others. Topics: psychoanalysis, reli­
gion, and mourning; unconscious fantasy and
conscious engagement of myth; psychoanalytic
hermeneutics; religiocultural configuring of
desire, death, envy, sexuality; object relations,
image of God, and spirituality; and psycho­
analysis and ethics.
1 credit.
Spring 2000. Khan.

RELG 044. Approaches to Tibet
(Cross-listed as ARTH 037 and ASIA 041)
An approach to Tibet from multiple disci­
plines, viewpoints, and historical time frames,
in a reading/research seminar. Main themes
include Tibet’s historical and modem relations
with India and China; and Tibetan Buddhism

and its visual culture. The course will coincide
with an exhibition on campus of Tibetan
Buddhist art.
Prerequisite: Sophomore standing or above.
1 credit.
Fall 1999. Graybill.

RELG 093. Directed Reading
1 credit.
Staff.

RELG 095. Religion Café: Senior
Symposium
A weekly symposium, over espresso and snacks,
for senior majors on seminal themes, theories,
and methods in the comparative, cross-cultur­
al study of religion. Course will argue for the
inherently multidisciplinary nature of religious
studies by examining various approaches to the
phenomenon of religion, from psychanalysis
and poststructuralist theory to anthropology,
literature, philosophy, and social history.
Themes include religion, violence, and the
sacred; ritual, symbol and pilgrimage, purity
and pollution; religious experience, gender,
and embodiment; civil religion, orientalism,
colonialism and power. Interpreters will
include Mircea Eliade, Victor Turner, Rene
Girard, Mary Douglas, Mikhail Bakhtin,
Carolyn Walker Bynum, and Michel Foucault.
1 credit.
Fall 1999. Deutsch.

RELG 096. Thesis.
1 credit.
Staff.

SEMINARS
RELG 10 1. Jesus in History, Literature,
and Theology
A study of Jesus through history, art, film, fic­
tion, and popular culture.
2 credits.
Not offered 1999-2000. Ross.

RELG 102. Folk and Popular Religion in
the United States
This seminar investigates the cultural com­
plexity of the American religious experience
through the lens of folk and popular traditions.

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Religion

How do we understand the relationship
between formal and informal religious belief
afid practice? How have regional or ethnic
influences shaped the “official” religions?
Special attention is given to expressions of
belief in ritual, festival, and sacred ceremonies.
Topics include folk Catholicism in America,
local religious celebrations, 19th-century pop­
ular movements, and public celebrations as
folk religion.
2 credits.
Sirring 2000. Chireau.

R E LG 103. Women and Spirituality
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.
2 credits.
Not offered 1999-2000. Chireau.

RELG 104. Ruddhism and Society in
Southeast Asia
A multidisciplinary study of Theravada
Buddhism against the historical, political,
social, and cultural backdrop of Sri Lanka,
Burma, and Thailand.
2 credits.
Not offered 1999-2000. Swearer.

RELG 105. Religion and Society
How have religious ideas and institutions
shaped and been influenced by American cul­
ture? Topics include the varieties of Protestanism, Roman Catholicism and Judaism, and
contemporary religious practices, and church
and state.
2 credits.
N ot offered 1999-2000. Frost.

RELG 106. Contemporary Religious
Thought
Study of the major theological options in the
West since the Enlightenment.
2 credits.
Not offered 1999-2000. Wallace.

RELG 10 7. Liberation Theology
A study of the principal themes of liberation
theology as it has developed in Latin America
during recent decades.
2 credits.

316

Not offered 1999-2000. Lacey.

RELG 108. Poets, Saints, and Story­
tellers: Religious Literatures of India
The major forms of Indian religious culture
through the lenses of its varied regional and
pan-regional literatures, focusing on gender,
the passions, constructions of the body, and
religious devotion.
2 credits.
Fall 1999. Hopkins.

RELG 109. Afro-Atlantic Religions
This seminar examines the historical experi­
ences of the millions of persons who worship
African divinities in the West. We will consid­
er the following questions: How were these
religions and their communities created? How
have they survived? How are African-based
traditions perpetuated through ritual, song,
dance, drumming, and healing practices?
Special attention will be given to Yoruba reli­
gion and its New World offspring, Santeria,
Voodoo, and Candomblé.
2 credits.
Not offered 1999-2000. Chireau.

RELG 110 . Religious Belief and Moral
Action
The 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. The course will ana­
lyze concepts of virtue and moral reasoning,
the religious view of what it means to be a
moral person, and the religious evaluation of a
just society. The course includes a considera­
tion of Martin Luther King Jr., Dorothy Day,
Mahatma Gandhi, and Thich N hat Hanh.
2 credits.
Fall 1999. Swearer.

RELG 1 1 1 . Medieval Theology and
Contemporary Feminism
This course explores the integration of recent
women’s studies scholarship with themes in
medieval spiritual theology.
2 credits.
Not offered 1999-2000. Ross.

RELG112 . Postmodern Religious Thought
The problem of ethics and belief beyond the
philosophical foundations of traditional reli­
gious thought. Readings include Kierkegaard,
Nietzche, Heidegger, Barth, Derrida, Levinas,
Bataille, and Kristeva.
2 credits.
Not offered 1999-2000. Wallace.

RELG 113 . From Buddha’s Relics to the
Body of God: Hindu and Buddhist
Devotion
A comparative historical and thematic explor­
ation of Hindu and Buddhist forms of devotion
in South and Southeast Asia.
2 credits.
Not offered 1999-2000. Hopkins.

RELG 114 . Love and Religion
An exploration of the concept of “love” in
selected western, near eastern and Indian tra­
ditions.
2 credits.
Not offered 1999-2000. Hopkins.

RELG 119 . Desire and Faith in Islamic and
Christian Romances
Focusing on scriptural and romance narratives
from the traditions of Christianity and Islam,
this course will treat comparatively topics such
as conceptions of and dynamics between desire
and faith, subjectivity and interiority, body and
gender, secrecy and revelation, love and the
erotic, ethics and piety. Islamic texts include
the Qur’an, Majnun Layla, 1001 Nights, ’Antar
and ’Abla, Viz and Ramin, Haft Paykar and The
Ring of the Dove. Christian works examined are
the Bible, Tristan, Lancelot, Erec and Erude, Sir
Gawain and the Green Knight, the Lais of Marie
de France, and Cappelanus’ Treatise on Love.
Feminist, psychoanalytic, and semiotic ap­
proaches to the material will be considered.
2 credits.
Fall 1999. Khan.

RELG 115 . The Gnostic Imagination:
Dualism from Antiquity to Harold Bloom
This course examines the problem of dualism
and the history of dualistic religious traditions
from the Gnostics and Mandeans of Late
Antiquity to the recent writings of Harold
Bloom.
2 credits.
Spring 2000. Deutsch.

RELG 116 . The Body in Late Antiquity
An examination of different views of the body
(human, angelic, and divine) in Late
Antiquity, with special emphasis on sexuality,
gender, divinity, and mystical transformation.
2 credits.
Not offered 1999-2000. Deutsch.

RELG 1 1 7 . Hasidism: From Bialystok to
Brooklyn
We will examine the origins of Hasidism, read
the tales of its legendary founder (in Shivhei
Ha-Besht), and discuss the rapid spread of the
movement throughout Eastern Europe.
2 credits.
Not offered 1999-2000. Deutsch.

3 17

Sociology and Anthropology

JO Y CHARLTON, Professor*
JENNIE KEITH, Professor*
MICHAEL MULLAN, Professor
BRAULIO MUNOZ, Professor and Chair
STEVEN I. PIKER, Professor
ANASTASIA POSADSKAYA-VANDERRECK, Cornell Visiting Professor
ROBIN E . WAGNER-PACIFICI, Professor’
BRUCE GRANT, Associate Professor
MIGUEL DIAZ-BARRIGA, Associate Professor
CONSTANCE T. GAGER, Visiting Assistant Professor
FARHA GHANNAM, Visiting Assistant Professor
SARAH WILLIE, Assistant Professor
MARIS GILLETTE, Visiting Assistant Professor
RAQUEL ROMBERG, Visiting Assistant Professor (part-time)
MICHAEL SPEIRS, Visiting Instructor
LAURA JACKSON, Visiting Lecturer
ROSE MAIO, Administrative Coordinator

3

Absent on leave, 1999-2000.

4 Absent on administrative leave, 1999-2000.

The program of this department emphasizes
that Sociology and Anthropology are engaged
in a common intellectual task. Studies in the
department are directed toward understanding
the order, meaning, and coherence of life in
human societies and cultures, as well as the
pressures and contradictions that produce pat­
terns of conflict and change. Courses variously
emphasize the comparative study of societies
and cultures, the conditions of social organiza­
tion as well as disorganization, evolution and
the bases of human adaptation, change as well
as continuity, gender and culture, and the sym­
bolic aspects of human social life.
Emphasis is also placed on the relevance of
Sociology and Anthropology to the study of
contemporary and, particularly, American
society, rand to contemporary social problems.
The department strongly encourages students
to carry out their own research and offers
internship opportunities as well as courses in
research methods.
In addition to exploring the mutuality of
Sociology and Anthropology, members of the
department and their courses have many links
to neighboring disciplines such as Biology,
Education, English, History, Literature,

318

Philosophy, Psychology, and Religion. The
department also participates in a Special Major
in Linguistics and BioAnthropology.

REQUIREMENTS AND RECQMMENDATIONS
Courses numbered 001 through 019 may serve
as points of entry for students wishing to begin
work in the department. Enrollment in these
courses is unrestricted, and completion of one
of them will normally serve as prerequisite to
all other work in the department. (Some
courses may, however, with permission of the
instructor, be taken without prerequisite.)
Applicants for the major will normally be
expected to have completed at least two cours­
es in the department. Majors will complete a
minimum of eight units of work in the depart­
ment, including a double-credit thesis tutorial
normally to be taken during the fall and spring
semesters of the senior year. The Research
Design course, SO AN 021, is strongly recom­
mended 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 contemplating teacher certification
would normally schedule their program in a
semester, which does not conflict with their
senior thesis. Such programs should be devel­
oped in close consultation with advisors in the
Education Program.
The department emphasizes the importance of
familiarity with appropriate elementary statis­
tics as well as computer literacy, both for work
taken at the College and for subsequent career
development. Toward underlining this, the
department cross-lists Statistics courses 002
and 002C (listed as, respectively, SOAN 027
and 028).
Major and minor in the Honors Program:
Candidates for honors in Sociology and
Anthropology must complete three Honors
preparations, one of which must be SOAN
180, Thesis. The other two preparations may
be a seminar, or, with permission, course plus
attachment, paired upper-level courses, or for­
eign study. Minors in the Honors program must
complete one preparation. See “Majoring in
Sociology and Anthropology” for additional
information.

AREAS OF SPECIAL CONCENTRATION IN
SOCIOLOGY AND ANTHROPOLOGY
Teaching and research interests of members of
the department cluster to create a number of
subject matter areas. Students who are inter­
ested in one of these are encouraged to meet
with the indicated department members to
plan a program of study.
1. Social Theory and Social Philosophy
(Diaz-Barriga, Grant, Muñoz, Piker,
Wagner-Pacifici, Willie)
2. Human Adaptation, Cultural Ecology, and
Human Evolution (Piker, Speirs)
3. Modem Society (Charlton, Diaz-Barriga,
Grant, Wagner-Pacifici, Willie)
4. Cultural and Ethnic Pluralism (Charlton,
Diaz-Barriga, Grant, Muñoz, Willie)
5. Religion and Culture (Charlton, Grant,
Piker)
6. Psychology and Culture (Charlton, Piker)
7. Sociology of A rt and Intellectual Life
(Grant, Muñoz, Wagner-Pacifici)
8. Modernization and Development (Diaz-

Barriga)
9. Inequality (Charlton, Diaz-Barriga,
Wagner-Pacifici, Willie)
10. Political Behavior and Culture (Diaz-g
Barriga, Grant, Wagner-Pacifici, Willie)

CERTIFICATION FOR SECONDARY
SCHOOL TEACHING
There are two normal routes to Social Studies
certification. One of these is through a major
in the social sciences, plus four to six semesters
of courses in other social sciences. Students
majoring in History, Political Science, and
Sociology-Anthropology are required to take
at least four courses outside their major, stu­
dents majoring in Economics and Psychology
are required to take six. The other route to cer­
tification is by taking at least 12 semester
courses in social sciences, of which six must
normally be in one discipline and at least two
more must be in a single other discipline. All
students seeking social studies certification are
required to take two courses in history. A t least
one course in American history and one social
science course focusing on Third World or
non-Anglo subject matter are required.

COURSES
SOAN 001. Modern America: Issues,
Problems, and Social Change
This course will provide an introduction to
some of the major social issues and problems
currently facing U.S. society. The course will
address the meaning and definition of social
problems. We will focus on both individuals
and social systems as the unit of analysis. The
course will begin with a brief overview of the
theoretical models and methods used to study
social problems. Then we will discuss how
demographic trends and changes in the distrib­
ution of wealth and power are related to the
issues this course will cover. The course will
then survey several broad categories including
(1) problems of inequality, poverty, and urban
areas; and (2) problems with selected social
institutions including families, education,
health care, and work. Throughout the course,
we will explore the relationship between insti-

319

Sociology and Anthropology

tutions, structures, and individual behavior.
This course should provide students with a bet­
ter understanding of the current debates over
these contemporary issues and problems as well
as an improved ability for critical thinking
about their solutions.
Primary distribution course. 1 credit.
Pall 1999. Gager.

SOAN 002. Nations and Nationalisms
Nationalist movements around the world have
risen to the fore in the late 20th century by
drawing on very malleable images of culture,
patriotism, and belonging. This course exam­
ines different kinds of nationalist discourse
through recent anthropological and sociologi­
cal analyses of ethnicity, class, and the use of
symbolism in complex societies. This course
may be counted toward a number of concen­
trations in Interpretation Theory, Asian
Studies, and Francophone Studies.
Primary distribution course. 1 credit.
Fall 1999. Grant.

SOAN 003. Sociological and Policy
Perspectives on Families
This course provides an introduction to socio­
logical perspectives on families and public poli­
cies aimed at families. The course begins with
a brief overview of theoretical perspectives on
families and family patterns over the last cen­
tury. The second part of the course focuses on
the private family—the one in which we live
most of our personal lives. Focusing on the
contemporary United States, we will explore
variation in families by gender, race and eth­
nicity, class, and sexual orientation. We will
consider: who marries, and who doesn’t; who
co-habits, and who doesn’t; who divorces, and
who doesn’t; and who does the housework, and
who doesn’t. In the last section of the course,
we will consider issues involving the public
family, in which adults perform tasks that are
important to society (i.e., rearing children and
caring for the elderly). We will examine how
society (i.e., taxpayers) provides for families
that cannot provide for themselves (welfare)
and how society regulates family behavior
(abortion or teen childbearing). Throughout
the course, we will critically examine the data
on family patterns and changes in families over
time.
I credit.

320

Spring 2000. Gager.

SOAN 004. Symbols and Society
This course examines the ways in which we
orient ourselves in a world of constant and
contradictory symbols. National symbols, ideo­
logical symbols, status symbols and others will
be analyzed with the approaches of sociologists,
semioticians and anthropologists.
Primary distribution course. 1 credit.
Not offered 1999-2000. Wagner-Pacifici.

SOAN 005. Freshman Seminan
Introduction to Contemporary Social
Thought
A general introduction to major theoretical
developments in the study of social life since
the 19th century. Selected readings will be
drawn from the work of such modem social
theorists as Marx, Weber, Durkheim, Freud,
and Simmel. Readings from contemporary
authors such as Geertz, Gofftnan, Adorno, and
Arendt will also be included. These develop­
ments will be studied against the background
of the sociophilosophical climate of the 19th
century. Limited enrollment.
Primary distribution course. 1 credit.
Fail 1999. Muñoz.

SOAN 006. Cultural Borderlands
This course focuses on the anthropology and
sociology of gender, ethnic, and class relations
in the United States. The course emphasizes
current discussions of inequality and multiculturalism as well as case studies, including
Chicano feminism, working-class sexuality,
gendered “back-talking.” The course is
designed to introduce the student to the basic
concepts of both anthropology and cultural
studies for understanding cultural “border­
lands” in the United States.
Primary distribution course. 1 credit.
Not offered 1999-2000. Dfaz-Barriga.

SOAN 007. Gender, Power, and Identity
A n exploration of the social and political
implications of gender, drawing on cross-cul­
tural and historical materials. Primary empha­
sis will be on developments in contemporary
America. This course may be counted toward a
concentration in Women’s Studies.
Primary distribution course. 1 credit.
N ot offered 1999-2000. Charlton.

I SOAN 008. Psychological Anthropology

I
I
1

I Sometimes called culture and personality,

■ this field explores the relationship between
■ the individual and his or her culture. The
I course treats the following issues: (a) the psy| chological, or symbolic, capacities presup| posed by culture; (b) socialization, or the
■ transmission of culture from generation to
■ generation; and (c) the psychological func| tions of culture. Case materials will be prim
| cipally, but not exclusively, non-Western,
I and the cross-cultural study of child rearing
will receive particular emphasis.
■ Primary distribution course. 1 credit.
I Spring 2000. Piker.

I SOAN 009. Islam in Global Context
■
■
I
|
|

A religion that started in Mecca, Saudi
Arabia* Islam is currently the religion of millions in the Middle East, Africa, Asia,
Europe, and the Americas. This class looks at
the origin of Islam, its expansion, and its curJ rent articulation in different societies. First,
■ we survey some basic aspects of Islam such as
| the five pillars, Shari’a, Umma, Jihad, veil| ing, and Sufisim. Then we examine how
| Islam is experienced and practiced in differJ ent parts of the world. We look at historicalI ly Muslim countries such as Egypt, Saudi
| Arabia, and Indonesia, and we also trace the
I recent movement (through migration and
■ conversion) of Islam and Muslims to Western
I countries (United States and Europe). In
■ exploring Islam and its current articulation
I in the West, we address questions such as:
■ How is Islam represented in Western Media?
| How do Muslims work to maintain their reliI gious identities in New York, Berlin, and
I Paris? How is Islam used for political purpos1 es hy different groups in and outside the
■ Middle East?
■ t credit.
I Spring 2000. Ghannam.

I
|
|
I

I SOAN 010. Human Evolution
I This course surveys both the fossil record of
■ ' human evolution and the archaeological, priI matological, and ethnographic evidence that
I has contributed to its interpretation. It eval■ uates the interpretive frameworks in which
I the data have historically been placed and
I assesses how these schemes have been influI enced by ideological and scientific biases.

The course assumes no prior knowledge of
paleoanthropology, but integrates informa­
tion and perspectives from anatomy, primatology, evolutionary biology, and the geo­
sciences.
Primary distribution course. 1 credit.
Fall 1999. Speirs.

SOAN 0 11. Intro to Race and Ethnicity
in the United States
This course uses classic ethnographies, cur­
rent race theory, and journalistic accounts to
examine the experiences of selected ethnic
groups in the United States and to investi­
gate theories of racism, the meaning of race
and ethnicity in the 20th century, and con­
temporary racialized public debates over affir­
mative action, welfare, and English-only
policies.
This course may be counted toward a con­
centration in Black Studies.
Primary distribution course. 1 credit.
Spring 2000. Willie.

SOAN 012. Introduction to Latinos in the
United States
The course is an introduction to anthropo­
logical, sociological, and literary writing on
Mexican-American culture. The course
focuses on ethnic identity, covering such top­
ics as border ballads and folklore, innercity life, and Chicana feminism. Authors
studied in the course include Cisneros,
Garza, Limon, Moraga, Paredes, Rodriguez,
and Rosaldo. This course may be counted
toward a concentration in Latin American
Studies.
1 credit.
Not offered 1999-2000. Diaz-Barriga.

SOAN 013. Cultures of the Middle East
Looking at ethnographic texts, films, and lit­
erature from different parts of the region, this
class examines the complexity and richness
of culture and life in the Middle East. The
topics we will cover include orientalism, col­
onization, gender, ethnicity, tribalism,
nationalism, migration, nomadism, and reli­
gious beliefs. We will also analyze the local,
national, and global forces that are reshaping
daily practices and cultural identities in vari­
ous Middle Eastern countries.
Primary distribution course. 1 credit.

321

Sociology and Anthropology

Fall 1999. Ghannam.

1 cred it.

SOAK 014. The Social Development
of Sport

Not offered 1999-2000. Piker and Mancini.

The course is designed as an introduction to
the subfield of sport sociology. The primary
focus of the course will rest on the develop­
mental history of the institution of western
sport and the principal analytical frameworks
constructed to explain its origins. Although
the historical and theoretical material is cen­
tered on European developments, contempo­
rary issues and debates on the relationship of
gender, race, and ethnicity to sport will con­
centrate on American society. Readings will
be drawn from the work of sociologists and
historians working directly in sport studies.
1 credit.
Spring 2000. Mullan.

Introduction to the process of research on
social life: creation of research questions,
strategies for gathering evidence, techniques
of analysis, and generating theory. The roles
of theory, ethical issues, and cultural and his­
torical context in the research enterprise will
be addressed. Students will get direct handson experience with design, data-gathering,
and analysis and will have professional
researchers visit the class.
1 credit.
Spring 2000. Charlton and Gager.

SOAN 016. Sociology through AfricanAmerican Women’s Writing
Interrogating the explicit and implicit claims
that black women writer’s make in relation to
work by social scientists, we will read texts
closely for literary appreciation, sociological
significance, and personal relevance, exam­
ining especially issues that revolve around
race, gender, and class. O f special interest
will be where authors position their charac­
ters vis-à-vis white supremacy, patriarchy,
capitalism, and the United States. This
course may count toward a concentration in
Black Studies and Women’s Studies.
1 cred it.

Fall 1999. Willie.

SOAN 0 17. Learning Culturos
This course is intended for students planning
to do foreign study during the spring 1999. It
seeks to enable students, while studying,
abroad, to understand how their host cultures
work at the most local, human level (i.e., in
the context of routine, everyday social
encounters and activities and endeavors, as
experienced by natives). Toward this end,
the course will include field work, use of films
as cultural documents, and destination coun­
try-specific projects. Readings will include
the works of Edward T. Hall, Irving Goffman,
James Spradley, Robert Emerson, and J. and
L. Lofland. The course is open equally to stu­
dents from Bryn Mawr, Haverford, Penn, and
Swarthmore and will have IP status.

322

SOAN 021. Research Design

SOAN 022. Field Methods
Techniques of primary data collection and
analysis used in field research, with particular
attention to participant observation and
interviewing. We’ll read, in addition to the
how-tos, some of the classic ethnographies,
think about how theory connects with
method, and get practical experience doing
field research directly.
1 credit.
Not offered 1999-2000. Charlton.

SOAN 024. Discourse Analysis
(Cross-listed as LING 024)
We are what we speak—or largely so. This is
the premise of “Discourse Analysis.” This
course will concentrate on language in a vari­
ety of social contexts: conversations, media
reports, legal settings, and so on. We will
analyze these speech and writing interven­
tions via the tools of sociolinguistics, ethnomethodology, critical legal studies, and
discourse analysis. The essential issue of the
course can be boiled down to the question:
who gets to say what to whom? This course
may be counted toward a concentration in
Interpretation Theory.
1 credit.
Not offered 1999-2000. Wagner-Pacifici.

SOAN 027. Statistical Methods
(See STAT 002 for description.)

SOAN 028. Statistics
(See STAT 002C entry for description.)

SOAN 030. Spirits in Exile: Afro-Latin
Religions in the Americas

SOAN 031. Latin American Society and
Culture

This course examines the often misunderstood
practices of Cuban Santeria, Haitian Vodou,
Brazilian Candomble, and U.S Orisha-Voodoo
in terms of their colonial, national, and
transnational trajectories. Differences in
Portuguese, Spanish, and French colonial rule
will become evident as we look at processes of
syncretism and mimesis from historical, politi­
cal, and religious perspectives. The unique
multichanneled, performative aspects of these
Afro-Latin religions will be illustrated through
video and music recordings of spiritual events
in which divination, drumming, myth, dance,
trance, and healing come to life. Confronting
practitioners’ experiences with the exoticizing
and frightening images produced by Hollywood
reveal some of the problems that these reli­
gions and their practitioners face in contempo­
rary societies.
1 credit.
Spring 2000. Romberg.

A n introduction to the relationship between
culture and society in Latin America. Recent
and historical works in social research, litera­
ture, philosophy, and theology will be exam­
ined. This course may be counted toward a
concentration in Latin American Studies.
1 credit.
Not offered 1999-2000. Munoz.

SOAN 030A. Cuba and Puerto Rico: “ The
Ttoo Wings of a Single Bird” ?
Puerto Rico and Cuba share several aspects of
their history such as Spanish Catholic colonial
mie, slavery, evangelization, nationalism, and
the Spanish American war, yet also differ in
the kind of solutions given to decolonization,
capitalism, progress, development, and mod­
ernization. From a comparative perspective,
this course will examine, for instance, how the
particular social organization of slavery and
evangelization, and the participation in the
global economy was differentially implemented
in both islands, and to what extent these
processes can explain later postcolonial and
nationalist developments and interventions.
From this vantage point, we will also discuss
migration to and from the United States and
examine how the different geopolitical status
of these islands shape the identity politics of
Cubans and Puerto Ricans vis-à-vis the U.S.
and Latin America.
Counts toward a concentration in Black
Studies and Latin American Studies.
1 credit.
Fail 1999. Romberg.

SOAN 032. Latin American Urbanization
This course is designed as an introduction to
problems and issues related to Latin America
urbanization. It provides an overview of the
processes behind the urbanization of Latin
America and explores housing policy options.
Members of the class will be introduced to con­
cepts such as dependency, underdevelopment,
the informal sector, marginality, the culture of
poverty, self-construction, and self-help. The
role of the informal sector in urban develop­
ment, housing, and the dependent economy is
a particular focus. This course may be counted
toward a concentration in Latin American
Studies.
1 credit.
Not offered 1999-2000. Dfaz-Barriga.

SOAN 033. Indigenous Resistance and
Revolt in Latin America
The course explores ethnic conflict and revo­
lution in Latin America, focusing on
Guatemala, Mexico, Peru, and Bolivia.
Readings for the course include ethnographies
on rural and urban culture as well as more gen­
eral works on anthropological theory. This
course may be counted toward a concentration
in Latin American Studies.
Not offered 1999-2000. Diaz-Barriga.

SOAN 034. Ecology, Peace, and
Development in El Salvador
There is little disagreement that prolonged and
pronounced social injustice was the fundamen­
tal factor that led to the war in El Salvador
(1980-92). Now, under U.N. auspices, an
agreement has been signed that not only has
put an end to the fighting and set the terms for
disarmament but also has laid out an agenda
for reconstruction, economic development,
and the consolidation of democracy. In this
course, we will examine the various models,

Sociology and Anthropology

policies, and practices of development that are
being proposed by political parties, interna­
tional institutions (including nongovernmen­
tal organizations), and other civic groups in El'
Salvador. This course may be counted toward a
concentration in Public Policy.
1 credit.
Not offered 1999-2000. Diaz-Barriga.

SOAN 035. Social Movements in Latin
America
Over the last 40 years a number of sociat move­
ments have emerged in Latin America, includ­
ing urban, women’s; indigenous, and ecologi­
cal. These movements have arisen, in some
cases, as a result of the emergence of new social
and political perspectives, such as liberation
theology. In other cases, they have formed as
reactions to inequality and crises in develop­
ment, such as massive urbanization and the
impact of neoliberal economic policies. This
class explores the range of social movements by
focusing on their attempts to articulate new
visions of society and culture. The aim of the
class is to understand the heterogeneity of
social movements in Latin America and under­
stand how Latin Americans have conceptual­
ized their meaning and impact. This course
may be counted toward a concentration in
Latin American and Peace and Conflict
Studies.
1 credit.
Not offered 1999-2000. Diaz-Barriga.

SOAN 037. Spanish American Society
Through its Novel
(Cross-listed as LITR 060SA)
This course will explore the relationship
between society and the novel in Spanish
America. Selected works by Carlos Fuentes,
Mario Vargas Llosa, Gabriel García Márquez,
Isabel Allende, Luisa Valenzuela, Elena
Paniatowska, and others.
This course may be counted toward a concen­
tration in Latin American Studies.
1 credit.
Not offered 1999-2000. Hassett and Muñoz.

SOAN 039. Visual Anthropology
Visual Anthropology looks at visual communi­
cation both as a tool for academic work and the
object of anthropological study. In this course,
we look at the processes and politics of repre­

324

sentation focusing on the use of film and pho­
tography both “within” cultures and by anthropologists/sociologists to convey the complexi­
ties of cultural practices. Among the issues
covered in the class include the relationship of
documentary realism to ethnographic film, the
emergence of indigenous media, and debate
over “postmodern” forms of representation.
(Note: Unlike SOAN 111, this class does not
have a production component.
1 credit.
Not offered 1999-2000. Diaz-Barriga.

SOAN 041. Comparative Studies of China
and Japan
Comparative studies of C hina and Japan,
focusing on the family and social organization.
Social reproduction and social transformation
in rural and urban settings. Ideological and
other aspects of tradition and modernity.
Domestic space and its effects on sociability.
1 credit.
Fall 1999. Gillette.

SOAN 043. TWentieth-Century Black
Political Thought
Engaging the work of a handful of this centu­
ry’s most noted black authors with the under­
standing that literature transcends the written
word, we will examine how black scholars,
politicians, lawyers, ministers, hymn writers,
and playwrights help us to examine how
African Americans have wrestled with the
existence of self, understood community, and
conceived-of citizenship as well as what their
ideas reveal about the dominant culture.
Prerequisite: One course in Sociology/ Anthro­
pology, Black Studies, or Philosophy.
1 credit.
Not offered 1999-2000. Willie.

SOAN 046. Soviet Cinema
The early years of the Soviet state produced
some of the world’s finest filmmakers, revolu­
tionizing cinematic form through new visions
of the political in the aesthetic. This course
organizes a critical look at the modernist ■patri­
otic statements forged by early Soviet directors,
with an emphasis on the work of Sergei
Eisenstein. A background in Soviet history or
permission of the instructor is required.
1 credit.
Not offered 1999-2000. Grant.

SOAN 047. Soviet Culture
The building of the Soviet state was a vast
undertaking that drew on high modernist
visions of cultural identity. This course exam­
ines Soviet nationality and cultural policies
through the lens of anthropology and litera­
ture, with a particular view to the debates reg­
nant in the 19th century and now again in a
post-Soviet setting over whether Russia’s soul
belongs to Europe or Asia.
1 credit.
Not offered 1999-2000. Grant.

SOAN 050. The Constitution of Knowledge
in Modem Society
This course takes classic sociology of knowl­
edge texts as a starting place for an interroga­
tion and discussion of how knowledge is con­
structed in this culture. Additional texts will
be drawn from Women’s Studies, Black
Studies, and Media Studies as we examine the
powerful ways that knowledge
can be and is differently constructed within our
own culture as well as the ways that some kinds
of knowledge seem to be categorically
intractable across time and space.
Prerequisite: One course in Theory, Sociology/
Anthropology, Literature, or Philosophy.
1 credit.
Fed11999. Willie.

SOAN 051. Classical Theory
Through the works of Marx, Weber, Durkheim, Simmel, DuBois, and Freud, the recur­
rent and foundational themes of late 19th- and
early 20th-century social theory will be exam­
ined: capitalism,, class conflict and solidarity,
alienation and loneliness, social disorganiza­
tion and community, secularization, and new
forms of religiosity.
1 credit. .
Not offered 1999-2000. Willie.

SOAN 052. Mapping the Modern
(Triple listed in English, Sociology, and
Interpretation Theory)
The course seeks to explore some of the salient
issues, achievements, and problems that serve
to map Western modernity. Beginning with
“prophetic voices” from the mid-19th century,
we then concentrate on “urban fables” of early
20th-century high modernism, concluding

briefly with late 20th-century “postmodern
lenses.” Texts will be chosen from among the
following writers: Marx, Baudelaire, Nietzsche,
and Dostoevsky; Rilke, Kafka, Freud, Joyce,
and Woolf; Weber, Simmel, Adorno, Ben­
jamin, and Lukács; Bakhtin, Arendt, Canetti,
and de Certeau; Calvino and Borges; and
Berman and Harvey. The central topics under
study are the phenomena of the modem sub­
ject and the modem city, as expressed in liter­
ature, analyzed in sociology and critical theory,
and represented in a range of cultural practices.
1 credit.
Not offered 1999-2000. Philip Weinstein and
Robin Wagner-Pacifici.

SOAN 053. Topics in Social Theory
This course deals with Kant’s and Hegel’s social
philosophy insofar as it influenced the devel­
opment of modem social theory. Works by
Marx, Weber, Durkheim, Freud, and critical
theorists, neo-conservatives, and postmod­
ernists will also be discussed.
1 credit.
Not offered 1999-2000. Munoz.

SOAN 055. Power, Authority, and Conflict
This course analyzes the way in which power
emerges, circulates, and is augmented and
resisted in diverse political contexts. Historical
and contemporary cases are interrogated with
the theoretical frameworks of Marx, Weber,
Gramsci, Arendt, Parsons, and Foucault. Issues
include the question of state autonomy, politi­
cal legitimacy, and the interpenetration of the
personal and the political. This course may be
counted toward concentrations in Interpre­
tation Theory and Peace and Conflict Studies.
I credit.
Not offered 1999-2000. Wagner-Pacific.

SOAN 057. History of the Culture Concept
We traffic in presumptions of culture and soci­
ety every day, relying on elastic ideas of what
constitutes a people, culture, or nation, and yet
few of us have the chance to step back and
interrogate the intellectual genealogies that
inform these central concepts. This course
examines a handful of paradigmatic moments
in modernist culture theory—evolutionism,
functionalism, cultural relativism, structural­
ism, cultural materialism, and symbolic studies
—to study a repertoire of responses to the issue

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of representation in anthropology and cultural
studies more broadly. This course may be
counted toward a concentration in Franco­
phone Studies.
1 credit.
Spring 2000. Grant.

SOAN 058. Cultural Representations
The course looks at models used by anthropologist/sociologists to analyze culture. Readings
for the course will focus on symbolic analysis,
practice and meaning, experimental ethnogra­
phy, structuralism, and postmodernism. Most
readings center on current debate in theories
about culture. This course may be counted
toward a concentration in Interpretation
Theory.
1 credit.
Not offered 1999-2000. Diaz-Barriga.

SOAN 061. An Introduction to
Archaeology
(See CLAS 052 for description.)

SOAN 064. Seeds of Change: The
Environmental Consequences of the
Agricultural Revolution in Prehistory
This course investigates the impact of the
Agricultural Revolution in prehistory on phys­
ical and social environments. We examine the
coevolutionary processes th at transformed
mobile foraging groups into sedentary farmers
and herders following the end of the last Ice
Age and focus on the ecological and paleodemographic impacts of increased reliance on
domesticated plants and animals for subsis­
tence. We will examine myths about prehis­
toric edens and indigenous populations as
“Ecologically Noble Savages” and will attempt
to use the archaeological record as a guide for
selecting appropriate options for future agricul­
tural development. This course may be count­
ed toward concentrations in Environmental
Studies and Public Policy.
1 credit.
Spring 2000. Speirs.

SOAN 065. Primate Rehavior
(See BIOL 031 for description.)

SOAN 066. The Hominid Heritage: Special
Topics in Paleoanthropology
The evolution of four presumably adaptive
hom inid behavioral repertoires and their

326

anatomical substrates will be the focus of this
course. Emphasizing the development of ana­
lytical competence in evaluating paleoanthropological data, as well as critical reading of the
primary literature, we will examine changes in
dietary, locomotor, symbolic and reproductive
behavior over the course of human evolution
and consider the implications of these devel­
opments for understanding and coping with
several contemporary health and biocultural
issues.
Prerequisite: SOAN 010 or equivalent or
instructor’s permission.
1 credit.
Spring 2000. Speirs.

SOAN 067. Human Biodiversity
A n introduction to the evolving concept of
“race” in biological anthropology and its lega­
cy for the contemporary exploration of modem
human variation as a product of population
history, evolution, and adaptation. In addition
to the examination of the dynamic interaction
of genotype and phenotype—whether physio­
logically or socially constituted—from multiple
historical and scientific perspectives, we will
scrutinize the use and abuse of racial perspec­
tives in the biomedical sciences and current
efforts to catalog the human genome.
1 credit.
Not offered 1999-2000. Speirs.

SOAN 068. Urban Education
(Cross-listed as EDUC 068)

SOAN 069. School and Society
(Cross-listed as EDUC 063)

SOAN 070. Religion as a Cultural
Institution
(Cross-listed as RELG 030)
The focus is primarily cross-cultural, and reli­
gion case materials will be drawn from both
preliterate and civilized traditions, including
the modem West. The following topics will be
emphasized: religious symbolism, religious evo­
lution, religion as a force for both social stabil­
ity and social change, psychological aspects of
religious belief, and religious change in modem
America. May be taken without prerequisites
with permission of instructor.
1 credit.
Spring 2000. Piker.

SOAN 071. Comparative Perspectives on
the Body
This class explores how different societies reg­
ulate, discipline, and shape the human body. In
the first part, we examine theories of the body
and how they have evolved over time. In the
second part, we focus on in-depth ethnograph­
ic cases and compare diverse cultural practices
that range from the seemingly traditional prac­
tices, such as circumcision, foot binding, and
veiling to the currently fashionable, such as
piercing, tattooing, dieting, and plastic surgery.
By comparing body modification through space
and time, we ask questions such as: Is contem­
porary anorexia similar to wearing the corset
during the 19th century? Is female circumci­
sion different from breast implants?
Furthermore, we investigate how embodiment
shapes personal and collective identities (espe­
cially gender identities) and vice versa.
Spring 2000. Ghannam.

SOAN 072. 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. This course
explores anthropological literature on shaman­
ism in thé United States, Russia, and South
America to ask ourselves how we constitute
and appropriate the exotic.
1 credit. .
Not offered 1999-2000. Grant.

SOAN 074. Globalization and the
Production of Locality: Theoretical
Debates and Ethnographic Explorations
This class examines how globalization (i.e., the
flows of capital, labor, discourses, images, and
commodities) is shaping different parts of the
world. It explores debates in social theories and
looks at ethnographic cases (texts and films)
that reveal the complex articulation between
global forces and “local” contexts. Is the eco­
nomic and political domination of the West
translated into global cultural hegemony? How
is locality produced? How can we study and
conceptualize the relationship between the
local and the global? We will address such
questions by looking at a wide range of topics
such as migration, transnationalism, diaspora,
consumption, and cosmopolitanism.
1 credit.

Fall 1999. Ghannam.

SOAN 075. The Changing Suburban
Landscape in Fiction and Film
This course will address how social and demo­
graphic changes in America have influenced
the “new Suburbia.” The course will begin by
surveying the history of the development of
suburbia and outlining the technological inno­
vations that made suburbia possible, such as
the commuter trains. We will debunk some of
the myths surrounding the suburban ideal of
the family of the 1950s and how these myths
were propagated through popular culture
including film, television, and fiction. This
course will also examine how economic and
population change has altered the current face
of suburbia and the degree to which the image
of the suburbs in popular culture has kept pace
with these changes. The course will culminate
with a focus on current suburban realities and
problems.
1 credit.
Fall 1999. Gager.

SOAN 0 77. Art and Society
The course examines the relationship between
art and society from a sociological perspective.
This semester, we shall use hermeneutics as a
sociological method for the interpretation of
literature. Selected works by Borges, Mann,
Dostoevski, Neitzsche, and Plato will be exam­
ined. This course may be counted toward a
concentration in Interpretation Theory.
1 credit.
Not offered 1999-2000. Muñoz.

SOAN 000. History of Poverty and Welfare
in the United States
This course will survey poverty in the United
States over the past century and the antipover­
ty programs used to combat poverty. We will
focus on the following areas: (1) the causes of
poverty; (2) the extent, distribution, and mea­
surement of poverty; (3) who is poor, and who
is not; and (4) the extent to which antipover­
ty programs have reduced poverty and for
whom. We will pay particular attention to the
effect of the welfare reform legislation passed
by the Clinton administration in 1996 and
monitor the effect of state level legislation
enacted in response to federal changes in wel­
fare guidelines. Students will be asked to visit a
state welfare office to observe firsthand the

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Sociology and Anthropology

treatment of the poor.
1 credit.
Spring 2000. Gager.

SOAN 084. Social Inequality
This course analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies of both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings of such issues as the nature
and representations of work, property, body,
and mind in revealing and reproducing social
inequalities. The approach is phenomenologi­
cal: How are inequalities made social, and how
are they disrupted?
1 credit.
Not offered 1999-2000. Wagner-Pacifici.

SOAN 086. Culture, Illness, and Health
This course will treat (1) evolved human adap­
tations, with reference to health and illness;
(2) cultural constructions of and responses to
illness; and (3) the intersection of nonWestern and Western medical systems. Crosscultural materials will be featured. This course
may be counted toward a concentration in
Public Policy.
I credit.
Spring 2000. Piker.

SOAN 088. Colluquium: Contemporary
Social Theory
A discussion of contemporary social theory and
its antecedents. The first part of the course will
be devoted to a discussion of works by
Nietzsche, Marx and Freud. The second part
will deal with works by contemporary theorist
such as Charles Taylor, Jürgen Habermas,
Michael Foucault, Anthony Giddens, Pierre
Bourdieu, Jana Sawicki, Luce Irigaray, and Jean
Baudrillar. Prerequisite: M odem Social
Theory. Limited enrollment.
1 credit.
Not offered 1999-2000. Munoz.

SOAN 090. Research Internship
Interns receive research experience through
placements in professional research settings.
The availability of internship in the depart­
ment varies from year to year.
Please see below.

328

Section 001
Juniors and seniors with a B average willing to
commit 6 to 12 hours of work on their project
per week are eligible. C redit is normally
awarded on a credit/no credit basis, for 0.5 to 1
credit. Because available projects change,
interested students should see the instructor
before registration. Interested students are also
encouraged to take SOAN 021.
0.5 to 1 credit.
Fall 1999 and spring 2000. Charlton.

Section 002
Internships in professional organizations such
as WHYY, Scribe Video Center, Mosaic Media,
and other settings provide training in both
research and video production skills. Depend­
ing on availability, interns might work with
visual ethnographers, documentary filmmak­
ers, community-based filmmakers, and/or video
editors on projects that require research on
sociology/anthropology-related themes. In­
terns will normally receive 0.5 credit (grade
based on credit/no credit) for committing to
their projects for 6 to 12 hours a week.
Students who wish to receive a full credit (and
receive a letter grade) must complete a
research paper based on their video production
project and keep a field journal. Because these
internships change, and filmmakers/editors
require different levels of skills for the intern­
ship, students should see Professor Diaz-Barriga
before registration. Students who plan to com­
plete a film/video production internship are
advised to take SOAN 111.
0.5 to 1 credit.
Fall 1999 and spring 2000. Diaz-Barriga

SOAN 091. Practium in Visual
Ethnography
This practicum explores the ethnography of
visual communication, including photography
and feature film, while giving students the
chance to complete a video project. Students
will work together in a production crew while
sharpening their digital editing skills.
Prerequisites: SOAN 111,
1 credit.
Spring 2000. Dfaz-Barriga

SOAN 093. Directed Reading
Individual or group study in fields of special
interest to the students not dealt with in the

regular course offerings. Consent of the depart­
ment chair and the instructor is required.
0.5 or 1 credit.
Fall 1999 and spring 2000. Members of the
department.

between history and myth. This course may be
counted toward a concentration in Franco­
phone Studies.
2 credits.
Not offered 1999-2000. Grant.

SOAN 096-097. Thesis

SOAN 103. Gift and Fetish

Theses will be required of all majors. Seniors
will normally take two consecutive semesters
of thesis tutorial. Students are urged to discuss
their thesis proposals with faculty during the
spring semester of their junior year, especially if
they are interested in the possibility of field
work.
1 credit each semester.
Fall 1999 and spring 2000. Members of the
department.
The following courses, with attachment, can
be taken in preparation for Honors examina­
tions SOAN 033 and 035, 055, 057,070, 084,
086.

C an objects lead social lives? This most
improbable proposition finds currency in some
of the most classic works of anthropology and
political economy. In the first half of this
course, we ground ourselves with a series of
foundational texts, from early anthropological
theories of gift exchange as proxies for the
social (Boas, Malinowski, and Mauss), to their
later critiques (Derrida and Bourdieu), to Marx
on commodity fetishism and Jean-Joseph Goux
on symbolic economies. In the second half of
the semester, we examine a handful of recent
ethnographies that locate these thoroughly
modem animisms in the contemporary global­
ized world.
2 credits.
Spring 2000. Grant.

SEMINARS

SOAN 104. Culture and Creativity
SOAN 101. Critical Modern Social Theory
The development of critical theory from Kant
to Habermas. Works by Hegel, Marx, Nietsche,
Lukács, Adorno, Benjamin, Horkeimer, and
Foucault will be examined.
Prerequisites: Advanced work in Sociology/
Anthropology, Philosophy, or Political Sci­
ence; or permission of the instructor. Students
are advised to take SOAN 105, Modem Social
Theory, as preparation for this seminar. This
course may be counted toward a concentration
in Interpretation Theory.
2 credits í
Spring 2000. Muñoz.

SOAN 102. History and Myth
The well-worn canons of historiography and
anthropology have undergone watershed
changes in the last 20 years, repositioning the
constitution of knowledge, power, and the self
in new analytical genres. This course takes a
look at some wide-ranging developments in
recent historiographic theory within anthro­
pology, drawing special attention to ways in
which mythic narratives inform the power of
persons and states, blurring the boundaries

Evolutionary perspective on the question: How
do we creatively make use of cultural resources
to construct ourselves and our life ways? Vast
diversity of human lifeways argues that such
creative construction is a—perhaps the—hall­
mark of human adaptation. Specific topics:
human evolution, foraging band as the basic
human pattern, speech, human intelligence,
human emotion, gender, biography, and his­
tory. Readings include ethnographies, novels,
and native narratives.
2 credits.
Fall 1999. Piker.

SOAN 105. Modem Social Theory
A n analysis of selected works by the main
founders of modem social theory. Works by
Marx, Weber, Durkheim, and Freud will be dis­
cussed. This course may be counted toward a
concentration in Interpretation Theory. This
seminar is strongly recommended for those stu­
dents planning to take SOAN 101 Critical
Modem Social Theory.
2 credits
Fall 1999. Muñoz.

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Sociology and Anthropology

SOAN106. Urban Ethnographies Through
Time and Space

Not offered 1999-2000. Wagner-Pacifici.

As key players in the global economy, cities are
becoming the focus of a growing number of
studies that show how urban life is shaped by
the complex interplay of global, national, and
local processes. In this class, we look at urban
ethnographies (texts and films) through space
and examine how the representation of the
city has changed over time. These ethnogra­
phies are conducted in Western cities such as
New York, London, and Paris as well as cities
in other parts of the world such as Cairo,
Casablanca, Bombay, Sao Paolo, and
Shanghai. We read these ethnographies to (1)
discuss different techniques and approaches
used to study urban cultures and identities; (2)
examine how the collection of data relates to
anthropological theories and methods; and (3)
explore how research in cities shape the field of
cultural anthropology. In our discussions, we
also explore important urban problems such as
poverty, gangs, violence, and homelessness.
2 credits.
Spring 2000. Ghannam.

This seminar examines the meaning of life as it
relates to work, on both a microlevel and
macrolevel, using the classic theoretical state­
ments as well as case studies.
2 credits
Not offered 1999-2000. Charlton.

SOAN 10 7. Religion as a Cultural
Institution
The following specific topics will be treated:
religious evolution, religion as a force for both
social stability and social change, and the psy­
chological bases for religious belief. Major the­
ories to be considered include those of Max
Weber, Emile Durkheim, and Sigmund Freud.
A cross-cultural perspective will be empha­
sized, and attention will be paid to religious
change in modem America.
2 credits
Spring 2000. Piker.

SOAN 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 of such issues as the nature
and representations of work, property, body,
and mind in revealing and reproducing social
inequalities. The approach is partly phenome­
nological: how are inequalities made social and
how are they disrupted?
2 credits.

330

SOAN 110 . Work and the Workplace

SOAN 1 1 1 . Visual Ethnography and
Documentary Film: Theory and
Production
This seminar examines the use of film and
video by sociologist and anthropologist to con­
vey and communicate aspects of culture that
are visible—from rituals, performance, and
dance to disputes and violence. The course will
look at the history of visual ethnography and
explore the major issues within the field,
including the relationship between ethnogra­
phers and filmmakers, and the appropriateness
of the conventions of documentary film, pay­
ing special attention to the influences of poli­
tics, economics, and technical advances. The
course will include readings on visual ethnog­
raphy and documentary film techniques. The
main goals of the seminar are for students to
understand the links between anthropological
and sociological theory and the production of
ethnographic and documentary film and to
have the production skills necessary for direct­
ing their own work.
2 credits.
Fall 1999. Diaz-Barriga and Jackson.

SOAN 1 14 . Political Sociology
This seminar analyzes the ways in which power
emerges, circulates, is augmented, and resisted
in diverse political contexts. Readings include
Marx, Weber, Gramsci, Arendt, Parsons, and
Foucault. This course may be counted toward a
concentration in Interpretation Theory.
2 credits.
Not offered 1999-2000. Wagner-Pacifici.

SOAN 115 . Freud and Modern Social
Theory
The seminar divides into two parts. The first
part is devoted to a close reading of selected
items from the Freudian canon. The second
part will examine Freud’s contribution to cur­
rent social and cultural analysis. Besides works
by Freud, works by Mitchell, Rieff, Habermas,

and Foucault will be examined.
Prerequisites: Advance work in Sociology/
Anthropology, Philosophy, or Political Sci­
ence; or permission of the instructor. This
course may be counted toward a concentration
in Interpretation Theory.
2 credits
Not offered 1999-2000. Muñoz.

SOAN1 1 7 . Liberation Theology and Social
Movement in Latin America

2 credits.
Not offered 1999-2000. Charlton.

SOAN 180. Thesis
Candidates for Honors will usually write theses
during the senior year. Students are urged to
have their thesis proposals approved as early as
possible during the junior year.
2 credits.
Fall 1999 and spring 2000. Members of the
department.

This course looks at the concepts, practices,
and history of liberation theology and new
social movements in Latin America, focusing
on the ways Christian Base Communities and
social movements (including human rights,
women’s, urban, and ecological) have articu­
lated demands and sought to empower local
communities. The relations between popular
religion in Latin America and liberation theol­
ogy will also be explored.
2 credits.
Not offered 1999-2000. Diaz-Barriga, Lacey.

SOAN 118. Chicana/o Culture/Politics/
Practice
This seminar explores the history of writings
on Chicano/a (Mexican-American) culture,
including ethnographies, literature, and prima­
ry texts. The seminar focuses on the intersec­
tion of culture/politics by exploring how
Chícanos have negotiated and resisted race
relations and hierarchy, challenged dominant
understandings of Chicana history, and refor­
mulated notions of culture and citizenship.
Topics covered in the course include the
Chicano civil rights movement, immigration
politics, and interpretations of key symbols
(such as La Llorona, La Virgén de Guadalupe,
and Aztlán). Requirements for the course will
also include a service learning component—•
interning one afternoon a week—with organi­
zations that serve the Mexican community in
Southeastern Pennsylvania.
2 credits.
Spring 2000. Diaz-Barriga.

SOAN 120. Gender and Culture
A comparative exploration of the social con­
struction of gender using diverse theoretical
and empirical perspectives. This course may be
counted toward a concentration in Women’s
Studies.

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Women’s Studies

Coordinator:

JEANNE MARECEK (Psychology) (Fall 1999)2
NORA JOHNSON (English Literature) (Spring 2000)
TAMSIN LORRAINE (Philosophy) (Spring 2000)'
Jen Gifford (Administrative Assistant)

Committee:

YVOIUIO ChireSU (Religion)
CSIT Everbach (Engineering)
Ruqayya Khan (Religion)
Carolyn Lesjak (English Literature)
Carol Nackenoff (Political Science)
Sunka Simon (Modem Languages)
Patricia White (English Literature)

1 Absent on leave, fall 1999.

2 Absent on leave, spring 2000.

The program in Women’s Studies provides stu­
dents with the opportunity to learn the contri­
butions of women to society, science, and the
arts; to study gender and gender roles in a vari­
ety of social and historical contexts; to relate
issues of gender to those of race, class, and sex­
ual preference; and to explore new methods
and theories arising from interdisciplinary
study. Women’s Studies encourages students to
examine critically the representations of
women in religion, in the arts and literature, in
social and political theory, and in the sciences.
Students in any major, whether in Course or in
the Honors Program, may add a concentration
in Women’s Studies to their program by fulfill­
ing the requirements stated below. Students in
the Honors Program may minor in Women’s
Studies or design a special major in consulta­
tion with the Women’s Studies Coordinator,
following the guidelines outlined below. All
students intending to pursue Women’s Studies
should submit their proposed program to the
Coordinator when they submit their sopho­
more papers. All program proposals must be
approved by the Women’s Studies Committee.
The Jean Brosins Walton ’35 Fund and the
Wendy S. Cheek Memorial Fund contribute to
the support of activities sponsored by the
Women’s Studies Committee.

of five credits in Women’s Studies. One 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, with the
approval of the coordinator, to write a onecredit thesis or pursue an independent study as
a substitute for regular course work. Students
may also, with the approval of the Coordi­
nator, include in their programs courses on
women and gender offered at Bryn Mawr,
Haverford, the University of Pennsylvania,
and abroad. If the institution in which the
course was offered has a Women’s Studies
Program, the course in question must be part of
that program to be accepted as a Women’s
Studies course at Swarthmore. Students will
normally take the senior seminar in the spring
semester of the senior year.
It is recommended that potential concentra­
tors take Women’s Studies 1, Introduction to
Women’s Studies, in their first or second year.

CONCENTRATION
Each concentration must include a minimum

332

HONORS PROGRAM
Students in the Honors program may minor in
Women’s Studies by completing six credits in
W omen’s Studies, completing 'A credit of
Seniors Honors Study and preparing for and
taking one external exam. The preparation
consists of the W omen’s Studies Senior
Seminar, Women’s Studies 91, plus the one-

credit Honors Attachment, 91 A. The Senior
Honors Study can be completed either semes­
ter of the senior year and will consist of a liter­
ature review essay.
Courses on women and gender regularly
offered for the concentration include:

BIOL 006. History and Critique of Biology
BIOL 093. Directed Reading in Feminist
Critiques of Biology
DANC 036. Dance and Gender
ECON 043. Public Policy and the
American Family
ECON 073. Women and Minorities in the
Economy
EDUC 061. Gender and Education
ENGL 005M. Ways of Seeing
ENGL 005N. Illicit Desires in Literature
ENGL 005R. Fictions of Identity
ENGL 023. Renaissance Sexualities
ENGL 024. Inscriptions of the Feminine in
16th- and 17th-Century England
ENGL 034. Romanticism and the
Performance of Gender
ENGL 036. Colloquium: The Age of Austen
ENGL 046. Stein and Woolf
ENGL 048. Contemporary Women's Poetry
ENGL 067. (Asian) Ethnicity and (Hetero)
Sexual Normativity
ENGL 071 J . Cherchez la femme: The
"Mystery" of Women in the Mystery
Genre
ENGL 071K. Lesbian Novels Since WWII
ENGL 071R. Feminist Theatre
ENGL 083. Feminist Theory
ENGL 084. Lesbian Representation
ENGL 089. Women and Popular Culture:
Fiction, Film, and Television
ENGL 090. Queer Media
ENGL 091. Feminist Film and Media
Studies
ENGL 112, Women and Literature
FREN 061. Odd Couplings: Writings and

Readings Across Gender Lines
FREN 076. Femmes écrivains
GERM 077. Literature of Decadence
GERM 088. Frauen und Film
GERM 108. Wien und Berlin
HIST 001C. Sex and Gender in Western
Traditions
HIST 001G. Women, Family and the State
in China
HIST 0011. African American Women
HIST 001S. Sex, Sin, and Kin in Early
Europe
HIST 029. Sexuality and Society in
Modern Europe
HIST 052. The History of Manhood in
America
HIST 053. African American Women's
History
HIST 054. Women, Society, and Politics
HIST 089. Gender, Sexuality and
Colonialism
LITR 051G. Gender and Race in European
Cinema
LITR 061SA. Women's Testimonial
Literature of Latin America
LITR 077G. Literature of Decadence
LITR 079R. Russian Women Writers
MUSI 010. Women in Music: Composers
MUSI 035. Women Composers and
Choreographers
PEAC 040. Peace Movement in the
United States: Women and Peace
PHIL 045. Philosophical Approaches to
the Question of Woman
PHIL 145. Feminist Theory Seminar
PHYS 029. Seminar on Gender and
(Physical) Science
POLS 013. Feminist Political Theory
POLS 031. Difference, Dominance, and
the Struggle for Equality
POLS 032. Gender, Politics and Policy in
America

333

Women’s Studies

PSYC 044. Psychology and Women
PSYC 060. Gender and Mental Health
RELG 007B. Women and Religion
RELG 025B. Black Women and Religion in
America
RELG 041. Secrecy and Revelation in
Islam
RELG 103. Women and Spirituality
RELG 118 . Gender and Judaism
RUSS 079R. Russian Women Writers
SOAN 007. Gender, Power, and Identity
SOAN 016. Sociology through African
American Women's Writing
SOAN 041. Comparative Studies of China
and Japan
SOAN 042A. Transitions to Democracy:
The Gender Challenge
SOAN 120. Gender and Culture
SPAN 066. La escritora espanola en Ios
siglos XIX y XX
T H E A 106. Theatre History Seminar
WMST 001. Introduction to Women's
Studies

wide distribution requirement. However, it
can be used to satisfy the distribution require­
ment for the concentration.
1 credit.
Spring 2000. Everbach.

A n interdisciplinary course designed around an
issue central to women’s lives and the repre­
sentation of women’s experiences. The course
introduces students to concepts, questions, and
analytic tools that have been developed by
women’s studies scholars in diverse fields.
1 credit.

1 credit.

WMST 030. Women and Technology
The course will explore the relationships
between women and technology in western
industrial society. Three aspects to be consid­
ered are the effect of technology on women,
the role of female technologists in shaping that
technology, and the effect on technology of
average women acting as consumers, voters,
and citizens. Students will research an area of
personal interest and make a presentation to
the class. Possible topics include reproductive
technologies, the internet, feminist utopias in
science fiction, and others. Expected workload
is two long papers and several short ones, with
no midterm, final, or labs.
Women's Studies 030 does not fulfill a college­

334

WMST 091. Seminar in Women's Studies
A n advanced seminar emphasizing theoretical
and methodological questions which arise
when women are placed at the center of study,
and in which students engage in research pro­
jects based upon their prior work with gender
in the various disciplines. This class is required
of, and normally limited to, Women's Studies
concentrators and special majors. It must be
taken in the senior year and cannot be used to
fulfill distribution requirements in the concen­
tration.
1 credit.
Spring 2000. Simon.

WMST 091 A . Honors Attachment to
Seminar in Women's Studies
A n advanced seminar or tutorial required of
students who complete an Honors minor in
Women's Studies.
1 credit.

Spring 2000. Simon.

WMST 092. Thesis
WMST 192. Thesis
For students completing a special major in
honors.
2 credits.

WMST 199. Senior Honors Study
Required of students who complete an Honors
minor in Women's Studies.
0.5 credit.

VI
The Corporation
Board of Managers
Alumni Association
Officers and Alumni
Council
The Faculty

Administration
Visiting Examiners
Degrees Conferred
Awards and Distinctions
Enrollment Statistics

335

The Corporation

January 1, 1999 to December 31, 1999
]. Lawrence Shane, Chair
21 College Avenue
Swarthmore, PA 19081
Marge Pearlman Scheuer, Vice Chair
101 Central Park West
New York, NY 10023
Lillian E. Kraemer, Secretary
Simpson Thacher & Bartlett
425 Lexington Avenue
New York, NY 10017-3909

Maurice G. Eldridge, Assistant Secretary
Swarthmore College
Swarthmore, PA 19081
Suzanne P. Welsh, Treasurer
Swarthmore College
Swarthmore, PA. 19081
Louisa C. Ridgway, Assistant Treasurer
Swarthmore College
Swarthmore, PA 19081

Board of Managers
]. Lawrence Shane, Chair
21 College Avenue
Swarthmore, PA 19081
Marge Pearlman Scheuer, Vice Chair
101 Central Park West
New York, NY 10023
Lillian E. Kraemer, Secretary
Simpson Thacher & Bartlett
425 Lexington Avenue
New York, NY 10017-3909

Current Term Expires December 1999
Mary Schmidt Campbell
457 W. 144th Street
New York, NY 10031
♦Barbara J. Dingfield
3246 Cascadia Avenue, South
Seattle, WA 98144
Neil Grabois
Carnegie Corporation of New York
437 Madison Avenue
New York, NY 10022
Graham O. Harrison
334 Cotuit Bay
Cotuit, MA 02635
Samuel L. Hayes III
345 Nahatan Street
Westwood, MA 02090

♦Nominated by the Alumni Association

336

Ex officio
Alfred H. Bloom
Chairman of the Board Emeritus
Eugene M. Lang
912 Fifth Avenue
New York, NY 10021

James C. Hormel
Equidex, Inc.
19 Sutter Street
San Francisco, CA 94104-4901
Barbara Mather
Pepper Hamilton LLP
3000 Two Logan Square
18th and Arch Streets
Philadelphia, PA 19103-2799
♦♦Preston C. Polk Jr.
First Data Corp., Suite 1400
5660 New Northside Drive
Atlanta, G A 30328
Marge Pearlman Scheuer
101 Central Park West
New York, NY 10023
♦William G. Stott
Marshfield Associates Investment Counsel
51 Collins Road
Northboro, MA 01532
** Young Alumni Manager

Current Term Expires December 2000
Neil R. Austrian
22 Ballwood Road
Old Greenwich, C T 06870
Dulany Ogden Bennett
Oregon Episcopal School
6300 SW Nicol Road
Portland, OR 97223
♦Donald T. Fujihira
1199 Park Avenue, Apt. 7B
New York, NY 10128
*Martha Salzmann Gay
1004 Montgomery Avenue
Ft. Washington, PA 19034
John D. Goldman
Richard N. Goldman & Co.
One Bush Street, Suite 900
San Francisco, CA 94104
Julie Lange Hall
1161 Pine Street
Winnetka, IL 60093

Lillian E. Kraemer
Simpson, Thatcher & Bartlett
425 Lexington Avenue
New York, NY 10017-3909
**Maeghan T. LeRoy Maloney
2921 SE 62nd Avenue
Portland, OR 97206
William G. Nelson IV
GEAC Computer Corp. Limited
11 Allstate Parkway, Suite 300
Markham, Ontario
U R 9T8 CANADA
]. Lawrence Shane
21 College Avenue
Swarthmore, PA 19081
Thomas E. Spock
43 Stoneyside Drive
Larchmont, NY 10538

Current Term Expires June 2001
*Elenor G. Reid
12 E. 86th Street, Apt. 623
New York, NY 10028
Current Term Expires December 2001
Nancy Y. Bekavac
Office of the President
Scripps College
1030 Columbia Avenue
' Claremont, CA 91771
Lloyd W. Lewis
65 Twin Pine Way
Glen Mills, PA 19342
Jamfes Noyes
9 Back River Circle
Savannah, GA 31411

*Freeman L. Palmer
363 Canal Street, Apt. 3
New York, NY 10013
Barbara Hall Partee
50 Hobart Lane
Amherst, MA 01002
Asahi Pompey
666 West End Avenue, Apt. 10F
New York, NY 10025
Marc J. Sonnenfeld
Morgan, Lewis is. Bockius, LLP
1701 Market Street, 13 th Floor
Philadelphia, PA 19103

Current Term Expires December 2002
Catherine Good Abbott
Columbia Gas Transmission Corp.
12801 Fair Lakes Parkway
Fairfax, VA 22033

Paul I. Corddry
601 Gulf Shore Boulevard North
Naples, FL 34103

‘Nominated by the Alumni Association

**Young Alumni Manager

337

Board of Managers

Current Term Expires December 2002
Carol Lesley Cunniff
1 West 72nd Street
New York, NY 10023
Michael ]. Kuh
65 Fourth Avenue, Apt. 5D
New York, NY 10003
Jane Lang
Sprenger & Lang
1614 Twentieth Street, NW
Washington, DC 20009

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
111 Radio Circle
Mt. Kisco, NY 10549
Walter Lamb
147 Tannery Run Circle
Waynesborough Woods
Berwyn, PA 19312

Elizabeth Scheuer
4730 Fieldston Road
Bronx, NY 10471
Alan A. Symonette
717 Dorset Street
Philadelphia, PA 19119

Eugene M. Lang
912 Fifth Avenue
New York, NY 10021
Elizabeth J. McCormack
Rockefeller Family & Associates
Room 5600
30 Rockefeller Plaza
New York, NY 10112
Charles C. Price III
Quadrangle C-301
3300 Darby Road
Haverford, PA 19041-1061
Sue Thomas Turner
17211 Quaker Lane
Sandy Spring, MD 20560
Richard B. Willis
1314 Foulkeways
Gwynedd, PA 19436

Committees of the Board
The Chairman of the Board is an ex officio member of every Committee.
Executive
J. Lawrence Shane, Chair
Marge Pearlman Scheuer, Vice Chair
Neil R. Austrian
Dulany Ogden Bennett
Julie Lange Hall
Graham O. Harrison

338

James C. Hormel
Richard M. Hurd
Lillian E. Kraemer
Eugene M. Lang
Barbara Weber Mather
Marc J. Sonnenfeld

Development
Neil R. Austrian , Chair
William G. Stott, Vice Chair
Mary Schmidt Campbell
Donald T. Fujihira
Martha Salzmann Gay
James C. Hormel
Frederick W. Kyle
Eugene M. Lang
Marc J. Sonnenfeld
Davia B. Temin
Robert B. Kyle, ex officio
Elenor G. Reid, ex officio
John A. Riggs, ex officio
Finance and Trusts Administration
Barbara Mather, Chair
Thomas E. Spock, Vice Chair
Richard M. Hurd
Lillian E. Kraemer
Walter Lamb
James W. Noyes
Freeman Palmer
Elizabeth H. Scheuer
Marc J. Sonnenfeld
Instruction and Libraries
Dulany Ogden Bennett, Chair
Barbara Hall Partee, Vice Chair
Nancy Y. Bekavac
Mary Schmidt Campbell
John D. Goldman
Neil Grabois
Julie Lange Hall
Lillian E. Kraemer
Jane Lang
Barbara Mather
William G. Nelson
Ashai Pompey
Charles C. Price III
Marge Pearlman Scheuer
William G. Stott
Sue Thomas Turner
Investment
Graham O. Harrison, Chair
Samuel L. Hayes III, Vice Chair
Neil R. Austrian
Carol Lesley Cunniff
Terry Glenn
J. Parker Hall
Jerome Kohlberg, Jr.

Eugene M. Lang
Christopher M. Niemczewski
Jeffrey A. Wolfson
Nominating
Marc J. Sonnenfeld, Chair
Dulany Ogden Bennett
Neil Grabois
Graham O. Harrison
Jerome Kohlberg, Jr.
Lillian E. Kraemer
Jane Lang
Property
Richard M. Hurd, Chair
John D. Goldman, Vice Chair
John C. Crowley
Barbara J. Dingfield
Martha Salzmann Gay
Samuel L. Hayes III
Walter Lamb
Lloyd W. Lewis
Maeghan T. Maloney
James W. Noyes
Preston C. Polk, Jr.
Marge Pearlman Scheuer
Thomas E. Spock
Two faculty members
Two student members
Student Life
James C. Hormel, Chair
Donald T. Fujihira, Vice Chair
Nancy Y. Bekavac
Dulany Ogden Bennett
Barbara J. Dingfield
Neil Grabois
Julie Lange Hall
Eugene M. Lang
Jane Lang
Maeghan T. Maloney
William G. Nelson IV
Freeman Palmer
Barbara Hall Partee
Preston C. Polk, Jr.
Ashai Pompey
Sue Thomas Turner
Three faculty members
Five student members

339

Alumni Association
Officers and Alumni Council
President

Vice President

Isaac T. Schambelan ’613
New York, NY
Gaurav Seth ’983
New Delhi, Delhi, India
David D. Wright ’69'
New York, NY

James P. DiFalco ’82

Zone C

Vice President

Connecticut, Maine, Massachusetts, New
Hampshire, Rhode Island, and Vermont
Martha Sanders Beshers ’773
Barrington, RI
Kevin C. Chu ’72'
Falmouth, MA
John F. Leich ’422
Cornwall Bridge, CT
Ruth Jones McNeill ’702
Medford, MA
Dorothy K. Robinson ’72'
Hamden, C T

Elenor G. Reid ’67

President-Designate
Richard R. Truitt ’66

Roberta A. Chicos ’77

Secretary
William J. Pichardo ’71

Zone A
Delaware, Pennsylvania
Allison Anderson Acevedo ’893
Philadelphia, PA
Robin Shiels Bronkema ’89‘
Wallingford, PA
Anthony J. Cheesebrough ’972
McDonald, PA
Elizabeth Killackey ’862
Lansdowne, PA
Duleesha P. Kulasooriya ’972
Glenolden, PA
J. Randolph Lawlace ’733
Wynnewood, PA
Richard I.P. Ortega ’73'
Glen Mills, PA
Peter R. Warrington ’69!
Kingston, PA

Zone B

Zone D
District of Columbia, Maryland, and Virginia
Margaret W. Capron ’693
Arlington, VA
Catherine Livingston Fernandez ’802
Bethesda, MD
Stephen L. Gessner ’662
Baltimore, MD
Steven D. Gordon ’71l
Falls Church, VA
M. Regina Maisog ’891
Baltimore, MD
David A. Maybee ’623
Rockville, MD
Alice Lund Norris ’554
Washington, DC

New Jersey, New York
Rikki Abzug ’863
New York, NY
Lauren S. Basta ’983
Oyster Bay, NY
J. David Gelber ’632
New York, NY
Willa Freeman Grünes ’472
Ithaca, NY
Nancy L. Hengen ’731
New York, NY

Illinois, Indiana, Iowa, Kansas, Michigan,
Minnesota, Missouri, Nebraska, North Dakota,
Ohio, Oklahoma, South Dakota, Texas, West
Virginia, and Wisconsin
Joanna Bailey ’882
Grand Rapids, MI

1 Term ends 2002.
2 Term ends 2000.

3 Term ends 2001.
4 Nominating committee.

Zone E

Martha Easton ’89'
Minneapolis, MN
Richard W. Mansbach ’642
Huxley, 1A
Joel S. Taylor ’653
Bexley, OH
Burnham Terrell ’45'
Minneapolis, MN
Lesley C. Wright 7 9 3
Iowa City, IA

ZoneF
Alabama, Arkansas, Florida, Georgia,
Kentucky, Louisiana, Mississippi, North
Carolina, South Carolina, Tennessee, territories,
dependencies, and foreign countries
Robert J. Amdur ’813
Lebanon, NH
P. William Curreri ’58'
Daphne, AL
Timothy M. Kuykendall ’892
Mooresville, NC
Donna C. Llewellyn ’803
Marietta, GA
Eric Osterweil ’563
Brussels, Belgium
Katharine Winkler ’931
Durham, NC

ZoneG
Alaska, Arizona, California, Colorado, Hawaii,
Idaho, Montana, Nevada, New Mexico,
Oregon, Utah, Washington, and Wyoming
Virginia L. Boucher ’731
Santa Ynez, CA
John B. Collins ’593
Seattle, WA
Marian Westover Gade ’562
Kensington, CA
Richard W. Kirschner ’49‘
Albuquerque, NM
Carola B. Sullam ’723
San Francisco, CA

1 Term ends 2002.
2 Term ends 2000.

Member at Large
Marialuz Castro ’98
Dobbs Ferry, NY

Connection Representatives
Boston
Jeremy Weinstein ’97
Cambridge, MA
Chicagp
Marilee Roberg ’73
Evanston, IL
Metro D .C. /Baltimore
Kathy Stevens ’89
Silver Spring, MD
Metro N.Y.C.
Sand a J. Balaban ’94
New York, NY
Deborah Branker Harrod ’89
Jersey City, NJ
North Carolina
George Brown Telford III ’84
Durham, N C
Philadelphia
Jennifer J. Rickard ’86
Philadelphia, PA
Pittsburgh
Melissa Kelley ’81
Pittsburgh, PA
San Francisco
Neal D. Finkelstein ’86
Oakland, CA
Rebecca L. Johnson ’86
Oakland, CA
Seattle
Deborah Read ’87
Seattle, WA

National Chair
Don Fujihira ’69
New York, NY

3 Term ends 2001.
4 Nominating committee.

341

The Faculty

University; Ph.D., Harvard University,
President and Professor of Psychology and
Linguistics. 324 Cedar Lane.

Robert A . Barr J r ., B.A., Swarthmore
College; M.A., University of Pennsylvania,
Dean Emeritus of Admissions. Strath Haven
Condominiums, Apt. 719, 801 Yale Avenue.

JenniO Keith, B.A., Pomona College; M.A.

Paul H. Beik, B.A., Union College, M.A.

and Ph.D., Northwestern University, Provost
and Centennial Professor of Anthropology.
612 Ogden Avenue.

and Ph.D., Columbia University, Centennial
Professor Emeritus of History. 2461 Venetian
Way, W inter Park, FL 32789.

Wendy E . Chmielewski, B.A., Goucher

Oleksa-Myron Bilaniuk, Cand. Ingeanieur,

College; M.A. and Ph.D., State University of
New York at Binghamton, Cooley Curator of
the Swarthmore College Peace Collection.
Swarthmore College.

Universitea de Louvain; B.S.E., B.S., M.S.,
M.A., and Ph.D., University of Michigan,
Centennial Professor Emeritus of Physics.
100 Plush Mill Road, Wallingford, PA 19086.

David Ramirez, B.A., M.A., and Ph.D.,
University of Texas, Director of Psychological
Services. Swarthmore College.

David L . Bowler, B.S. in E.E., Bucknell
University; M.S. in E.E., Massachusetts
Institute of Technology; M.A. and Ph.D.,
Princeton University, Howard N. and Ada J.
Eavenson Professor Emeritus of Electrical
Engineering. 505 Yale Avenue. ■

Alfred H. BlOOm, B.A., Princeton

Peggy Ann Seiden, B.A., Colby College;
M.A., University of Toronto; M.L.I.S.,
Rutgers University, College Librarian.
Swarthmore College.
Meg E . Spencer, B.A., University of
Richmond; M.S., Drexel University, Acting
Science Librarian. Swarthmore College.

Martin 0. Warner, B.A., University of
North Carolina at Chapel Hill; M.A., Duke
University, Registrar. Swarthmore College.

Alice Brodhead, B.S. and M.A., University
of Pennsylvania, Professor Emerita of
Education. Stonegates #162, 4031 Kennett
Pike, Greenville, DE 19807.
Hilde D. Cohn, Dr. Phil., University of
Heidelberg, Professor Emerita of German.
Apt. 6311,3300 Darby Road, Haverford, PA
19041-1095.
Tatiana M . Cosman, b .a . and M.A.,

EMERITI
Elisa AsensiO, M.A., Middlebury College,
Professor Emerita of Spanish. Apt. 8350,3300
Darby Road, Haverford, PA 19041.

George C. Avery, B.A., M.A., and Ph.D.,
University of Pennsylvania, Professor
Emeritus of German. 230 Haverford Avenue.

Lydia Baer, B.A., Oberlin College; M.A. and
Ph.D., University of Pennsylvania, Professor
Emerita of German, c/o Staff Leasing Group,
P.O. Box 25020, Bradenton, FL 34206-5020.

Robert C. Bannister, B.A. and Ph.D., Yale
University; B.A. and M.A., University of
Oxford, Scheuer Professor Emeritus of History.
Strath Haven Condominiums, Apt. 1224, 801
Yale Avenue.

342

Middlebury College; M.A., Columbia
University; Ph.D., New York University,
Assistant Professor (part-time) Emerita of
Russian. Riddle Village, #215 Williamsburg,
Media, PA 19063-6032.

Gomer H. Davies, B.S., East Stroudsburg
State College; Ed.M., Temple University,
Professor Emeritus of Physical Education.
212 Plush Mill Road, Wallingford, PA 19086.

H. Searl Dunn, B.S.E. and M.S.E., Princeton
University; Ph.D., Brown University, Henry
C. and ]. Archer Turner Professor of
Engineering. 603 Elm Avenue.
William C. Elmore, B.S., Lehigh University;
Ph.D., Yale University, Morris L. Clothier
Professor Emeritus of Physics. Dunwoody
Village C H 3 ,3500 West Chester Pike,
Newtown Square, PA 19073.

Edward A . Fehnel, B.S., M.S., and Ph.D.,
Lehigh University, Edmund Alien Professor
Emeritus of Chemistry. 120 Paxon Hollow
Road, Rose Tree, Media, PA 19063.

Philip Metzidakis, B.A., Dartmouth
College; Ph.D., Yale University, Professor
Emeritus of Spanish. 64 Tonset Road,
Orleans, MA 02653.

Launce J . Flemister, B.A., m .a . and Ph.D.,
Duke University, Professor Emeritus of
Zoology. 36 Deerfield Road, Hilton Head,
SC 29926.

John M . Moore, B.A., Park College; B.D., '

Charles E. Gilbert, B.A., Haverford College;
Ph.D., Northwestern University, Professor
Emeritus of Political Science. 223 Kenyon
Avenue.

Union Theological Seminary; M.A., Harvard
University; Ph.D., Columbia University,
Professor Emeritus of Philosophy and
Religion. Barclay Friends, 700 North Franklin
Street, West Chester, PA 19380.

Barbara Lange Godfrey, Dean Emerita of
Women. W hite Horse Village, B102
Gradyville Road, Newtown Square, PA
19073.

Kathryn L . Morgan, B.A., Virginia State
College; M.A., Howard University; M.A.
and Ph.D., University of Pennsylvania,
Sara Lawrence Lightfoot Professor Emerita
of History. Apt. 710, Strath Haven
Condominiums.

James H. Hammons, B.A., Amherst

Bernard Morrill, B.S. in M.E., Massachusetts

Collegé; M.A. and Ph.D., The Johns Hopkins
University, Professor Emeritus of Chemistry.
17 Furness Lane, Wallingford, PA 19086.

Mark A. Heald, B.A., Oberlin College; M.S.
and Ph.D., Yale University, Morris L. Clothier
Professor Emeritus of Physics. P.O. Box 284,
Pleasant Hill, TN 38578.
Wulff D. Heintz, Dr. rer. nat. Miinchen
University, Professor Emeritus of Astronomy.
540 Riverview Avenue.

Eleanor K. Hess, B.S. and M.S., University
of Pennsylvania, Professor Emerita of Physical
Education. 5 Plush Mill Road, Wallingford,
PA 19086.
George Krugovoy, B.A., M.A., and Ph.D.,
Philosophical Institute, Salzburg, Austria,
Professor Emeritus of Russian. 562 Juniata
Avenue.

Asmarom Legesse, B.A., University College
of Addis Ababa; Ed.M. and Ph.D., Harvard
University, Professor Emeritus of
Anthropology. Swarthmore College.

Paul C. Mangelsdorf J r ., B.A., Swarthmore
College; Ph.D., Harvard University, Morris L.
Clothier Professor Emeritus of Physics. 110
Cornell Avenue.

John D. McCrumm, B.A. and M.S.,
University of Colorado, Howard N. and
Ada J. Eavenson Professor Emeritus of
Engineering. Arlington #417, Riddle Village,
Media, PA 19063.

Institute of Technology; M.M.E., University
of Delaware; Ph.D., University of Michigan,
Henry C. and J. Archer Turner Professor
Emeritus of Engineering. 535 Fanshaw, Boca
Raton, FL 33434-6140.

Jane Mullins, B.A., Swarthmore College,
Registrar Emerita. 11 South Princeton
Avenue.

Helen F. North, B.A., M.A., and Ph D.,
Cornell University, Centennial Professor
Emerita of Classics. 604 Ogden Avenue.
Martin Ostwald, B.A., University of
Toronto; M.A., University of Chicago; Ph.D.,
Columbia University, William R. Kenan, Jr.,
Professor Emeritus of Classics. 408 Walnut
Lane.
Harold E . Pagliaro, A.B., m .a ., Ph.D.,
Columbia University, Alexander Griswold
Cummins Professor Emeritus of English
Literature and Provost Emeritus. 536 Ogden
Avenue.
Dean Peabody, B.A., Swarthmore College;
Ph.D., Harvard University, Professor Emeritus
of Psychology. 312 Catch Penny Lane, Media,
PA 19063-5443.

Jean Ashmead Perkins, B.A., Swarthmore
College; M.A. and Ph.D., Columbia
University, Susan W. Lippincott Professor
Emerita of French. 351 Riverview Road.

343

Faculty

Ernest J . Prudente, B.s. and M.S.,
University of Pennsylvania, Professor
Emeritus of Physical Education. 914 Surrey
Road, Wallingford, PA 19086.

Francis P. Tafoya, B.S. and M.A.,

Frederic L . Pryor, B.A., Oberlin College;

Peter T. Thompson, B.A., The Johns

M.A. and Ph.D., Yale University, Professor
Emeritus of Economics. 740 Harvard Avenue.

David Rosen, B.A., New York University;
M.A. and Ph.D., University of Pennsylvania,
Professor Emeritus of Mathematics. 394
Riverview Road.
Alburt M. Rosenberg, B.A., Harvard
University; M.S.,University of Florida; Ph.D.,
University of Pennsylvania, Associate
Professor Emeritus of Natural Science.
P.O. Box 1593, Harwich, MA 02645.
Robert Roza, B.A., University of Toronto;
M.A. and Ph.D., Princeton University, Susan
W. Lippincott Professor Emeritus of French.
233 Cornell Avenue.

Robert E . Savage, B.A., Oberlin College;
M.S. and Ph.D., University of Wisconsin,
Isaac H. Clothier, Jr., Professor Emeritus of
Biology. 411 Vassar Avenue.
Bernard S. Smith, B.A. and M.A.,
University of Oxford; Ph.D., Harvard
University, Professor Emeritus of History. The
Coach House, Glascwm, Llandrindod Wells,
Powys LD1 5SE, England.
David G. Smith, B.A., and M.A., University
of Oklahoma; Ph.D., The Johns Hopkins
University, Richter Professor Emeritus of
Political Science. 448 S. Jackson Street,
Media, PA 19063.

Susan Snyder, B.A., Hunter College; M.A.
and Ph.D., Columbia University, Gil and
Frank Mustin Professor Emerita of English
Literature. 2939 Van Ness Street,
Washington, DC 20008-4607.

Gilmore Stott, B.A. and M.A., University of
Cincinnati; B.A. and M.A., University of
Oxford; M.A. and Ph.D., Princeton
University, Associate Provost Emeritus and
Associate Dean of the College Emeritus.
318 Dartmouth Avenue.

Barbara Yost Stewart, B.A., Swarthmore
College; M.A. and Ph.D., Bryn Mawr College,
Professor Emerita of Biology, 12 Recreation
Drive, Jim Thorpe, PA 18229.
344

University of Colorado; Ph.D., Yale
University, Professor Emeritus of French and
Spanish. 620 North Chester Road.
Hopkins University; Ph.D., University of
Pittsburgh, Professor Emeritus of Chemistry.
203 College Avenue.

Derek Traversi, B.A. and M.A., University
of Oxford, Alexander Griswold Cummins
Professor Emeritus of English. 12 Richmond
Mansions, Denton Road, Twickinham, Midd,
TW 1, 2HH, England.
P. Linwood Urban J r ., B.A., Princeton
University; S.T.B., S.T.M., and Th.D.,
General Theological Seminary, Charles and
Harriett Cox McDowell Professor Emeritus of
Religion. 20 South Princeton Avenue.
Neal A . Weber, B.A., M.S., and D.Sc.,
University of N orth Dakota; M.A. and Ph.D.,
Harvard University, Professor Emeritus of
Zoology. 1805 Aaron Drive, Tallahassee, FL
32303.
M . Joseph Willis, B.C.E., University of
Washington; M.S., Cornell University; Ph.D.,
The Johns Hopkins University, Professor
Emeritus of Engineering. 103 Jefferson Street,
Oxford, MD 21654.
Harrison M . Wright, B.A., M.A., and Ph.D.,
Harvard University, Isaac H. Clothier
Professor Emeritus of History and
International Relations and Provost Emeritus.
P.O. Box 209, Jamestown, R I 02855.

Sarah Lee Lippincott Zimmerman, B.A.,
University of Pennsylvania; M.A.,
Swarthmore College; D.Sc., Villanova
University, Professor Emerita of Astronomy
and Director Emerita of the Sproul
Observatory. 29 Kendal Drive, Kennett
Square, PA 19348-2323.

FACULTY AND INSTRUCTIONAL STAFF

Amanda Rayer,' B.A., Williams College;

Abigail Adams, Diploma, Royal Academy

M.A., M.Phil, and Ph.D., Yale University,
Associate Professor of Economics.
548 Westminster Avenue.

of Dramatic Art; Certificate, Wielopolska
Training School, Visiting Lecturer in Theatre
Studies (part-time). 603 Hillbom Ave.

Frank Agovino, B.S., St. Joseph’s University,
Assistant in Physical Education. Swarthmore
College.

John Alston, B.M., Yankton College; M.M.,
University of Northern Iowa; Ph.D., Indiana
University, Associate Professor of Music.
Swarthmore College.

Peter Alvanos, A.A., Anne Arundel

M.A., Villanova University, Visiting Lecturer
in Theatre Studies (part-time). 121 Dundee
Mews, Media, PA 19063.

Stephen P. Bensch, M.A., University of
Toronto; Ph.D., University of California,
Berkeley, Associate Professor of History.
614 Yale Avenue.
Deborah J . Bergstrand, B.S., Allegheny
College; M.S. and Ph.D., University of
Illinois, Professor of Mathematics/ Statistics.
Swarthmore College.

Community College; B.S., Drexel University;
M.A., University of Louisville, Assistant
Professor of Physical Education. Swarthmore
College.

Alan Berkowitz, M.A. and Ph.D„ University

Diane Anderson, B.A., Montclair State

of Washington, Associate Professor of
Chinese. Swarthmore College.

College; M.S., Drexel University, Assistant
Professor of Education. 210 Yale Avenue.

Nathalie F. Anderson, B.A., Agnes Scott
College; M.A., Georgia State University;
Ph.D., Emory University, Professor of English
Literature. 3 Rutledge Avenue, Rutledge, PA
19070.
Peter Aronoff, B.A., Queens College,
Visiting Assistant Professor of Classics.
Swarthmore College.
Kim D. AlTOW,2B.S., Temple University;
M.F.A., New York University, Assistant
Professor of Dance (part-time). Swarthmore
College.
Aiira Ashvo-Muhoz y Diaz, B.A., M.A., and
Ph.D., University of Texas at Austin, Visiting
Assistant Professor of Spanish (part-time).
Swarthmore College.

Cynthia Dakor, B.A., Wesleyan University;
M.T.S., Harvard University; Ph.D., Duke
University, Visiting Assistant Professor of
Religion. Swarthmore College.

David Dalton, B.A., Stanford University;
Ph.D., University of California, Berkeley,
Visiting Assistant Professor of Philosophy.
Swarthmore College.12
1 Absent on leave, fall 1999.
Absent on leave, spring 2000.

2

Carla Dalvar, B.A., Temple University;

Thomas H. Blackburn, B.A., Amherst; b .a .
and M.A., University of Oxford; Ph.D.,
Stanford University, Centennial Professor of
English Literature. 801 Yale Avenue #1001.
Jean-Vincent Blanchard,9b .a . and M.A.,
Université de Montréal; Ph.D., Yale
University, Assistant Professor of French.
Swarthmore College.
Abbe Blum,3B.A., University of California,
Berkeley; B.A. and M.A., Cambridge
University; Ph.D., Yale University, Associate
Professor of English Literature. 400 Walnut
Lane.

John R. Boccio, B.S., Polytechnic Institute
of Brooklyn; Ph.D., Cornell University,
Professor of Physics. 318 North Chester Road.

Elizabeth Bolton,1 B.A., Middlebury
College; M. Phil, and Ph.D., Yale University,
Associate Professor of English Literature. 4
Crum Ledge Lane.
Karen Borbee, B.S., University of Delaware;
M.Ed., Widener University, Associate
Professor of Physical Education. 933 Mitchell
Avenue, Morton, PA 19070.

3 Absent on leave, 1999-2000.
9 Campus Coordinator, Swarthmore Program
in Grenoble, spring 2000.

345

Faculty

Thompson Bradley, B.A., Yale University;
M.A., Columbia University, Professor of
Russian. Price’s Lane, Moylan, PA 19065.

Darlene D. Bramucci, B.A. and M.S.,
University of Maryland, Laboratory Instructor
in Biology, 532 Milmont Avenue, Milmont
Park, PA 19033.
Elaine Brenneman,6B.A., University of
Vermont; M.Ed. and Ph.D., University of
Delaware, Visiting Assistant Professor of
Education. Swarthmore College.

Amy L . Brunner, B.S., Bates College; M.S.,
Smith College, Coach-Instructor in Physical
Education. Swarthmore College.

Amy L.R . Buy,3B.A., Williams College;
Ph.D., Massachusetts Institute of Technology,
Associate Professor of Physics. 302 Cornell
Avenue.

Timothy J . Burke, B.A., Wesleyan
University; M.A. and Ph.D., Johns Hopkins
University, Assistant Professor of History.
Swarthmore College.
Garikai Campbell, B.A., Swarthmore
College; Ph.D., Rutgers University, Assistant
Professor of Mathematics. Swarthmore
College.
Sydney L . Carpenter, B.F.A. and M.F.A.,
Tyler School of Art, Associate Professor of
Studio Arts. Swarthmore College.
John P. Caskey,2B.A., Harvard University;
Ph.D., Stanford University, Professor of
Economics. 220 West Rittenhouse Square,
Apt. 23C, Philadelphia, PA 19103.

Joy Charlton, B.A., University of Virginia;
M.A. and Ph.D., Northwestern University,
Professor of Sociology. 503 N orth Chester
Road.

2 Absent on leave, spring 2000.
3 Absent on leave, 1999-2000.

346

Yvonne P. Chireau, B.A., Holyoke College;
M.T.S., Harvard University; Ph.D., Princeton
University, Associate Professor of Religion.
600 Elm Avenue.

Lisa Cohen, B.A., Brown University; M.Phil.

Michael R, Brown, B.A., Pomona College;
Ph.D., Dartmouth College, Assistant Professor
of Physics. 409 Turner Road, Wallingford, PA
19086.

Praveen K. Chaudhry, B.A., M.A., and
M.Phil., University of Delhi, Visiting
Instructor in Political Science (part-time).
Swarthmore College.23

Erik Cheever, B.S., Swarthmore College;
M.S.E. and Ph.D., University of Pennsylvania,
Associate Professor of Engineering. 423 S.
Olive Street, Media, PA 19063.

and Ph.D., Yale University, Visiting Assistant
Professor of English Literature and Mellon
Postdoctoral Fellow. Swarthmore College.

Peter J . Codings, B.A., Amherst College;
M.Ph. and Ph.D., Yale University, Morris L.
Clothier Professor of Physics. 123 Locust
Lane, Media, PA 19063.
Michael W. Cothren, B.A., Vanderbilt
University; M.A. and Ph.D., Columbia
University, Professor of A rt History. 611
Strath Haven Avenue.
LaDeva Davis, B.M.Ed., Temple University,
Associate in Performance (Dance).
Swarthmore College.
Susan P. Davis, B.S., Springfield College;
M.S., Smith College, Professor of Physical
Education. 2411 Whitehouse Road, Berwyn,
PA 19312.
Thomas Dee, B.A., Swarthmore College;
M.A. and Ph.D., University of Maryland at
College Park, Assistant Professor of
Economics. 739 Harvard Avenue.

Christine DeGradO, B.A., University of
Chicago; M.A. and Ph.D., University of
Pennsylvania, Instructor of Spanish (parttime). Swarthmore College.
Ursula Neuerberg Denzer, B.A., Freie
Universität; M.A., New York University,
Instructor in English Literature and Theatre
Studies. 20 Oberlin Avenue.
Peggy deProphetiS, A.B., Vassar; M.B.A.,
W harton School, University of Pennsylvania;
Ph.D., University of Pennsylvania. Visiting
Lecturer in Economics. Swarthmore.College.

6 Spring 2000 (appointment that semester only).

Nathaniel Deutsch, B.A., M.A., and

Raima Evan, B.A., Raddiffe College,

Ph.D., The University of Chicago, Assistant
Professor of Religion. Swarthmore College.

Harvard University; M.A. and Ph.D.,
University of Pennsylvania, Visiting Assistant
Professor of English Literature (part-time).
602 Elm Avenue.

Lee Devin, B.A., San Jose State College;
M.A. and Ph.D., Indiana University, Professor
of English Literature, Theatre Studies. 603
Hillbom Avenue.

Miguel Diaz-Barriga, B•A., University of
Chicago; M.A. and Ph.D., Stanford
University, Associate Professor of
Anthropology. 8B W hittier Place.

Pete DiCCe, B.A., Temple University; J.D.,
Pepperdine University, Assistant in Physical
Education. Swarthmore College.

Allison Dorsey,3B.A., University of San
Francisco; M.A. and Ph.D., University of
California, Irvine, Assistant Professor of
History. Swarthmore College.

Bruce A. Dorsey, B.A., Biola University;
A.M. and Ph.D., Brown University, Assistant
Professor of History. Swarthmore College.

Todd A. Drumm, B.S., Westminster College;
Ph.D., University of Maryland, College Park,
Assistant Professor of Mathematics.
Swarthmore College.

Robert S. DuPlessiS, B.A., Williams
College; M.A. and Ph-D-, Columbia
University, Professor of History. 211 Rutgers
Avehue.
H. Searl Dunn, B.S.E. and M.S.E., Princeton
University; Ph.D., Brown University, Henry
C. and J. Archer Turner Professor Emeritus of
Engineering. Swarthmore College.

Frank H. Durgin, B.A., St. John’s College;
M.A., University of Pennsylvania; Ph.D.,
University of Virginia, Assistant Professor
of Psychology. 6 Crum Ledge.

Mark Duzenski, B.S., Trenton State
University, Assistant in Physical Education.
Swarthmore College.
Richard Eldridge, A.B., Middlebury College;
M.A. and Ph.D., University of Chicago,
Professor of Philosophy. 423 Harvard Avenue.

Erich Carr Everbach, A.B., Harvard
College; M.S. in M.E., and Ph.D.,
Yale University, Associate Professor of
Engineering. Swarthmore College.

Philip J . Everson,3B.A., Pomona College;
M.A. and Ph.D., Harvard University,
Assistant Professor of Statistics. Swarthmore
College.

Randall L . Exon, B.F.A., Washbum
University; M.A. and M.F.A., University of
Iowa, Professor of Studio Arts. 431 Rogers
Lane, Wallingford, PA 19086.
Marion J . Faber, B.A. and M.A., University
of California, Berkeley; Ph.D., Harvard
University, Professor of German. 234
Benjamin West Avenue.

Theodore Fernald, B.A., Ohio State
University; Ph.D., University of California at
Santa Cruz, Assistant Professor of Linguistics.
Swarthmore College.

Shawn Ferris, B.A., West Chester
University, Assistant in Physical Education.
Swarthmore College.

Sibelan Forrester, B.A., Bryn Mawr College;
M.A. and Ph.D., Indiana University,
Associate Professor of Russian. Swarthmore
College.

Dorothy K. Freeman, B.M., M.M., Boston
University, Associate in Performance (Music).
206 Martroy Lane, Wallingford, PA 19086.
James D. Freeman, B.A., M.A., and Ph.D.,
Harvard University, Daniel Underhill
Professor of Music and Director of the
Orchestra. 206 Martroy Lane, Wallingford,
PA 19086.

Sharon E . Friedler, B.A., Colby College;
M.F.A., Southern Methodist University,
Professor of Dance and Director of the Dance
Program. 220 Vassar Avenue.

3 Absent o n leave, 1999-2000.

347

Faculty

Joan Friedman, M.A., University of
Wisconsin, Instructor in Spanish (part-time).
421 Cornell Avenue.
J . William Frost, B.A., DePauw University;

Laura Gotkowitz,3B.A., Brown University;
M.A., and Ph.D., University of Chicago,
Assistant Professor of History. Swarthmore
College.

M.A- and Ph.D., University of Wisconsin,
Howard M. and Charles F. Jenkins Professor of
Quaker History and Research, and Director of
the Friends Historical Library. Swarthmore
College.

Bruce Grant, B.A., McGill University;

Constance T. Gager, B.A., Clark University;

College; M.A. and Ph.D., Temple University,
Visiting Associate Professor of Religion (parttime). Swarthmore College.

M.A., University of Vermont; Ph.D.,
University of Pennsylvania, Visiting Assistant
Professor of Sociology. 103 Queen Road,
Stockton, NJ 08559.

John E . Gaustad, A.B., Harvard University;
Ph.D., Princeton University, Edward Hicks
Magill Professor of Astronomy. 430 S. Chester
Road.

Kenneth J . Gergen, B.A., Yale University;
Ph.D., Duke University, Gil and Frank Mustin
Professor of Psychology. 331 Rogers Lane,
Wallingford, PA 19086.

Farha N. Ghannam, B.A. and M.A.,
Yarmouk University; Ph.D., University of
Texas at Austin, Visiting Assistant Professor
of Anthropology. Swarthmore College.
Scott F. Gilbert,3B.A., Wesleyan University;

M.A. and Ph.D., Rice University, Associate
Professor of Anthropology. Swarthmore
College.

William J . Grassie, B.A., Middlebury

Maribeth Graybill,2B.A., College of
Wooster; M.A. and Ph.D., University of
Michigan, Associate Professor of A rt History.
515 Elm Avenue.
Pat Grass, B.S., Towson State University,
Coach/lnstructor in Physical Education.
Swarthmore College.

Charles M . Grinstead, B.A., Pomona
College; M.A. and Ph.D., University of
California, Los Angeles, Professor of
Mathematics. 8 W hittier Place.
Cheryl P. Grood, B.A., University of
Michigan; M.A. and Ph.D., University of
Wisconsin, Visiting Assistant Professor of
Mathematics. Swarthmore College.

M.A. and Ph.D., The Johns Hopkins
University, Professor of Biology. 224 Cornell
Avenue.

Carl H. Grossman,3B.Sc. and Ph:D.,

Jane E . Gillham, B.A., Princeton University;

Maria Luisa Guardiola, Licenciada,
University of Barcelona; Ph.D., University of
Pennsylvania, Assistant Professor of Spanish.
Swarthmore College.

Ph.D., University of Pennsylvania, Visiting
Lecturer in Psychology. Swarthmore College.

Marie-Christine Girard, D.E.U.G.
d’Allemand, Orléans, Paris VII; M.A.,
University of Sydney, Visiting Language
Instructor of French. Swarthmore College.
Dolores Luis Gmitter, B.A., St. Francis
College; M.Ed., Temple University, Associate
in Performance (Dance). Swarthmore
College.
Stephen S. Golub, B.A., Williams College;
M.A. and Ph.D., Yale University, Professor of
Economics. 600 Elm Avenue.

2 A bsent o n leave, spring 2000.

348

University of Pennsylvania, Associate
Professor of Physics. 3 W hittier Place.

Dennis Halliday, B.A., Trinity College,
Dublin; M.A., Dublin University, Eugene M.
Lang Visiting Professor of Social Change
(Fall).

Cynthia Perwin Haipern, B.A., Tulane
University; M.A., The London School of
Economics; Ph.D., Princeton University,
Assistant Professor of Political Science.
Swarthmore College!

3 A bsent o n leave, 1999-2000.

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.

Kathleen P. Howard, B.A., Princeton
University; Ph.D., Yale University, Assistant
Professor of Chemistry. Swarthmore College.

Chicago; M.S., University of Illinois at
Chicago; Ph.D., Purdue University, Visiting
Assistant Professor of Chemistry.

Constance Cain Hungerford, b .a .,
Wellesley College; M.A., Ph.D., Universityiof
California, Berkeley, Mari S. Michener
Professor of A rt History. 410 Dickinson
,(
Avenue.

Michelle Hermann, B.A. and M.A.,
University of Chicago, Visiting Instructor in
English Literature and Minority Scholar in
Residence. Swarthmore College.

Thomas J . Hunter, B.S., University of
Chicago; Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Mathematics. Swarthmore College.

Sally HeSS, B.A., Barnard College; M.Phil.,
Yale University, Assistant Professor of Dance
(part-time). Swarthmore College.

Virginia M . Indivero, B.S., Elizabethtown
College; M.S., Villanova University, Lecturer
in Chemistry. 2915 Wakefield Drive, Holmes,
PA 19043.

Cheryl A . Hemkin, A.B., University of

Mary Ann Hickman, B.A., Agnes Scott
College; M.S., University of Wyoming,
Lecturer in Physics and Astronomy.
Swarthmore College.
Sara Hiebert, B.S., University of St.

Sarah loannides, B.A., Oxford University,
Associate in Performance (Music).
Swarthmore College.

Andrews; Ph.D., University of Washington,
Assistant Professor of Biology. Swarthmore
College.

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.

Robinson G. Hollister J r ., B.A., Amherst
College; Ph.D., Stanford University,
Joseph W harton Professor of Economics.
: 1 Whittier Place.

Laura Jackson, B.A., Hollins College; M.A.,
Virginia Polytechnic Institute and State
University, Visiting Lecturer in Sociology/
Anthropology. Swarthmore College.

Camara Dia Holloway, B.A., Barnard
College, Visiting Instructor in A rt History
and Minority Scholar in Residence.
Swarthmore College.

Mark Jacobs, B.A., Harvard University;

Raymond F. Hopkins, B.A., Ohio Wesleyan
University; M.A., Ohio State University;
M.A. and Ph.D., Yale University, Richter
Professor of Political Science. 308 Ogden
Avenue;

Steven P. Hopkins, b .a . and M.A.,
University of California, Santa Barbara; A.M.
and Ph.D., Harvard University, Assistant
Professor of Religion. 8 Crum Ledge Lane.
Wendy A . Horwitz, A.B., Harvard
University; M.A. and Ph.D., Temple
University, Assistant Professor of Psychology.
502 Westview St., Philadelphia, PA 19119.

Ph.D., Stanford University, Centennial
Professor of Biology. 606 North Chester Road.

Ahamindra Jain, S.B., Massachusetts
Institute of Technology; Ph.D., Harvard
University, Visiting Assistant Professor of
Chemistry. Swarthmore College.

Charles L . James, B.S., State University of
New York at New Paltz; M.S., State
University of New York at Albany, Sara
Lawrence Lightfoot Professor of English
Literature. 402 Laurel Lane, Wallingford, PA
19086.
Philip N. Jefferson,3B.A., Vassar College;
M.A., Ph.D., University of Virginia, Associate
Professor of Economics. 625 Elm Avenue.

3 Absent on leave, 1999-2000.

349

Faculty

John B. Jenkins,12B.S. and M.S., U tah State
University; Ph.D., University of California,
Los Angeles, Isaac H. Clothier Jr. Professor of
Biology. 330 Cornell Avenue.

Eric L.N . Jenson, B.A., Carleton College;
M.S., Ph.D., University of Wisconsin,
Assistant Professor of Astronomy. Swarthmore
College.
Michael Johns, B.A., New England
Conservatory; M.M. and Doctor of Musical
Arts, Temple University, Associate in
Performance (Music). Swarthmore College.
Aimeo S .A . Johnson, B.A., University of
California, Berkeley; Ph.D., University of
Maryland, College Park, Assistant Professor
of Mathematics. Swarthmore College.

Nora Johnson, B.A., University of
California, Los Angeles; M.A. and Ph.D.,
University of California, Berkeley, Assistant
Professor of English Literature. Swarthmore
College.
Pieter M . Jlldson,2B.A., Swarthmore
College; M.A. and Ph.D., Columbia
University, Associate Professor of History.
801 Yale Avenue, Apt. 919.
Edward T. Kako, B.A., Brown University;
M.A. and Ph.D., University of Pennsylvania,
Assistant Professor of Psychology. 4708
Springfield Avenue, Philadelphia, PA 19143.
Evgeniya L . Katsenelinboigen, Moscow
Polygraphic Institute, Instructor in Russian
(part-time). 133 Deerpath Lane, Media,
PA 19063.
John Keady, B.A., Ithaca College; M.A.,
State University of New York at Albany,
Assistant in Physical Education. Swarthmore
College.

Charles F. Kelemen, B.A., Valparaiso
University; Ph.D., Pennsylvania State
University, Professor of Computer Science
and Mathematics. 2105 N. Providence Road,
Media, PA 19063.

Deborah G. Kemler Nelson, B.A., M.A.,

Mary K. Kenney, A.B., Chestnut Hill
College; M.A., Villanova University,
Instructor in Spanish (part-time). Swarthmore
College.
Ruqayya Y. Khan, B.A., Goucher College;
M.A. and Ph.D., University of Pennsylvania,
Visiting Assistant Professor of Religion and
Mellon Postdoctoral Fellow. Swarthmore
College.
Paul H. King, B.F.A., Philadelphia College of
Arts; M.F.A., Boston University, Visiting
Lecturer in Studio A rt (part-time).
Swarthmore College.
T. Kaori Kitao, B.A. and M.A., University
of California, Berkeley; Ph.D., Harvard
University, William R. Kenan Jr. Professor of
A rt History. 540 Westminster Avenue.

Eugene A . Klotz, B.S., Antioch College;
Ph.D., Yale University, Albert and Edna
Pownall Buffington Professor of Mathematics.
735 Yale Avenue.
Haili Kong, M.A., People’s University,
Beijing; Ph.D., University of Colorado at
Boulder, Assistant Professor of Chinese.
Swarthmore College.

Allen Kuhaiski, B.A., University of
Wisconsin-Madison; M.A. and Ph.D.,
University of California, Berkeley, Associate
Professor of English Literature, Resident
Director, and Director of Theatre Studies
Program. 5 Crum Ledge Lane.

Kevin Kumashiro, B.A., Pomona College;
M.A., University of Wisconsin-Madison,
Visiting Instructor in Education and Minority
Scholar in Residence.
Mark Kuperberg,1 B.A., Amherst College:
M.A. and Ph.D., Massachusetts Institute
of Technology. Professor of Economics.
147 Park Avenue.

Janies R. Kurth, B.A., Stanford University;
M.A. and Ph.D., Harvard University, Claude
C. Smith Professor of Political Science. 100
Rutgers Avenue.

and Ph.D., Brown University, Professor of
Psychology. 211 Benjamin West Avenue.

Hugh M . Lacey,2B.A. and M.A., University
of Melbourne; Ph.D., Indiana University,
Professor of Philosophy. 336 Park Avenue.

1 Absent on leave, fall 1999.
2 Absent on leave, spring 2000.

3 Absent on leave, 1999-2000.

350

Brigitte Lane,10Licence ès Lettre
d’Enseignement, Université de Paris,
Sorbonne; M.A., University of Kansas; Ph.D.,
Harvard University, Associate Professor of
French. 312 South Chester Road.

Ellon B. Magenhelm, B.A., University
of Rochester; M.A., Ph.D., University of
Maryland, Associate Professor of Economics.
7 Sylvan Avenue, Rutledge, PA 19070.

Roger E . Latham,1 B.A., Swarthmore
College; Ph.D., University of Pennsylvania,
Assistant Professor of Biology. Swarthmore
College.

M.S., Syracuse University; Ph.D.,
Pennsylvania State University, Visiting
Assistant Professor of Physics/Astronomy.
405 Rogers Lane, Wallingford, PA 19086.

Colin W. Leech,’ B.A. and M.A., Boston

Jeanne Marecek,123B.S., Loyola University;

University; Ph.D., University of Michigan,
Assistant Professor of Psychology. 20 Oberlin
Avenue.

Ph.D., Yale University, Professor of
Psychology. 325 S. Monroe Street, Media, PA
19063.

Grace Ledbetter, A.B., Bryn Mawr College;

Michael Marissen, B.A., Calvin College;

M.A., University of Virginia; Ph.D., Cornell
University, Assistant Professor of Classics and
Philosophy. Swarthmore College.

Ph.D., Brandéis University, Associate
Professor of Music. 915 Harvard Avenue
#1301.

Carolyn Lesjak, B.A., Swarthmore College;

James Marshall, B.S., Cornell University;

M.A., Duke University; Ph.D., Duke
University, Assistant Professor of English
Literature. Swarthmore College.

M.S. and Ph.D., Indiana University, Visiting
Assistant Professor of Computer Science.
Swarthmore College.

Gorald Levinson, B.A., University of

William Marshall,2B.F.A., University of

Pennsylvania; M.A. and Ph.D., University of
Chicago, Professor of Music. 307 Maple
Avenue.

Florida; M.F.A., Virginia Tech, Associate
Professor of English Literature and Resident
Designer, Theatre Studies Program.
Swarthmore College.

Lillian M . U , A.B., Raddiffe College; A.M.

Soth A . Major, B.A., Swarthmore College;

and Ph.D., Harvard University, Professor of
History. 308 Chestnut Avenue.

Jocelyn Mattei-Noveral, B.S., Orsay

Xinru Lin, Ph.D., University of Pennsylvania,

Stephen B. Maurer,1 B.A., Swarthmore

Associate Professor of Chinese (part-time).
Swarthmore College.

College; M.A. and Ph.D., Princeton
University, Professor of Mathematics.
206 Benjamin West Avenue.

Tamsin Lorraine,1 B.A., Middlebury College;
Ph.D., University of Massachusetts, Associate
Professor of Philosophy. 318 N. Chester Road.

Paul J . Lupinacci, B.S., Villanova
University; M.S., Temple University, Visiting
Instructor of Mathematics/Statistics (parttime). 1700 Butler Pike, Conshohocken, PA
19428.

Nelson A . Macken, B.S., Case Institute of
Technology; Ph.D., University of Delaware.
Howard N. and Ada J. Eavenson Professorship
in Engineering. 250 Haverford Avenue.

1 Absent on leave, fall 1999.
2 Absent on leave, spring 2000.
3 Absent on leave, 1999-2000.

University, Laboratory Instructor in Biology.

Bruce A . Maxwell, B.A. and B.S.,
Swarthmore College; M.Phil, Cambridge
University; Ph.D., Camegie-Mellon
University, Assistant Professor of Engineering,
951 Beatty Road, Springfield, PA 19064.

Althur E . McGarity, B.S., Trinity University;
M.S.E., Ph.D., The Johns Hopkins University,
Professor of Engineering. 135 Rutgers Avenue.

Ann Kosakowski McNamee, B.A.,
Wellesley College; M.Phil. and Ph.D., Yale
University, Professor of Music. 6 W hittier
Place.

10 Program Director, Swarthmore Program
in Grenoble, fall 1999.

351

Faculty

Lisa Meeden, 6.A., Grinneli College;
M.S. and Ph.D., Indiana University,
Assistant Professor of Computer Science.
416 North Chester Road.

Braulio Munoz, B.A., University of Rhode
Island; M.A. and Ph.D., University of
Pennsylvania, Professor of Sociology. 500
Harvard Avenue.

Meta Mendel-Reyes, B.A., University of
California, Santa Cruz; M.A. and Ph.D.,
University of California, Berkeley, Assistant
Professor of Political Science. Swarthmore
College.

Rosaria V. Munson, Laurea in Lettere
Classiche, Universitab degli Studi, Milano;
Ph.D., University of Pennsylvania, Associate
Professor of Classics. Swarthmore College.

Rachel A . M e n , B.A., Western New Mexico
University; M.S., University of Florida; Ph.D.,
University of Chicago, Associate Professor of
Biology. 515 Elm Avenue.

Brian A . Meunier, B.F.A., University of
Massachusetts, Amherst; M.F.A., Tyler School
of Art, Temple University, Professor of Studio
Arts. 5 W hittier Place.

Lynne A . Molter, B.S. and B.A.,
Swarthmore College; S.M. and Sc.D.,
Massachusetts Institute of Technology,
Associate Professor of Engineering.
Swarthmore College.

Vera B. Moreen, B.A., Princeton University;
M.A. and Ph.D., Harvard University, Visiting
Associate Professor of Religion (part-time).
Swarthmore College.

Bruce Morrison, b .a . and M.A., McGill
University; Ph.D., Harvard University,
Assistant Professor of Political Science.
Swarthmore College.

Marjorie Murphy, B.A., Jersey City State
College; M.A., San Jose State University;
Ph.D., University of California, Davis,
Professor of History. 723 Yale Avenue.
Shane Murray, B.S., Pennsylvania State
University; M.S. Drexel University,
Laboratory Instructor in Biology.
Carol Nackenoff, A.B., Smith College;
M.A. and Ph.D., University of Chicago,
Associate Professor of Political Science.
222 Vassar Avenue.

C. Kemal Nance, B.A., Swarthmore College;
M.A., Temple University, Associate in
Performance (Dance). Swarthmore College.

Donna Jo Napoli, B.A., m .a ., and Ph.D.,
Harvard University, Professor of Linguistics.
226 Park Avenue.
Andrea Nelson, b .A., University of
California at Santa Barbara; M.A., .University
of Illinois at Urbana-Champaign; Ph.D., Bryn
Mawr College, Lecturer in Russian (parttime). Swarthmore College.

Frank A . Moscatelli, B.S., C.W. Post
College; M.S. and Ph.D., New York
University, Professor of Physics. 302 Avondale
Road, Wallingford, PA 19086.

Carole Netter, Maitrisse and DEA,
University of Paris, Instructor in French
(part-time). Swarthmore College.

George Moskos,’ b .a ., Davidson College;

Tia Newhall, B.S.-SED, M.S., Ph.D.,

M.A. and Ph.D., University of Wisconsin,
Madison, Professor of French, James C.
Hormel Professor in Social Justice. 730 Yale
Avenue.

Michael L . Mullan, B.A., University of
California, Berkeley; M.Ed., Temple
University; Ph.D., University of Delaware,
Professor of Physical Education. 401 Rogers
Lane, Wallingford, PA 19086.

2 A bsent on leave, spring 2000.

352

University of Wisconsin-Madison, Instructor
of Computer Science, #5 Crum Ledge.

Hans F. Oberdiek, B.S. and Ph.D.,
University of Wisconsin, Henry C. and
Charlotte Turner Professor of Philosophy.
410 Dickinson Avenue.
Stephen A . O’Connell, A.B., Oberlin
College; Ph.D., Massachusetts Institute of
Technology, Professor of Economics. 509
Harvard Avenue.

3 A bsent on leave, 1999-2000.

Frederick L . Orthlieb, b .s . and M.S.,
Massachusetts Institute of Technology; Ph.D.,
Carnegie-Mellon University. Professor of
Engineering. The Isaiah V. Williamson Chair
of Civil and Mechanical Engineering. 13
Green Valley Road, Wallingford, PA 19086.
Jeanette Owen, B.A., Knox College; M.A.,
Bryn Mawr College, Visiting Instructor of
Russian. Swarthmore College.

Robert S. Raley,1 B.S., McGill University;
M.S. and Ph.D., University of Michigan,
Associate Professor of Chemistry. 404 Elm
Avenue.

Emilie Passow, B.A., City College of New
York; M.A. and Ph.D., Columbia University,
Assistant Professor of English Literature
(part-time). 50 Belmont Avenue,
Bala Cynwyd, PA 19004.

Robert F. Pasternack, B.A. and Ph.D.,
Cornell University, Edmund Allen Professor
of Chemistry. 800 Avondale Road,
Wallingford, PA 19086.
Christopher Pavsek,1 B.A., Cornell
University; Ph.D., Duke University, Visiting
Assistant Professor of German. Swarthmore
College.
Donna T. Perrone, B.S., University of
Delaware, Laboratory Instructor in Chemistry.
1002 Beech Road, Wallingford, PA 19086.
Larry Perry, B.A., Pennsylvania State
University, Assistant in Physical Education.
Swarthmore College.

Steven I. Piker, B.A., Reed College; Ph.D.,
University of Washington, Professor of
Anthropology. 125 Rutgers Avenue.
Joannine Pinto, B.A., Vasser College; Ph.D.,
University of Virginia, Visiting Lecturer in
Psychology. Swarthmore College.
Elko P la x to n , B.A., Brigham Young
University; M.A., University of Colorado,
Instructor in German (part-time). 2022
Brandywine Street, Philadelphia, PA 19103.

Anastasia Posadskaya-Vanderbeck,
Diploma of Honor and M.A., Moscow State
University; Ph.D., Russian Academic of
Sciences, Cornell Visiting Professor of
History.

Colin PuiTingtOn, B.A., Reed College;
Ph.D., Brown University, Assistant Professor
of Biology. Swarthmore College.

Paul R. Rablen, B.A., Haverford College;
M.A., Columbia University; Ph.D., Yale
University, Assistant Professor of Chemistry.
404 Elm Avenue.
Charles Raff, B.A., University of Rochester;
M.A. and Ph.D., Brown University, Professor
of Philosophy. 214 Rutgers Avenue.
Keith Reeves, B.A., Swarthmore College;
Ph.D., University of Michigan, Associate
Professor of Political Science. Swarthmore
College.

Cecelia R. Reisman, B.F.A., CamegieMellon University; M.F.A., Yale University,
Assistant Professor of Studio Arts (part-time).
49 Merbrook Lane, Merion Station, PA
19066.
K. Ann Renninger,12
3B.A., University of
Pennsylvania; M.A. and Ph.D., Bryn Mawr
College, Professor of Education. 20 President
Avenue, Rutledge, PA 19070.
Micheline Rice-Maxim in,1 Licence and
Maitrise Universite de la Sorbonne, Paris-IV;
M.A., University of North Texas; Ph.D.,
University of Texas-Austin, Associate
Professor of French. 525 Elm Avenue.
Eric Roberts, A.B., S.M., Ph.D., Harvard
University, Eugene M. Lang Visiting Professor
of Social Change (Spring).
Raquel Romberg, B.A. and M.A., Tel Aviv
University; Ph.D., University of Pennsylvania,
Visiting Assistant Professor (part-time) in
Sociology/Anthropology. 7946 Montgomery
Avenue, Elkins Park, PA 19027.
LuCi Rosalia, Coach/lnstructor in Physical
Education.

1Absent on leave, fall 1999.
8 Campus coordinator, Swarthmore Program
2Absent on leave, spring 2000.
in Grenoble, fall 1999.
3Absent on leave, 1999-2000.
11 Program director, Swarthmore Program
oSpring 2000 (appointment that semester only).
in Grenoble, spring 2000.

353

Faculty

Gilbert P. Rose,' B.A. and Ph.D., University
of California, Berkeley, Professor of Classics.
551 Marietta Avenue.

Den Seers, B.S., Pennsylvania State
University, Assistant in Physical Education.
Swarthmore College.

Ellen M . Ross,3B.A., Princeton University;

Paula Sepinuk,3B.A., Bennington College;

M.A. and Ph.D., University of Chicago,
Associate Professor of Religion. 604 Elm
Avenue.

M.A., Villanova University, Adjunct
Associate in Performance (Dance).
Swarthmore College.

Mery E . Roth, B.A., Kenyon College;
Ph.D., Massachusetts Institute of Technology,
Lecturer in Chemistry. 119 Chapel Hill Drive,
Newark, DE 19711.

Helene Shapiro, B.A., Kenyon College;

RiCherd L . Rubin,1 A.B., Brown University;
M.A. and Ph.D., Columbia University,
Professor of Political Science and Public
Policy (part-time). Swarthmore College.

Kenneth E . Sharpe, B.A., Dartmouth
College; M.S., London School of Economics
and Political Science; Ph.D., Yale University,
Professor of Political Science. 521 Elm
Avenue.

Bernerd Seffren, B.A., City College of
New York; Ph.D., University of Minnesota,
Franklin and Betty Barr Professor of
Economics. 201 Garrett Avenue.

Ph.D., California Institute of Technology,
Professor of Mathematics. Swarthmore
College.

JOU Sherman, B.A., Temple University,
Associate in Performance (Dance).
Swarthmore College.

Frank K. Saragosa, B.A., Bard College;
M.A., University of California at Berkeley,
Instructor in English Literature. Swarthmore
College.

Adrienne Shibles, B.A., Bates College;
M.A., Smith College, Assistant Professor of
Physical Education. Swarthmore College.

Aurora Camacho do Schmidt,3M.A. and
Ph.D., Temple University, Assistant Professor
of Spanish. Swarthmore College.

M.A. and Ph.D., Brandeis University,
Associate Professor of Mathematics.
Swarthmore College.

Pater J . Schmidt,1 B.A., Oberlin College;

Wesley Shumar, B.A., University of

M.A. and Ph.D., University of Virginia,
Professor of English Literature. 606 Elm
Avenue.

Pennsylvania; M.A., New York University;
Ph.D., Temple University, Visiting Assistant
Professor of Education. 577 West Orange
Street, Media, PA 19063.

Allen M . Schneider,12B.S., Trinity College;
Ph.D., Indiana University, Eugene M. Lang
Research Professor of Psychology. 608 Elm
Avenue.

Prudence G. Schran, B.S., University of
Maine; M.A., West Chester University,
Lecturer in Physics. Swarthmore College.

Richard Schuldenfrei, B.A. and M.A.,
University of Pennsylvania; Ph.D., University
of Pittsburgh, Professor of Philosophy.
19 W hite Pine Lane, Rose Valley, PA 19065.

Barry Schwartz,1 B.A., New York University;
M.A. and Ph.D., University of Pennsylvania,
Dorwin P. Cartwright Professor of Social
Theory and Social Action. 279 S. Fifth
Street, Philadelphia, PA 19106.
1 Absent on leave, fall 1999.
2 Absent on leave, spring 2000.

354

Don ShimamotO, B.S., Stanford University;

Faruq M .A . Siddiqui, B.S., Bangladesh
University of Engineering and Technology;
M.S. and Ph.D., University of Pittsburgh,
Professor of Engineering. 636 Yale Avenue.
Sunka Simon, M.A., Universitadt Hamburg; I
Ph.D., The Johns Hopkins University,
Assistant Professor of German. Swarthmore
College.

Kathleen K . Siwicki, B.S., Brown
University; M. Phil., Cambridge University;
Ph.D., Harvard University, Associate
Professor of Biology. 15 W hite Pine Lane,
Media, PA 19063.

jj
.

3 Absent on leave, 1999-2000.
5 Fall 1999 (appointment that semester only).

i

Robert J . Skienar, 6.A., University of
Michigan; M.A., Princeton University; J.D.
and Ph.D., University of Michigan, Visiting
Assistant Professor of Classics. Swarthmore
College.
Usa Smulyan, B.A., Swarthmore College;
M.A.T., Brown University; Hd.D., Harvard
Graduate School of Education, Associate
Professor of Education. 115 College Avenue.
Kirsten E . Speidel, B.A., Oberlin College;
M.A., Johns Hopkins University, Instructor of
Chinese (part-time). Swarthmore College.
Michael Spelts, BA. and M.A., University
of Pennsylvania, Visiting Instructor in
Sociology and Anthropology. 545 Strath
Haven Avenue.
Leah Stein, B.A., Wesleyan University,
Associate in Performance (Dance).
Swarthmore College.
Thomas A. Stephenson, B.S., Furman
University; Ph.D., The University of Chicago,
Professor of Chemistry. 737 Harvard Avenue.

Andrea A . Stout, B.A., Lawrence University;
Ph.D., University of Michigan, Assistant
Professor of Physics. Swarthmore College.

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 of Religion. 109
Columbia Avenue.
Kari Swingle, B.A. and M.A., University of
Minnesota, Instructor in Linguistics. 1511A
Wallingford Road, Springfield, PA 19064.

Janet C. Talvacchia, M.A., Bryn Mawr
College; Ph.D., University of Pennsylvania,
Associate Professor of Mathematics.
Swarthmore College.

Mark P. Taylor, B.S., Massachusetts Institute
of Technology; Ph.D., Brandeis University,
Visiting Assistant Professor of
Physics/Astronomy. 445 Rogers Lane,
Wallingford, PA 19086.

Ronald A. Tirpak, B.A., Millersville
University; M.A., Temple University,
Assistant in Physical Education.
440 Strath Haven Avenue.
1 Absent on leave, fall 1999.
3 Absent on leave, 1999-2000.

Anne Seitz Tokazewski, B.A., North
Central College; M.S., U tah State University,
Laboratory Instructor in Biology.

Eva F. Travers, B.A., Connecticut College;
M.A. and Ed.D., Harvard University,
Professor of Education. 416 Park Avenue.
Carlos A . Trujillo,6M.A., Universidad de
Chile; Ph.D., University of Pennsylvania,
Visiting Associate Professor of Spanish (parttime). Swarthmore College.
William N. Turpin, M.A., University of St.
Andrews; M.A., University of Toronto; Ph.D.,
Cambridge University, Professor of Classics.
7 Sylvan Avenue, Rutledge, PA 19070.
Richard Valelly, B.A., Swarthmore College;
Ph.D., Harvard University, Associate
Professor of Political Science. Swarthmore
College.
Thomas Valente, B.S., Montana State
University, Laboratory Instructor in Biology.
Swarthmore College.
Elizabeth A . Vallen,1 B.A., Case Western
Reserve University; Ph.D., Princeton
University, Assistant Professor of Biology.
Swarthmore College.
Charlotte Veloski, B.S., Drexel University;
M.S., Philadelphia College of Pharmacy and
Science, Laboratory Instructor in Chemistry.
Judith G. Voet, B.S., Antioch College;
Ph.D., Brandeis University, James H.
Hammons Professor of Chemistry. 368 Trevor
Lane, Bala Cynwyd, PA 19004.

Amy Cheng Vollmer, B.A., William Marsh
Rice University; Ph.D., University of Illinois,
Associate Professor of Biology. Swarthmore
College.

Robin E . Wagner-Paclfici,' B.A., Brown
University; M.A. and Ph.D., University of
Pennsylvania, Professor of Sociology.
330 North Princeton Avenue.
Mark I. Wallace,*3B.A., University of
California at Santa Barbara; M. Div.,
Princeton Theological Seminary; Ph.D.,
University of Chicago, Associate Professor
of Religion. 604 Elm Avenue.
6 Spring 2000 (appointment that semester only).

355

Faculty

Andrew H. Ward, A.B., Harvard University;
PK.D., Stanford University, Assistant Pro­
fessor of Psychology. 801 Yale Avenue #704.
Michael R. Wedlock, B.S., Hope College;
M.S., Ph.D., University of Chicago, Visiting
Assistant Professor of Chemistry.

Robert E . Weinberg, B.S., Cornell
University; M.A., Indiana University; Ph.D.,
University of California, Berkeley, Associate
Professor of History. 940 Harvard Avenue.

Philip M . Weinstein, A.B., Princeton
University; A.M. and Ph.D., Harvard
University, Alexander Griswold Cummins
Professor of English Literature. 510 Ogden
Avenue.

Douglas M . Weiss, A.T.C., Professor of
Physical Education. 117 S. Chester Road.

Hansjakob Werlen, M.A., University of
Notre Dame; Ph.D., Stanford University,
Associate Professor of German. 515 Elm
Avenue.

LaiTy E . Westphal, B.A., Occidental
College; Ph.D., Harvard University, J. Archer
and Helen C. Turner Professor of Economics.
Swarthmore College.

Patricia White, B.A., Yale University;
Ph.D., University of California, Santa Cruz,
Assistant Professor of English Literature.
Swarthmore College.

R. Tyrene White, B.A., Middle Tennessee
State University; M.A., Ph.D., Ohio State
University, Associate Professor of Political
Science. 318 N. Chester Road.

Thomas Whitman, B.A., Swarthmore
College; Ph.D., University of Pennsylvania,
Assistant Professor of Music (part-time).
Swarthmore College.

Brenda L . Wido, B.S., Elizabethtown
College; M.C.C., Hahnemann University,
Laboratory Instructor in Chemistry.
705 Erlen Road, Norristown, PA 19401.
Erie M . Wiener, B.S., Pennsylvania State
University; M.S. and Ph.D., University of
Missouri-St. Louis, Visiting Assistant
Professor of Biology. Swarthmore College.5

5 Fall 1999 (appointment that semester only).

356

Robert E . Williams, B.S., Delaware State
College; M.S., Rutgers University, Marian
Snyder Ware Professor of Physical Education
and Athletics. 507 Oak Crest Lane,
Wallingford, PA 19086.
Timothy C. Williams, B.A., Swarthmore
College; A.M., Harvard University; Ph.D.,
Rockefeller University, Professor of Biology.
314 Rutgers Avenue.

Craig Williamson, B.A., Stanford
University; M.A., Harvard University;
Ph.D., University of Pennsylvania, Professor
of English Literature. 602 Elm Avenue.

Sarah Willie, B.A., Haverford College;
M.A. and Ph.D., Northwestern University,
Assistant Professor of Sociology. Swarthmore
College.

Lee Wimberly, B.A. Stanford University;
J.D., University of California at Berkeley,
Associate Professor of Physical Education.
Swarthmore College.
Colette J . Windish, Maîtrise d’anglais,
Université de Paris; Ph.D., Princeton
University, Visiting Assistant Professor of
French. #3 Crum Ledge.
Sujane Wu, B.A., Soochow University,
Taipei, Taiwan; M.A., University of
Wisconsin-Madison, Instructor in Chinese
(part-time). Swarthmore College.

Beil Yagoda,sB.A., Yale University; M.A.,
University of Pennsylvania, Visiting Associate
Professor of English Literature (part-time).

Standing Committees of
the Faculty 1999-2000
Academic Requirements
GROSS,* Charlton,* Cheever, Durgin,
Goundie, Halpem, Ledbetter, Warner,*
Williamson*
Ad Hoc Group to Review Definition o f Positions
in Physical Education and Athletics
JACOBS, Hungerford, Kemler Nelson
Faculty Advisory Council to Dean of Admissions
OBERDIEK, Boccio, Bock,* Charlton,*
Diaz-Barriga, Mamlet,* McGarity, Valelly,
Willie, one dean’s staff appointment pending
Copyright Policy Task Force
STEPHENSON, Downing, Grace, Hollister,
Maxwell, Seiden, Shiffrin
Council on Educational Policy
KEITH,* Bloom,* Collings, Forrester, Hassett,
Pasternack, Smulyan, Vollmer, W hitley ’01,
Whitfield-Smith ’02
Committee on Faculty Procedures
KEITH,* Bloom,* Magenheim, Merz, Saffran,
Talvacchia, Weinstein, Werlen
Computing Services
STEPHENSON, Boccio, Cavanaugh,
Downing,* Drumm, Francis, M. Jones,
Murphy, Raff, Seiden, three students to be
appointed
Cooper
CARPENTER, M. ELDRIDGE* (co-chairs),
N. Anderson, Hess, Holloway, R. Hopkins,
Levinson, Morrison, Saragosa, Smythe,*
Whitman, one dean’s staff appointment pend­
ing, two students
Curriculum Committee
WILLIAMSON,* DuPlessis, Friedler,
Shimamoto, Warner,* Manz ’01, Sajdera ’01
Fellowships and Prizes
STOTT*/WILL1AMSON (co-chairs),
Alston, M. Brown, Charlton,* Deutsch,
B. Dorsey, Meunier, Schuldenfrei, Siwicki,
M. Westphal,* T. W hite
Foreign Study
PIKER,* Charlton, G. Evans,* Grant,
Guardiola, Howard, Napoli, Talbot, one
dean’s staff appointment pending

Health Science Advisory
SIMEONE,* Charlton, G. Evans, Purrington,
Stout, Vallen, Weiss
Library
SEIDEN,* Bensch, Chireau, Downing, Kitao
(SP ’00), Mazza, A. Morrison, Purrington,
Schall, Stephenson,* P. White
Advisory Council to Physical Education
and Athletics
BLACKBURN, Borbee, Devin, A. Johnson,
one dean’s staff appointment pending, two
students to be appointed
Promotion and Tenure
BLOOM,* Cothren, Keith,* Munoz, Voet,
Westphal
Research Ethics
T. WILLIAMS, Cheever, Ward
Science Planning
MERZ/SCHALL/KEITH, Brown, Exon,
Meeden, Rablen, Sawyers, Shimamoto,
Siwicki, Travers, Everbach, M. Hasbrouck,
D. Abramowitz, S. Hain, four students to be
appointed, two Board members
Women’s Concerns
WEINBERG/CHMIELEWSKI (Co-Chairs),
Davis, C. Evans, K. Henry, Nackenoff, RiceMaximin, M. Robinson,* D. Timm-Dinkins,*
two students to be appointed

Special Appointments
Division Chairs
Humanities, Friedler
Natural Sciences & Engineering, Shimamoto
Social Sciences, DuPlessis
Marshal
Hungerford
Parliamentarian
Frost
Secretary to the Faculty
Turpin

*staff ex officio

357

Faculty

Faculty Representatives
to O ther Committees
Advisory Council to the Dean (formerly the
Academic Support, Exchange, and Alcohol Policy
Committees)
GROSS,* Burke, Charlton,* Cobo,*
Goundie, C. James, N. Johnson, Moscatelli,
Ward, Sams,* three students
Advisory Council to the Vice President for
Facilities and Services
Everbach, Exon
Ad Hoc Committee on A D A Planning
SCHALL,* Human Resources director,* G.
Evans,* Saffiran, M. Westphal*
Animal Use and Care Committee
HIEBERT, Macken, Ristine, Wimberly,
Streams, Brenda Perkins, DVM, Yolanda
Alcorta (Counsel, Bryn Mawr College)
College Budget Committee
ASLANIAN,* Bloom,* Cavanaugh,*
Chijioke, Eldridge,* Faber, Golub, Grinstead,
Gross,* Keith,* Mamlet,* Rablen, Schall,*
Welsh,* West,* Williamson,* staff appoint­
ment by SAC pending, four students
College Judiciary Committee
GROSS,* Durgin (Reg), Hieben (Reg), R.
Eldridge (Alt), Orthlieb (Alt), Weinberg
(Alt), Goundie (Observer),* one staff
appointment made by dean pending (Reg),
two staff appointments made by dean pending
(Alt), two students
College Planning Committee
BLOOM,* Aslanian,* DuPlessis,* M.
Eldridge,* Friedler,* Gross,* Keith,*
Mamlet,* Li, Mullan, Pasternack, Schall,*
Shimamoto,* Stephenson,* West,*
Williamson,* three students
Community Services Advisory Board
P. JAMES,* D. Anderson, Borbee, Bradley,
G. Evans, Francis, Goundie,* Wylie*
Cultural Diversity
SAMS*/WILLIAMSON,* (Co-Chairs), two
dean’s staff appointment pending, students
to be appointed

*staff ex officio

358

Equal Opportunity Advisory Committee
O ’CONNELL, Human Resources director,*
Downing, Echols,* Hunter, Li, Narkin, M.
Robinson,* Sams,* Siddiqui, staff appoint­
ment by SAC pending,
Faculty and Staff Benefits
ASLANIAN,* Human Resources director,*
Benefits director,* Gaustad, Hain, Maio, Staff
appointment by SAC pending, Werlen,
Williamson*
Honorary Degrees
BLOOM*/WEST* (co-chairs), N. Anderson,
Gaustad, Kuharski, Kurth, three Board mem­
bers to be designated
Lang Scholarship
GROSS,* D. Anderson, Grant, P. James,*
Travers, M. Westphal*
Sager
JUDSON, Blanchard, Cobo, Henry, Huber,*
P. James, N. Johnson, Moskos, D. Smith,
Wedlock, P. W hite
Swarthmore Asian-American, Latino, Native
American and African Heritage Concerns
Committee
CHIREAU, R. Jefferson, M. Robinson,
Cobo,* G. Evans, P. James, Sams,* two
students to be appointed
Swarthmore Fondation
P. JAMES,* Femald, Francis, Goundie,
J. James, Jensen, J. Mullins, Munson,
Ridgeway,* Shibles, Stott,* L. Talbot

Faculty Representatives to
Committees of the Board
Board Observers
Blackburn, Faber
Property
Exon, Everbach
Social Responsibility
Everbach, Friedler, Keith, Oberdiek
Student life
Burke, James, N. Johnson, Moscatelli

Programs and
Concentrations
Asian Studies
BERKOWITZ, Li, Graybill (F ’99),
S. Hopkins, Kong, T. White, Westphal
Black Studies
WILLIE, Burke, Carpenter, Chireau,
A. Dorsey, James, Leach, O ’Connell,
Rice-Maximin, Schmidt, two students to
be appointed
Comparative Literature
LESJAK, Berkowitz, Bolton, Bradley, Faber,
Hassett, Moskos, Rose, Weinstein, Werlen
Computer Science
MEEDEN, Grinstead, Maxwell, Friedler,
one student
Environmental Studies
EVERBACH, Latham, Horwitz, McGarity,
Nackenoff, Oberdiek, Orthlieb, Speirs,
Swearer, Valelly, Wallace, Westphal
Francophone Studies
LANE/BLANCHARD, DuPlessis, Freeman,
Hess, Grant, Halpem, Hungerford, Lorraine,
Moskos, Rice-Maximin, Wallace, Weinstein,
Windish
German Studies
FABER, Pavsek, Judson, Kurth, Lorraine,
Marissen, Munoz
Interpretation Theory
WEINSTEIN/GRANT, Gergen, WagnerPacifici
Latin American Studies
DIAZ-BARRIGA, Camacho de Schmidt,
Friedman, Gotkowitz, Hassett
Linguistics
NAPOLI, Eldridge, Everbach, Femald, Munoz
Medieval Studies
BENSCH, Cothren, Bensch, Deutsch,
Marissen, Ross, Turpin, Williamson
Peace and Conflict Studies
FROST, Bayer, Chmielewski, R. Hopkins,
Lacey, Murphy, Ward
Public Policy
MAGENHEIM, Caskey, Hollister, Hopkins,
Iversen, Latham, McGarity, Mendel-Reyes,
Nackenoff, Reeves, Rubin, Travers, Valelly,
Weinberg

Teacher Education
TRAVERS, Faber, Hiebert, Hunter,
N. Johnson, Piker, Smulyan, Weinberg
Women’s Studies
N. JOHNSON/LORRAINE, Everbach, Khan,
Lesjak, Nackenoff, Simon

Divisions and Departments
l.

DIVISION OF THE HUMANITIES
Sharon Friedler, Chair

Art
Randall L. Exon, Chair

Asian Studies (Program)
Alan Berkowitz, Program Coordinator

Classics
William N. Turpin, Chair

English Literature
Charles L. James, Chair

History
Robert E. Weinberg, Chair

Mathematics and Statistics
Janet C. Talvacchia, Chair

Modern Languages and Literatures
Thompson Bradley, Chair

Music and Dance
James D. Freeman, Chair

Philosophy
Richard Eldridge, Chair

Psychology
Deborah G. Kemler Nelson, Department
Head

Religion
Donald Swearer, Acting Chair

II.

DIVISION OF THE NATURAL
SCIENCES AND ENGINEERING
Lynne A. Molter, Chair

Biology
Mark Jacobs, Chair
John B. Jenkins, Associate Chair

Chemistry
Judith Voet, Acting Chair

359

Faculty

Computer Science (Program)
Lisa Meeden, Program Director

Engineering
Faruq M.A. Siddiqui, Chair

Linguistics (Program)
Donna Jo Napoli, Program Director

Mathematics and Statistics
Janet C. Talvacchia, Chair

Philosophy
Richard Eldridge, Chair

Physics and Astronomy
Peter J. Collings, Chair

Psychology
Deborah G. Kemler Nelson, Department Head

III.

DIVISION OF THE SOCIAL SCIENCES
Robert S. DuPlessis, Chair

Economics
Ellen Magenheim, Chair

Education (Program)
Eva F. Travers, Program Director

Engineering
Faruq M.A. Siddiqui, Chair

History
Robert E. Weinberg, Chair

Linguistics (Program)
Donna Jo Napoli, Program Director

Mathematics and Statistics
Janet C. Talvacchia, Chair

Philosophy
Richard Eldridge, Chair

Political Science
Carol Nackenoff, Chair

Psychology
Deborah G. Kemler Nelson, Department Head

Sociology and Anthropology
Braulio Muñoz, Chair

Rose Maio, Administrative Coordinator for
the Divisions of Humanities, Social Sciences,
and Natural Sciences and Engineering

360

Administration

Alfred H. Bloom, B.A., Princeton

PROVOST’S OFFICE

University; Ph.D., Harvard University,
President and Professor of Psychology and
Linguistics.

Jennie Keith, B.A., Pomona College; M.A.

Jennie Keith, B.A., Pomona College; M.A.
and Ph.D., Northwestern University, Provost
and Centennial Professor of Anthropology.

Paul J . Aslanian, B.A., M.B.A., University
of Washington; C.P.A., Vice President for
Finance and Planning.
Maurice G. Eldridge, B.A., Swarthmore
College; M.Ed., University of Massachusetts,
Vice President for College and Community
Relations and Executive Assistant to the
President.

Robert J . Gross, B.A., Swarthmore College;
M.S.S., Bryn Mawr College Graduate School
of Social Work; M.A.T. and Ed.D., Harvard
University, Dean of the College.

Robin G. Mantlet, A.B., Occidental College,

and Ph.D., Northwestern University, Provost
and Centennial Professor of Anthropology.

Barry Schwartz, B.A., New York University;
M.A. and Ph.D., University of Pennsylvania,
Associate Provost and Dorwin P. Cartwright
Professor of Social Theory and Social Action.
Thomas Stephenson, B.S., Furman
University; Ph.D., The University of Chicago,
Associate Professor of Chemistry and
Associate Provost for information
Technology.
Marcia C. Brown, B.A., Villanova
University; M.Ed., University of
Pennsylvania, Executive Assistant to the
Provost and Faculty Grants Administrator.
Cathy Pescatore, Administrative
Coordinator.

Dean of Admissions.

Lawrence M . Schall, B.A., Swarthmore
College; J.D., University of Pennsylvania,
Vice President for Facilities and Services.

PRESIDENTS’ OFFICE
Alfred H. Bloom, B.A., Princeton
University; Ph.D., Harvard University,
President and Professor of Psychology and
Linguistics.

Maurice G. Eldridge, B.A., Swarthmore
College; M.Ed., University of Massachusetts,
Vice President for College and Community
Relations and Executive Assistant to the
President.

Margaret M . Giovannini, Administrative
Coordinator for the President.

Janet A. Kazio, Administrative Coordinator
for the Vice President/Executive Assistant to
the President.

DEAN’S OFFICE
Robert J . Gross, B.A., Swarthmore College;
M.S.S., Bryn Mawr College Graduate School
of Social Work; M.A.T., Ed.D., Harvard
University, Dean of the College.
Joy Charlton, B.A., University of Virginia;
M.A. and Ph.D., Northwestern University,
Associate Dean for Academic Affairs.
Gilmore Stott, B.A. and M.A., University of
Cincinnati; B.A. and M.A., University of
Oxford; M.A. and Ph.D., Princeton
University, Associate Provost Emeritus and
Associate Dean of the College.
Todd R. Goundie, B.S., Muhlenberg College;
M.S., Bowling Green State University,
Associate Dean of the College for Student
Life.

Anna M . Cobo, B.A., St. John’s University;
M.A., New York University, Assistant Dean
of the College and Director of the
Intercultural Center.

Timothy E . Sams, B.A., Union College;
M.A., SUNY at Albany, Assistant Dean of
the College and Director of the Black
Cultural Center.

361

Administration

Gloria Carey Evans, B.A., Western

Tracy Collins Matthews, B.A., Swarthmore

Washington College of Education; M.S.,
University of Washington; Ph.D., Stanford
University, Consultant for Testing and
Guidance and Adviser to Foreign Students.

College; M.A., Syracuse University, Associate
Dean of Admissions.

Myrt Westphal, A.B., Occidental College;

Susan K. Untereker, B.A., Smith College;
M.A., Columbia Teachers College, Associate
Dean of Admissions.

Ed.M., Boston University, Assistant Dean of
the College and Director of Residential Life
and Coordinator for Services for Students
with Disabilities, Lang Scholarship Advisor.

Elizabeth Geiger, B.A., Swarthmore College,
Admissions Counselor.

Karen M . Henry, B.A., Swarthmore College;

College, Admissions Counselor.

M.S.S., Bryn Mawr College Graduate School
of Social Work, Assistant Dean of the College
and Gender Education Advisor.

Angela “ Gigi” Simeone, A.B., Wellesley

Alexis Kinghaffl, B.S., Mary Washington
Yansi Y. Pérez, B.A., Stanford University,
Assistant Dean of Admissions.
Megan E . Smith, B.A., Swarthmore College,
Assistant Dean of Admissions.

College; Ed.M., Boston University; Ph.D.,
University of Pennsylvania, Health Science
Advisor.

Cathy K .M . Tak, B.A. , W heaton College,
Assistant Dean of Admissions.

Davirah W. Timm-Dinkins, B.A.,

College; Ed.M., Harvard University,
Admissions Officer.

Swarthmore College; M.A., Fairleigh
Dickinson University, Coordinator of Student
Activities.

Patricia James, B.A., Colorado College;
M.Ed., Temple University, Director of
Community Service Learning.
Ida Leader Miller, B.A., Princeton
University, Academic Support Coordinator.
Patricia A . Coyne, Administrative
Coordinator.

Sheila Y. Gonzales, Deborah Higgins,
B.A., Temple University, M.S.Ed., University
of Pennsylvania, Barbara Hirshfsld, A.B.,
Cornell University, Ruthanne KrailSS,
Devonia “ Bonnie” Lytle, Joanna K.
Nealon, A.B., Immaculata College, Diane E .
WatSOn, Administrative Assistants.

ADMISSIONS OFFICE
Robin G. Mamlet, A.B., Occidental College,
Dean of Admissions.
James L . Bock, B.A., Swarthmore College;
M.Ed., University of Virginia, Director of
Admissions.

Kennon L . Dick, B.A., College of William
and Mary; M.A., Drexel University, Associate
Dean of Admissions.

362

Wallace Ann Ayres, B.A., Swarthmore
Margaret T. Kingham, B.A., Mary
Washington College, Admissions Officer.
Deborah L . Thompson, B.S., Kutztown
University, Admissions Information
Specialist.
Maureen Plummer, Office Manager.
Yvetta Moat, Administrative Coordinator.
Bernadette Carroll, Susan English,
Maureen McKeon, Dianna Mullen, B.S.,
Millersville University; M.A., West Chester
University, Administrative Assistants.

Arlene K. Mooshian, B.S., West Chester
University, Receptionist.

ALUMNI, DEVELOPMENT,
AND PUDUC RELATIONS
Dan C. West, B.A., Austin College; B.D.,
Union Theological Seminary; D.Div.,
Vanderbilt University; Ed.D., Harvard
University, Vice President for Alumni,
Development, and Public Relations.
Alma E. Stewart, Administrative

News and Inform ation

Tom Krattenmaker, B.A., University of
Minnesota, Director of Public Relations.

Marsha Nishi Mullan, B.A., Washington
State University, Associate Director of News
and Information.

Steven Lin, B.A., University of Maryland,

Coordinator.

World Wide Web Editor/Intemet
Coordinator.

Development

Barbara Gifford, Administrative Assistant.

Martha Meier Dean, B.A., Swarthmore
College; M.A., University of Michigan,
Director of Development.
Connie SaxtBf, Administrative Assistant.
Major Gifts

Stewardship

Susan H. Levin, B.A., W heaton College;
M.A., University of Pennsylvania, Director of
Donor Relations.

Maggie Nerz, B.A., Manhattan College;
M.A., Villanova University, Assistant
Director of Donor Relations.

Catherine Parker Drown, B.A., Emory
University, Director of Parent and Family
Programs/Associate Director of Major Gifts.

Anita Newman, Administrative Assistant.

Annual Giving

Services

Patricia A. Laws, B.A., Lehigh University,
Director of Annual Giving.

Alumni and G ift Information Systems

Nathan Crandall, B.A., Luther College;

College, Director.

M.Div., Regent University, Information and
Communications Manager.

Barbara Mann, B.S., West Chester
University, Information Specialist, Gift
Records*

Diane C. Crompton, B.S., Rosemont

David Sacker, B.A., Swarthmore College,
Assistant Director of Annual Giving.

Jacqueline West, Information Specialist,

Robert W. Watson, B.A., Bloomsburg

Alumni Records.

University, Assistant Director of Annual
Giving.

Eileen Pothier, Alumni Recorder.
Linda Wagner, Administrative Assistant.

Foundation and Corporate Relations

Ellen Wylie, B.A., Colgate University; M.A.,
Temple University, Director.
Ruth Haney, Administrative Assistant.
Planned Giving

Margaret W. Nlkelly, B.A., Upsala College,
Director.

Research

Kay Draper, B.S.Ed., Northwestern
University; J.D., University of Illinois, Senior
Research Associate/Writer.
Management Information

Mimi GeiSS, Manager of Advancement
Information Systems.

Anne Bonner, B.A., University of Wyoming;
M.A., University of Washington, Associate
Director.

Tarsia Duff, Rose Martin, Administrative
Assistants.

363

Administration

E xternal A ffairs

Barbara Haddad Ryan, B.A., Swarthmore
College; M.S., Columbia University Graduate
School of Journalism, Associate Vice
President for External Affairs.

Millie Dappollone, Administrative
Assistant.
Alumni Relations

Astrid Devaney, Associate Director of
Alumni Relations.

Jody Sanford, B.S., Cornell University;
M.Ed., The College of William and Mary,
Assistant Director of Alumni Relations.

CAREER PLANNING ANO PLACEMENT
H. Thomas Francis, B.A., Kalamazoo
College; M.A., Western Michigan University,
Director.
Patricia Wong Connolly, B.E.E., Villanova
University; M.Ed., University of Delaware,
Assistant Director.
Patricia E . Trinder, A.B., Oxford College of
Technology, Recruitment Coordinator/Office
Manager.
Leslie M . Brubaker, B.A., Cedar Crest
College; Michelle Lynn Owens, B.A., Bryn
Mawr College, Administrative Assistants.

Gooff Semenuk, B.A., University of
Delaware, Production Coordinator.
Publications

CENTER FOR SOCIAL AND POUCY STUDIES

Jeffrey B. Lott, B.A., Middlebury College;

Gudmund R. Iversen, M.A., University of

M.A.T., Rhode Island School of Design,
Director of Publications and Editor of the
Swarthmore College Bulletin.

Michigan; Ph.D., Harvard University,
Director.

Andrea K . Hammer, B.A., Franklin and
Marshall College, Associate Director of
Publications and Managing Editor of the
Swarthmore College Bulletin.

Carol Brdvart, B.A., University College,
London, Assistant Director of Publications
and Class Notes Editor of the Swarthmore
College Bulletin.

Cathleen McCarthy, B.A., University of

Cathy Wareham, A.S., Wesley College,
Administrative Assistant.

CHESTER/SWARTHMORE COLLEGE
COMMUNITY COALITION
Neilda E . Mott, B.A. and M.Ed., Long Island
University, Director.

Maryland, Staff Writer.

Audree Penner, B.A., University of
Missouri-Columbia, Desktop Design
Specialist.

COMPUTING AND COMMUNICATION
SERVICES
Judy R. Downing, Director of Computing
and Communication Services.

BOOKSTORE
Kathleen K . Grace, B.S., Elizabethtown
College; M.B.A., Philadelphia College of
Textiles and Science, Director.
Steve Levin, B.A., Temple University, Book
Manager.

Tom Ermel, Bookstore Assistant.
Mark Kaufman, Bookstore Assistant.
Linda Bordley, Office Coordinator.

364

Mark J . Dumic, B.A., M.B.A., University of
Rochester, Manager of Networking and
Systems.
Jane F. James, B.S., State University of
New York at New Paltz, User Services and
Training Coordinator.
Robin Jacobsen, B.B.S., Temple University,
Manager, User Services.

R. Glenn Stauffer,
Temple
University, Database Manager.

CONTROLLER’S OFFICE

Andrew Alin, User Services Coordinator, N T

James C. Cavanagh, B.A., Villanova

Administrator.

Mary K. Hasbrouck, B.A., Oberlin College,

University; M.B.A., Syracuse University;
C.P.A., Controller.

Technology Coordinator.

Accounting

David Conner, B.A., Duke University, UND(

Loit Ann Keeloy, B.A., Rutgers University;
M.B.A., Villanova University, Assistant
Controller, Budget and Restricted Funds.

System Manager.
Donald TedOSCO, B.A., Rutgers University,
Client/Server Specialist.

Kebede Teferi, M.Sc., University of
Timishoara; C.P.A., Assistant Controller,
Financial Reporting and Accounting.

Frank Milewski, B.S., Saint John’s
University, Banner Application Support
Manager.

Jean Wang, B.A., Capital University; M.S.,

Katie Bourne, B.A., Lock Haven University;

Ohio State University, Manager, Financial
Information Systems.

M.S., Drexel University, Banner Application
Support Analyst.

Deirdre McGoldrick, B.A., Boston
University, Banner Application Support
Analyst.
Robert Velez, B.S., Liberty University,
Network/UNIX Manager.

Greg Hartley, Telecommunications Services
Coordinator.

Business Office

Nancy E . Sheppard, Manager, Business
Office Operations.

Jean English, Administrative Assistant.
Kathryn Timmons, Accounts Payable Clerk.
Catherine Cinguina, Purchasing
Coordinator.

Heather Dumigan, User Services

Bursar

Coordinator.

Denise A . Risoli, B.S., LaSalle College,

Tom Palm, B.S., Drexel University, User

Bursar.

Services Coordinator.

Linda Weindel, Assistant to the Bursar.

Adam Preset, B.A., Swarthmore College,

Office Services

User Services Coordinator.

Cheryl Robinson, Manager.
Marie Kirlin, Joann M . Massary,

Michael W. Rapp, Hardware Support
Technician.

Eric Behrens, B.A., Swarthmore College,
Humanities Computing Coordinator and
Manager, Academic Computing.

Christopher Couples, M.A., Virginia Tech,
Social Sciences Computing Coordinator.

Alice H. McGovern, B.S., Fordham
University, AIMS Associate.

David Robinson, Computer Operator.
Lisa Brunner-Bireley, A.A.S., Delaware

Administrative Assistants.

EQUAL OPPORTUNITY OFFICE
Linda Echols, R.N., B.S.N., and M.S.N.,
University of Pennsylvania; M.B.A., W harton
School; CRNP, Johns Hopkins Hospital,
Interim Director.

County Community College,
Purchasing/Accounting.

365

Administration

FACILITIES AND SERVICES
Lawrence M . Schall, B.A., Swarthmore
College; J.D., University of Pennsylvania,
Vice President for Facilities and Services.
Karen Mazza, Auxiliary Services Assistant.
Did! Beebe, B.A., Gettysburg College,
Administrative Coordinator.

Paul Erikson, B.S., University of Delaware,
Garden Supervisor.
Lenny Wilson, B.A., University of Delaware,
Garden Supervisor.
Jim McKenna, Motor Pool Foreman.
Planning and Construction

Michael Boyd, Assistant Director of
Construction.

FACILITIES MANAGEMENT

Kelly Ewald, B.S., Drexel University,
Manager of Facilities Information.

C. Stuart Hain, B.A., Roanoke College,
Director of Facilities Management.

Alice Balbierer, Assistant Director of
Facilities—Special Projects.

Paula Dale, B.A., Wake Forest University;
M.A., University of North Carolina at Chapel
Hill, Facilities Coordinator and Director of
Summer Programs.
Steve Borger, Crew Leader, Support Services
Crew.

Claire Ennis, Administrative Assistant.

FINANCE AND PLANNING
Paul J . Aslanian, B.A., M.B.A., University
of Washington; C.P.A., Vice President for
Finance and Planning.
Robin H. Shores, B.A., M.A., Ph.D.,
University of Delaware, Director of
Institutional Research.
Nancy Dean, Administrative Coordinator.

Maintenance

Ralph P. Thayer, Director of FacilitiesMaintenance.

Tom Cochrane, Assistant Director of

FINANCIAL AID OFFICE

Maintenance.

Laura Talbot, B.A., W heaton College,

Gary Morrissey, Painter Foreman/Work

Director of Financial Aid.

Coordinator, Faculty Housing.
Bill Maguire, Foreman, Maintenance/Trades.

Eleanor Breischaft, Accounting.

Patricia Serianni, B.A., M.Ed.,
Pennsylvania State University,
Associate Director of Financial Aid.

Environmental Services

Judith A . Strauser, B.S.B.A., Gannon

Sarah Porter, Director of FacilitiesEnvironmental Services.

Patricia Fitzgerald, Supervisor.
Judy MajOtS, Supervisor.
Patti Shields, Supervisor.
Alvin Miser, Supervisor.
Grounds

Jeff Jabco, B.S., Penn State; M.S., North
Carolina State University, Director of
Facilities-Grounds/Coordinator of
Horticulture. •
Richard Evans, Athletic Fields Supervisor.

366

University, Associate Director of Financial
Aid.

Robyn Barto, B.A., Sweet Briar College;
M.A., Indiana University, Financial Aid
Services Coordinator.
Joanne Barracliff, Loan Coordinator.
Sydney Pasternack, B.A., s u n y Cortland,
Grants Coordinator.
Lisa Goundie, B.A., Muhlenberg College,
Administrative Assistant.

FOODSERVICE
Linda McD0U93llv B.A., Temple University,
Director of Dining Services.

Laurin Dibeler, B.A., Pennsylvania State
University, Catering Manager.

Janet A. Kassab, Director of Purchasing.
Lisa Scolaro, Culinary Institute, Catering

R.N., Hospital of University of Pennsylvania,
Barbara Krohmof, R.N., Delaware County
Community College, Ethel Kaminski, A.S.,
Mt. Aloysius Junior College; B.S.N.,
University of Pennsylvania, Geraldine Cole,
A. A.S., Delaware County Community
College; B.S.N. and M.S.N., Widener
University, Nurses.

Chef.

Beth Kotarski, R.N., M.S.N., C.R.N.P.;

Rhnnda Kirby, B.A., University of Delaware,

B. S.N., West Chester University; M.S.N.,
University of Pennsylvania, Nurse Practioner.

Office Manager.

Maria Daltnn, Cash Operations Manager.
Theresa Hopson, Front-of-House Manager.
Scott IMton, B.A., Johnson & Wales, Backof-House Manager.

Patricia Milligan, Catering Coordinator.

FOREIGN STUDY OFFICE

Mari Clements, R.D., B.S., Immaculata
College: M. H.Ed., St. Joseph’s University,
Nutrician Clinical Specialist.
Andrea Sconier LaBoo, B.A., Swarthmore
College; M.A., Pennsylvania State University,
HIV Test Counselor.
James E . Clark, B.A., West Virginia
University; M.D., Jefferson Medical College,
Medical Director, Crozer Chester Medical
Center.

Alan Zweben, B.S., SUNY, Stoney Brook;

Steven I. Piker, B.A., Reed College; Ph.D.,
University of Washington, Professor of
Anthropology, Foreign Study Adviser.

M.D., New York Medical College,
Consultant, Internal Medicine.

Rosa M. Bernard, A.A.S., Queensborough
Community College; B.S., Pace University,
Foreign Study Coordinator.

Vinisha J . Patel, M.D., B.S., Union
College; M.D., Albany Medical College,
Internal Medicine.

Deborah DiFilippo, Foreign Study Assistant.

Paul S. Zamostien, B.S., Ursinus College;
M.D., Jefferson Medical College, Consulting
Gynecologist.

HEALTH SCIENCES ADVISORY PROGRAM
Gigi Simeone, A.B., Wellesley College;
Ed.M., Boston University; Ph.D., University
of Pennsylvania, Health Sciences Advisor.

Barbara Hirshfeld, A.B., Cornell University,
Administrative Assistant.

HEALTH SERVICES
Linda Echols, R.N., B.S.N., and M.S.N.,
University of Pennsylvania; M.B.A., W harton
School; CRNP, Johns Hopkins Hospital,
Director of Worth Health Center.

Donna Bartenbach, R.N., Delaware County
Community College, Constance C. Jones,

Rima Himelstein, B.S., University of
Pennsylvania; M.D., University of
Pennsylvania; Internship Residency Mount
Sinai Hospital; M.D., Adolescent Medicine;
Consultant.
Charles D. Hummer III, M.A., B.A.,
Amherst College; M.D., Jefferson Medical
College; Internship, Pennsylvania Hospital;
Residency, Thomas Jefferson University;
Fellowship, Univeristy of Cincinnati/The
Christ Hospital; Orthopedic Consultant.
Kim Paterson, B.S., Cornell University;
M.D., Temple Medical School, Residency/
Internship, Pennsylvania Hospital,
Consultant, Internal Medicine.
Bonnie Ermel, Nursing Assistant.
Carolyn 0. Evans, Health Services
Administrative Assistant.

367

Administration

HUMAN RESOURCES
LBS Robinson, B.A., Rhode Island College,
Associate Director, Employee Relations.

JOSn K. Krehnbrink, B.A., Pennsylvania
State University, Associate Director,
Recruitment.

Mildred L . Connell, Human Resources
Administrator.

Theresa Handley, Administrative
Coordinator.

Carole Forsythe, Administrative Assistant.
Linda Newton, Human Resources Assistant.

LANG PERFORMING ARTS CENTER
Susan Dinsmore Smythe, B.A., Wesleyan
University, Managing Director.

Nick KOUltideS, Production Intern.
James P. Murphy, B.EA., State University
of New York at Albany, Manager of
Operations.

Technical Services

Rarbara J . Weir, B.S., Pennsylvania State
University; M.L.S., Drexel University,
Assistant Director for Acquisitions, Systems,
and Data Management.
Amy McColl, B.A., University of Delaware;
M.L.S., Drexel University, Assistant Head of
Technical Services for Monographs, Special
Collections, and Preservation.

Mlnda Hart, B.A., Pennsylvania State
University; M.S., Drexel University,
Interlibrary Loan Specialist.
So-YOUUg Jones, B.A., Euha Womens
University, Korea; M.L.S., Simmons College,
Technical Services Specialist.

David A . LoyndS, B.S., Swarthmore College,
Technical Services Assistant.
Jacqueline Magagnosc, B.A., University of
California, Berkeley; M.S., Drexel University,
Government Documents Specialist.

Louisa Petrilla, A.A., Delaware County
Community College, Technical Services
Specialist.,
Margaret Rivello, Technical Services

Media Services

Specialist.

Andrew Metherall, B.S., Lyndon State

Netta Shinbaum, B.A., State University of
New York Oswego, Technical Services
Specialist.

College, Manager of Media Services.

Michael Rednaiz, B.A., Pennsylvania State
University, Media Services Technician.

LIRRARIES
COLLEGE LIBRARY

Peggy Ann Seiden, B.A., Colby College;
M.A., University of Toronto; M.L.I.S.,
Rutgers University, College Librarian.

Amy V. Morrison, B.A. and M.L.S., Rutgers
University, Associate College Librarian.

Ushl Tandon, B.S., Pennsylvania State
University; M.A., University of Pennsylvania,
Administrative Assistant.
RobOlt A . Purl, A.B., Rutgers University;
M.B.A., Seton Hall, Library Accounts
Manager.

368

GretChen Stroh, B.S., Philadelphia College
of Textiles and Science, Technical Services
Specialist.
Sandra M . Vermeychuk, B.A., Swarthmore
College; M.S. in Ed., University of
Pennsylvania, Technical Services Specialist.
Elizabeth Woolson, A.B., Chestnut Hill
College, Technical Services Serials Specialist.
Access and Lending Services

Alison J . Masterpasqua, B.S., Millersville
State College, Access and Lending Services
Supervisor.

Linda Hunt, B.A., West Chester University,
Access and Lending Services Specialist.
Donny Smith, B.S., University of Nebraska,
Access and Lending Services Specialist.

Tracey Lee Daniels, B.S., Indiana
University of Pennsylvania, Weekend Access
and Lending Services Supervisor.
Anna M. Agenbroad, Receptionist.
Benedict A. Criscuolo, Receptionist.
Viola G. Holdsworth, B.S., Westminster
College; M.Ed., Temple University,
Receptionist.

Kathleen laquinto, Receptionist.
Bibliographic Instruction and Reference

Paffl Harris, B.A., Mary Washington
College; M.L.S., Drexel University, Acting
Social Sciences Librarian.
Tammy Rabideau, B.S., Skidmore College;

FRIENDS HISTORICAL LIBRARY

J . William Frost, B.A., DePauw University;
M. A. and Ph.D., University of Wisconsin,
Director.
Friends Historical Library of
Suiarthmore College

Mary Ellen Chijioke, B.A., Swarthmore
College; M.A., University of California, Los
Angeles; Post-Graduate Diploma in
Librarianship, University of Ibadan;
Advanced Certificate of Librarianship,
Columbia University, Curator.
Patricia Chapin O’ Donnell, B.A. and M.A.,
University of Pennsylvania; M.A., University
of Delaware, Archivist.

Edward H. Fuller, B.A., Widener College;

Susanna K. Morikawa, B.A., Dickinson
College; M.F.A. and Ph.D., Syracuse
University, Archival Specialist.

M.S. in L.S., Drexel University, Reference/
Video Resources Librarian.

Assistant.

M.L.S., State University of New York at
Albany, Digital Services Librarian.

Cornell Science Library

Meg E. Spencer, B.A., University of

Charlotte A . Blandford, Administrative
Honorary Curators of the Friends Historical
Library

Teresa E . Heinrichs, B.A., Waynesburg
College, Cornell Serials and ILL Specialist.

Margaret Hope Bacon, Esther Leeds
Cooperman, Virginia Stratton Cornell,
Mary Dunlap, David C. Elkinton (emeritus),
Philip L . Gilbert, Valerie Gladfelter,
James E . Hazard, Adalyn Purdy Jones,
Elizabeth Moger, John M . Moore (emer­
itus), Lyman W. Riley (emeritus), Jane
Rittenhouse Smiley, Ron Stroud, Alson D.
VanWagner, Signe Wilkinson.

Richmond; M.S., Drexel University, Head of
Cornell Library of Science and Science
Subject Specialist.

Julie T. Miran, B.A., Bates College, Access
and Lending Services Supervisor at Cornell
Library.

Underhill Music Library

Suiarthmore College Peace Collection

George K. Huber, B.A., University of

Wendy E . Chmielewski, B.A., Goucher

Pennsylvania; M.S. in L.S., Drexel University,
Performing Arts Librarian.

College; M.A. and Ph.D., State University of
New York at Binghamton, Cooley Curator.

Tri-College Library Automation

Barbara E . Addison, B.S., University of
Wisconsin (Milwaukee); M.S. in
Librarianship, University of Wisconsin
(Madison), Cataloger.

Linda G. Bills, B.A., University of
California, Los Angeles; M.S.L.S., Case
Western Reserve University, Library
Automation Coordinator.

Anne Yoder, B.A., Eastern Mennonite
College; M.L.S., Kent State University,
Archivist.
Margaret J . Brink, B.A., University of Iowa,
Technical Services Specialist.

369

Administration

Susanna K. Morikawa, B.A., Dickinson
College; M.F.A. and Ph.D., Syracuse
University, Archival Specialist.
Advisory Council o f the Suiarthmore College
Peace Collection

Harriet Hyman Alonso, Irwin Abrams
(emeritus), Asia Bennett, Katherine Camp,
Kevin Clements, Hilary Conroy (emeritus) j
John Dear, Donald B. Lippincott, Hannah
and Felix Wasserman.

PSYCHOLOGICAL SERVICES
David Ramirez, B.A., M.A., and Ph.D„
University of Texas, Director of Psychological
Services.
Paula S. Rosen, B.A., University of
Rochester; M.S.S., Bryn Mawr College; Ph.D.,
Bryn Mawr College Graduate School of
Social Work and Social Research, Senior
Clinical Social Worker.

Sabrina Ford, B.S., University of Michigan;
M.A., University of Iowa; Ph.D., University
of Iowa, Clinical Psychologist.

UST GALLERY

Jack L . Solomon, B.S., Villanova

Andrea Packard, B.A, Swarthmore College;

University; M.D., Hahnemann University,
Consulting Psychiatrist.

Certificate, The Pennsylvania Academy of
the Fine Arts; M.F.A., American University,
Director.

OCCUPATIOMAL AND
ENVIRONMENTAL SAFETY
Donald L . Abramowitz, B.A., La Salle
University; M.S., Harvard School of Public
Health, Occupational and Environmental
Safety Officer.
Didi Beebe, B.A., Gettysburg College,
Administrative Coordinator.

PAYROLL
Karen Phillips, Payroll Administrator.
Kathryn Timmons, Payroll Assistant.
Bonnie Gasperetti, Payroll Clerk.

Allison Enke, M.S., B.S., Southwest Missouri
State University; Doctoral Candidate, Temple
University Clinical Psychology Program,
Psychology Intern.

MacAndrOW Jack, B.A., Tufts University;
M.A., University of Tulsa; Doctoral
Candidate, Temple University Clinical
Psychology Program, Psychology Intern.
Galina Mindlin, R.N., Medical College of
Academy of Medical Science, Russia; M.D.,
Ph.D., First Moscow Medical School, Russia,
Psychiatric Resident.
Madeleine Page, B.A., Glendon College,
Canada; Ed.M., Harvard University, Doctoral
Candidate, Widener University Institute of
Graduate Clinical Psychology, Psychology
Intern.
Jill RagOZZinO, B.A., Earlham College,
M.S.S., Bryn Mawr College Graduate School
of Social Work and Social Research, Clinical
Social Work Fellow.

Birgitte Haselgrove, Administrative
Assistant.

POST OFFICE
Vincent J . Vagnozzi, B.S., West Chester
University, Supervisor.

Joseph Quinn, Assistant Supervisor.
John Quinn, Window Clerk.
Mary Hamilton, Clerk.
John Flanagan, John Steel, Couriers.
370

PUBLIC SAFETY
Owen Redgrave, B.S., West Chester
University; A.A.S., Delaware County
Community College, Director of Public
Safety.
Leon Francis, Assistant Director of Public
Safety.

George Iredale, Patrol Lieutenant.
Marty Dietz, Brian Harris, Pat Laurenzi,

Helen DiFeliciantonio, Arboretum
Secretary.

Allison Hecaise, B.S., James Madison
University, Education Intern.

Rhoda Maurer, B.A., University of
Washington, Curatorial Intern and Plant
Records Supervisor.
Pamela Thomas, B.A., University of
California, Curatorial Intern.

Patrol Sergeants.

Jeff Johnson, Patrol Corporal.
Jim Ellis, Mark McGinnis, A.A.S.,
Delaware County Community College,
Christopher Smith, B.S., Shippensburg
University, Bob Stephano, Julie Waltz,
Public Safety Officers.

TREASURER’S OFFICE
Suzanne P. Welsh, B.A., B.S., University of
Delaware; M.B.A., University of
Pennsylvania, Treasurer.

Louisa C. Ridgway, B.A., Vassar College;

George Oarbes, Ellie Jamison, Kathy
Manapat, Communications Center Staff.
TeiTi Narkin, Administrative Assistant.

M.B.A., University of Pennsylvania, Assistant
Treasurer.

REGISTRAR’S OFFICE

UPWARD BOUND

Martin 0. Warner, B.A., University of North
Carolina at Chapel Hill; M.A., Duke
' University, Registrar.

Carmen Duffy, Administrative Assistant.

Michael Robinson, B.S., Clarion University,
Project Director.

DeLoiS M . Collins, B.A., Temple University,

Diane M. Ceilings, B.A., Smith College,

Associate Director.

Assistant Registrar.

Sharon D. White, B.A., Eastern College;

Haney Carroll, B.A., Barat College, Elaine
Hamilton, Recorders.

M.S.W., Bryn Mawr College, Academic
Coordinator.

THE scon ARBORETUM

C. Kemal Nance, B.A., Swarthmore College;
M.A., Temple University, Administrative
Assistant.

Claire Sawyers, B.S. and M.S., Purdue
University; M.S., University of Delaware,
Director.
Jeff Jabco, B.S., Penn State University;
M.S., North Carolina State University,
Horticultural Coordinator.
Andrew Bunting, A.A.S. , Joliet Junior
College; B.S., Southern Illinois University,
Curator.
Josephine 0. Hopkins, Office Manager.

371

Administration

VISUAL RESOURCES COLLECTIONS,
DEPARTMENT OF ART

Education: Kae Kalwaic, B.S., Shippensburg

SlISan Shifrin, B.A., Brandeis University;
M.A. and Ph.D., Bryn Mawr College,
Director.

Engineering: Holly A. Castleman,
Administrative Assistant; Grant Lee Smith,
Mechanician; Charles A. White; Electronics
Technician.

TBSSa Izenour,, B.A., Swarthmore College;
M.F.A., Yale University, Visual Resources
Assistant.

University; M.Ed., Temple University,
Administrative Assistant.

English Literature: Carolyn Anderson,
Administrative Assistant; Nancy Bech,
Administrative Assistant.

Environmental Studies: Holly Castleman,
DEPARTMENT/CONCENTRATION
ASSISTANTS AND TECHNICIANS

Alt: June V. Cianfrana, A.A.S., Delaware
County Community College, Administrative
Assistant; Nick Haney, B.F.A., Virginia
Commonwealth University; M.F.A., Tyler
School of A rt, Studio Technician.

Asian Studies: Jen Gifford, Administrative
Assistant.

Riology: Megan Streams, Administrative and
Technology Manager, B.S. and M.S., The
Pennsylvania State University. Maria E.
Musika, Administrative Assistant; John Kelly,
A. A.S., Community College of Philadelphia;
B. A., The W harton School, University of
Pennsylvania, Instrumentation Specialist;
Gwen Rivnak, B.S. Denison University; M.E.,
Widener University, Laboratory Coordinator;
Bill Pinder, B.A., Swarthmore College,
Biology Department Greenhouse Manager.
Black Studies: Jen Gifford, Administrative
Assistant.

Chemistry: Kay McGinty, B.A., M.A.,
California State University at Long Beach,
Administrative Assistant; Ryan Christ, B.S.,
Ohio University, Instrument Coordinator.
Classics: Francesca Giegengack,
Administrative Assistant.
Computer Science: Joan M. McCaul,
Administrative Assistant; Jeffrey M. Knerr,
B.S., William and Mary College; M.S. and
Ph.D., University of N orth Carolina,
Lab/System Administrator.
Economics: Mary Anne Stewart,
Administrative Assistant.

372

Administrative Assistant.

Francophone Studies: Eleonore Baginski,
B.S., St. Joseph’s University, Administrative
Coordinator.

German Studies: Eleonore Baginski, B.S., St.
Joseph’s University, Administrative
Coordinator.
History: Theresa Brown, A.A.S., Delaware
County Community College, Administrative
Assistant.
Linguistics: Eric Raimy, B.A., University of
Toronto; M.A., Ph.D., University of
Delaware, Linguistics Laboratory Assistant.
Mathematics and Statistics: Joyce A.
Glackin, Administrative Assistant.
Modern Languages and Literatures:
Eleonore Baginski, B.S., St. Joseph’s
University, Administrative Coordinator;
Michael Jones, B.A., SUNY, Buffalo,
Language Resource Center Director.

Music and Dance: Judy Lord, A.A., Wesley
College, Administrative Assistant.
Philosophy: Jacqueline Robinson,
Administrative Assistant.

Physical Education and Athletics: Marian
Fahy, Administrative Assistant; Sharon J.
Green, Administrative Assistant; Ray Scott,
David Lester, Equipment/Facilities Managers;
Marie Mancini, A.T., C., B.S., West Chester
University; Doug Weiss, Sports Medicine
Resident.
Physics and Astronomy: Deborah J.
Economidis, A.A., Cecil Community College,
Administrative Assistant; Steven Palmer,
Mechanician; David E. Radcliff, B.A., Rutgers
University, Electronics Technician.

Political Science: Kathleen Kerns, B.A.,
University of Pennsylvania, Deborah Sloman,
Administrative Assistants.
Psychology: Joanne Bramley, Administrative
Coordinator; Julia Welbon, B.A., William
Smith College, Academic Coordinator;
Donald Reynolds, Instrumentation
Technician.
Public Policy: Catherine Wareham, A.S.,
Wesley College, Administrative Assistant.
Religion: Eileen McElrone, Administrative
Assistant.

Sociology and Anthropology: Rose Maio,
Administrative Coordinator.

Women’s Studios: Jen Gifford, Administra­
tive Assistant.

373

Visiting Examiners 1999

ART
Professor Joseph Byrne, Trinity College
Judy Moonelis, Rhode Island School o f Design
Professor Donna Sadler, Agnes Scott College
Professor Stanley Kenji Abe, Duke University
Professor Patricia Mathews, Oberlin College

ASIAN STUDIES
Professor Stanley Kenji Abe, Duke University
Professor Barrett McCormick, Marquette
University

BIOLOGY
Dr. Laurie Tompkins, National Institutes of
Health
Professor A nn Herzig, Bryn Mater College
Professor John Terborgh, Duke UniversityCenter for Tropical Conservation
Professor James Gould, Princeton University
Professor John Dighton, Rutgers University
Professor Patrick Piggot, Temple School of
Medicine
Professor Rocky Tuan, Thomas Jefferson
University-Jefferson Medical College
Professor Gerald Grunwald, Thomas Jefferson
University-Jefferson Medical College
Professor Mitchell Singer, University of
Califomia-Davis
Professor Carl Huether, University of
Cincinnati
Professor A rthur Zangerl, University of IllinoisUrbana-Champaign
Professor Ted Abel, University of Pennsylvania
Professor Andrew Binns, University of
Pennsylvania
Professor Eleanor Poliak, University of
Pennsylvania Medical Center
Professor Jonathan Raper, University o f
Pennsylvania Medical School
Professor Janice Voltzow, University of
Scranton
Professor Robert Curry, Villanova University
Professor David Hooper, Western Washington
University

BLACK STUDIES
Professor Jacqueline Mattis, University of
Michigan

CHEMISTRY
Professor Michael Toney, Albert Einstein
College o f Medicine
Professor Michael Summers, University of
Maryland. Balt. Co

374

Professor Stephen Dimagno, University of
Nebraska
Professor James Keller, University of Notre
Dame

CLASSICS
Professor Peggy Knapp, Carnegie Mellon
University
Professor Fred Paxton, Connecticut College
Professor Judith Ginsburg, Cornell University
Professor Charles Brittain, Cornell University
Professor Barbara Holdrege, University of
California, Santa Barbara
Professor Joseph Farrell, University of
Pennsylvania
Professor Donna Sadler, Agnes Scott College

COMPUTER SCIENCE
Professor Scot Drysdale, Dartmouth College
Professor Douglas Blank, University of
Arkansas, Fayetteville

ECONOMICS
Professor Janet Ceglowski, Bryn Mawr College
Professor Katherine Swartz, Harvard School of
Public Health
Professor Eric Smith, University of
Pennsylvania; University o f Essex, England
Professor David Ross, Bryn Mater College
Professor Thomas Dee, Georgia Institute of
Technology
Professor Daniel Hamermesh, University of
Texas-Austin
Loretta Mester, Federal Reserve Bank of
Philadelphia
Radwan Shaban, World Bank

EDUCATION
Professor Kathleen Shaw, Temple University
Professor Cynthia Lightfoot, Penn State
Delaware County

ENGINEERING
Professor James Baish, Bucknell University
Professor John Molyneux, Widener University
Akawasi Boateng, Fuel and Combustion
Technology

ENGLISH LITERATURE
Professor Peggy Knapp, Carnegie Mellon
University
Professor Cassandra Laity, Drew University
Professor Theresa Tennsuan, Haverford College
Professor Todd Haynes, Filmmaker

Professor Maria DiBattista, Princeton
University
Professor Meredith Skura, Rice University
Professor Timothy Corrigan, Temple University
Professor Patricia Yaeger, University of
Michigan
Professor A nn Cvetkovich, University of
Texas-Austm
Professor David Huddle, University o f Vermont
Professor Thadious Davis, Vanderbilt University
Maureen Owen, Poet, and Editor o f Telephone
Magazine and Telephone Books Press

GERMAN STUDIES
Professor Dorothy Ostmeier, University of
Washington

HISTORY
Professor Sarah Deutch, Clark University
Professor Fred Paxton, Connecticut College
Professor Douglas Egerton, Lemoyne College
Professor Lora Wildenthal, Massachusetts
Institute o f Technology
Professor Marc Epprecht, Trent University,
Peterborough
Professor Louise McReynolds, University of
Hawaii
Professor Benjamin Nathans, University of
Pennsylvania
Professor Paul Grendler, University o f Toronto
Professor Rudy Koshar, University of
Wisconsin-Madison
Professor Sherman Cochran, Woodrow Wilson
Center

LINGUISTICS
Professor Carlos Otero, University of
Cahfomia-Los Angeles
Professor John Moore, University o f California
at San Diego
Professor Ellen Kaisse, University of
Washington

MATHEMATICS & STATISTICS
Professor Rhonda Hughes, Bryn Mawr College
Professor Nancy Hingston, Institute for
Advanced Study, Princeton, NJ
Professor Elaine Zanutto, University of
Pennsylvania

MODERN LANGUAGES - CHINESE
Professor Chiu-Mi Lai, Lewis and Clark College

MODERN LANGUAGES - FRENCH
Professor F. Nick Nesbitt, Miami UniversityOhio
Professor Roland Simon, University o f Virginia

MODERN LANGUAGES - GERMAN
Professor Imke Meyer, Bryn Mawr College

MODERN LANGUAGES - UTERATURE
Professor Robert Lima, Pennsylvania State
University

MODERN LANGUAGES - RUSSIAN
Professor George Pahomov, Bryn Mawr
College

MODERN LANGUAGES - SPANISH
Professor Carlos Trujillo, Villanova University

MUSIC
Dr., Jan Hamer, Curtis Institute of Music
Professor Cynthia Folio, Boyer College of
Music, Temple University

PHILOSOPHY
Professor Charles Brittain, Cornell University
Professor Liam Murphy, School of Law, New
York University
Professor Lawrence Thomas, Syracuse
University
Professor Lisa Downing, University of
Pennsylvania
Professor Ladelle McWhorter, University of
Richmond
Professor Richard Feldman, University of
Rochester

PHYSICS & ASTRONOMY
Professor Jan Tobochnik, Kalamazoo College
Professor Timothy Sullivan, Kenyon College/
Lucent Technologies
Professor Robert Hallock, University of
Massachusetts
Professor Stephen Ratcliff, Middlebury College

POLITICAL SCIENCE
Professor William LeoGrande, American
University
Professor Sara Shumer, Haverford College
Professor Joshua Miller, Lafayette College
Professor Barrett McCormick, Marquette
University
Professor Ronald Kahn, OberUn College

375

Visiting Examiners

Professor Mark Pollack, University of
Wisconsin
Professor Kenneth Finegold, Eastern
Washington University
Professor Jonathan Mercer, Harvard University
John Harbeson, U.S. Institute o f Peace

PSYCHOLOGY
Professor Kimberly Cassidy, Bryn Maivr
College
Professor Earl Thomas, Bryn Motor College
Professor Lisa Brown, University o f Florida
Professor Jacqueline Mattis, University of
Michigan
Professor John Shotter, University of New
Hampshire

PUBLIC POLICY
Professor Katherine Swartz, Harvard School
o f Public Health
Radwan Shaban, World Bank

RELIGION
Professor John Strong, Bates College
Professor Leonard Primiano, Cabrini College
Professor David Dawson, Haverford College
Professor Kenneth Koltun-Fromm, Haverford
College
Professor Millicent Feske, St. Joseph’s
University
Professor Barbara Holdrege, University of
California, Santa Barbara

SOCIOLOGY & ANTHROPOLOGY
Professor Thomas Dumm, Amherst College
Professor Cindy Wong, City University of
New York
Professor Jeffrey Olick, Columbia University
Professor Nancy Minugh-Purvis, Hahnemann
University o f the Health Sciences
Professor Donald Kulick, New York University
Professor Kim Fortun, Rennselaer Polytechnic
Institute
Professor Becky Thompson, Simmons College
Professor Anne Meneley, Trent University
Professor Stuart Kirsch, University o f Michigan
Professor Roberta Iversen, University of
Pennsylvania
Professor Barbara Harlow, University of
Texas-Austin
Professor Jamer Hunt, University o f the Arts
Professor Paul Brodwin, University of
Wisconsin-Milwaukee
Joseph Stork, Human Rights Watch

376

THEATRE STUDIES
Professor Helena White, University o f the Arts
Professor Helen Richardson, University of
Utah
Paul Owen, Actors Theater o f Louisville

Degrees Conferred
May 31,1999

BACHELOR OF ARTS
Jason Douglas Albright, English Literature
Michael Limyongpeng Anderson, Economics
Suzanne Elisabeth Andrews, Theatre Studies
and Sociology & Anthropology
Aviva Arad, Religion
Smitha Arekapudi, Economics
Mason Royden Astley, English Literature
Sarah Kate Atkins, Sociology & Anthropology
Kyle Aveni-Deforge, Biology
Ijeoma Chinweoke Azonobi, Psychology
Maya Anne Bacon, Political Science™
Caroline Jeannette Bader, Economics
Anderson Thornton Bailey, English Literature
Jennifer Claire Barager, English Literature6
Laura Kendall Barandes, English Literature and
Sociology & Anthropology
Kirran Zia Bari, Economics
Holly Felicity Barton, Russian
Tobie Barton, Political Science8
George A rthur Bealefeld III, Philosophy
Stacey Lynn Bearden, Mathematics
Leal Casey Beck, Biology
Jill Ann Belding, English Literature
Brian Andrea Bell, Economics
Julia Bennett Berkman, A rt
Kate Bernstein, Special Major: Film & Cultural
Studies6
Amit Bouri, Sociology & Anthropology
Keelyn Demont Bradley, Theatre Studies and
Political Science
Timothy Richard Bragg, Biology
Simone Ruth Brant, Economics and Special
Major: Environmental Science
Nicole Danielle Breazeale, Special Major:
Education & Political Science
Timothy Crawford Bretl, Mathematics and
Engineering
Jennifer Celeste Briggs, English Literature"
Rachel Mary Elizabeth Brooker, Special Major:
Dance & Biology
Brantley Lloyd Bryant, Medieval Studies
Rachel Sagner Buurma, English Literature and
,
Sociology & Anthropology

1 with die concentration in Black Studies 2 with the concentration in Computer Science
3 with the concentration in Environmental Studies
4 with the concentration in Francophone Studies
5 with the concentration in German Studies
6 with the concentration in Interpretation Theory

Andrew Augustine Caffrey III, Biology and
Mathematics
Jean Anne Calise, English Literature
Mark Lloyd Charette, Sociology &
Anthropology
Jennifer Zi-Yun Chen, History
Saima Matin Chowdhury, Economics and
Political Science
Martine Bourque Claremont, Biology
Matthew Parker Coddington, Special Major:
Computer Science
Casey Simone Cohn, Special Major: Education
and Sociology & Anthropology
Edward Donald Cohn, History
Jaclyn Leah Coutts, Political Science and
German
Amity Ching-Yee Cox, Special Major: Dance
& Spanish
Sarah Newbold Cross, Psychology
Nimish Rajesh Dave’, Economics
Andrea Michelle Simpson Deese, English
Literature
Erin Martindale Denney, Biology
Ila Shekhar Deshmukh, Special Major:
Education & Political Science
Ethan Thomas Seath Devine, Spanish2
Amy Foldes Dickson, Biology
Christopher Michael DiLeo, Special Major:
Computer Science9
Patrick Tien Donaghy, Psychology
Chloe Anise Dowley, Special Major: Education
and Sociology & Anthropology
Alex William Dubee, Sociology &
Anthropology
Apryl A nn Dunning, Psychology
Keith William Earley, Special Major: Linguistics
and Biology
Jill Martha Eaton, Special Major:
Environmental Studies9
Shamsah Ebrahim, Special Major: Biochemistry
Sarah Alethea Elwell, Special Major: Education
& English
Gregory Ronald Emkey, Biology
Emre Eren, Sociology & Anthropology6
Derin Raif Esmer, Sociology & Anthropology
Sean Michael Ewen, Chemistry
7 with the concentration in Latin American Studies
8 with the concentration in Peace and Conflict Studies
9 with the concentration in Public Policy
10 with the concentration in Women’s Studies
11 Pennsylvania Teacher Certification

3 77

Degrees Conferred

Daniel Joseph Fanaras, Economics9
Jessica Ruth Fenn, English Literature
Erin Olivia Figueira, English Literature
John Marsh Finkbiner, Chemistry
Christopher Daniel Hood, History
Amber Ailisa Frank, Special Major: Linguistics
and Theatre Studies
Anne Elizabeth Frankenfield, Special Major:
Psychobiology"
John Rufus Frazer, Mathematics and Religion
Eric Bruce Freedman, Sociology &
Anthropology
Joshua James Freker, Sociology & Anthropology
Ethan Jared Friedman, Biology
Benjamin Kalter Fritz, Political Science and
Economics
Ryan Karlton Fruh, Economics
Erin Kay Fulkerson, Biology and A rt
Mckenzie Warren Funk, Philosophy
Janice Kreinick Gallagher, Political Science
Seth Mcgregor Garber, Special Major:
Biochemistry
Cordelia Helen Garrett-Goodyear, Psychology
Janine Elizabeth Gent, Special Major:
Education & Spanish Literature
Frederick Eli Gerson, A rt History
Rachel Elisabeth Goldmann, Special Major:
Linguistics and Psychology
Benjamin Louis Goldsmith, History
Edward Dujari Gonzalez, Economics9
Tina Yushan Gourd, Special Major: Education,
and Sociology & Anthropology11
Ilmi Muhaiyaddeen Elijah GranofF,
Philosophy and Special Major: Biological
Anthropology
Daniel Patrick Green, Economics
Erin Melissa Greeson, Art
Carrie Danielle Griffin, Psychology
Donna Elizabeth Griffin, Biology
Robert Stewart Griffin, Biology
Eric Paul Haeker, Music
Julian A. Haffher, Political Science
Jennifer Lynn Hagan, Political Science and Art
History
Katherine Jane Hall, Special Major:
Astrophysics and Music

Megan Corbett Hallam, Psychology
Emily Elisabeth Hanawalt, History
Nathaniel Ross Hanson, Biology
Jessica Lynn Harbour, History
Simon George Harding, Theatre Studies
James Edward Harker, Sociology & .
Anthropology
Patrice Nicole Harper, Special Major:
Education & Psychology
Amy Lucile Harrington, Biology'0
Austin Winfield Harris, Economics
James Paul Harris, Political Science
Jennifer Elena Harvey, Biology
Anne Katherine Heidel, Political Science
Stephanie Chiyoko Herring, Special Major:
Biochemistry
Lurah May Hess, Mathematics
Karen Leslie Hiles, English Literature and
Music
Kelly Bourke Hilgers, Psychology
Ashley Somer Hill, History and Religion
Aaron William Hirschhom, Special Major:
Psychobiology
Aisha Nayo Hobbs, Theatre Studies
Anne Robbins Holland, Religion
Jennie Burr Hounshell, Political Science and
Biology
Matthew Weldon Howard, Religion and
Political Science
Mong-Ying Ani Hsieh, Economics and
Engineering
Benjamin Patrick Huff, Physics
Diana Katharine Hunt, Chemistry
Susan Elizabeth Hunt, Biology
Marie-Christine Hyland, Religion
Gregory Andrew Ingber, Theatre Studies
Paula Magdalena Ioanide, Philosophy
Aarti Iyer, Psychology
Fathmatta Diana Jalloh, Political Science
Vanessa Nicole Jarm-Jordan, Political Science
Maiah Anna Jaskoski, Political Science1
Christine Laura Jeuland, Religion and Special
Major: Psychobiology
Erika Elaine Johansen, English Literature
Christopher Mays Johnson, Special Major:
Linguistics & Language

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 Francophone Studies
5 with the concentration in German Studies
6 with the concentration in Interpretation Theory

7 with the concentration in Latin American Studies
8 with the concentration in Peace and Conflict Studies
9 with the concentration in Public Policy
10 with the concentration in Women’s Studies
11 Pennsylvania Teacher Certification

378

Ellen Summer Johnson, Special Major:
Linguistics
Darragh Theresa Jones, Political Science and
German
Phillip Owen Jones, A rt History
David Aaron Kagle, Biology
Matthew Jason Kahn, Political Science
John Fred Kaltenstein, Political Science
Leena Raj Kansal, Special Major: Psychobiology
Nevin Margolis Katz, Biology
Gerry Philip Kaufman, Political Science
Charles Michael Keegan, Psychology
Wendy Elizabeth Kemp, Psychology
Ayesha Haseen Khan, Political Science and
Economics9
Haejin Kim, Biology
Min-Kyung Kim, Biology
Valencia King, Chemistry and Sociology &
Anthropology
Andrew John Kinney, History
Joshua Berk Knox, Special Major:
Environmental Policy & Science3
Kirstin Suzanne Knox, Biology
Darby Richard Kopp, English Literature
John Joseph Kosinski, History5
Jessica Carew Kraft, Sociology & Anthropology
Sara Elizabeth Kramer, Music
Maria Jeannette Krisch, Chemistry
Gabrielle Kaya Kruks-Wisner, Sociology &
Anthropology™
Matthew John Kutolowski, Religion
Laureen Dumadag Laglagaron, Economics and
Sociology & Anthropology*
Jessica Lee Lane, Special Major Education and
Sociology & Anthropology
John Samuel Lavinsky, Philosophy
Wendy Louise Lawrence, Biology and
Economics
Christine Noel Lee, Psychology
Hyorim Lee, Comparative Literature
Rabonne Lee, Sociology & Anthropology and
Political Science .
. Sun Ha Lee, Philosophy
Yvonne Claire Lee, Special Major: Biochemistry
Jamie Beth Lehrer, Political Science

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 Francophone Studies
5 with the concentration in German Studies
6 with the concentration in Interpretation Theory

Dana Laurier Lemelin, Sociology &
Anthropology and German
Kendra Rose Liddicoat, Biology
Joshua Harlan Lifton, Physics and Mathematics1
Matthew H. Lillvis, History
Sharon Fay Linden, English Literature
Kirstin Tasia Lindermayer, Biology
Rebecca Louie, Special Major: Cultural Studies
Walter Jaren Luh, Physics
Andrew Christian Lund, Political Science
William Alexander Lundry, Political Science
Andrew Adam MacBeth, Special Major:
Electrical & Computer Science
Megan Elizabeth MacDowell, Biology5
Robert Anthony Mack, Psychology
Michael Anthony Mahowald, Biology
Amy Deborah Markey, Special Major:
Linguistics''
Nathaniel Halton Mason, Sociology &
Anthropology
Andrew Neal Mast, English Literature
Benedict Francis Maulbeck, Comparative
Literature1
Anne Walsh McGarrah, Political Science1
Maria Isabelle McMath, Sociology &
Anthropology
Cameron Brook McPhee, Special Major:
Feminist Cultural Studies6
Mary Dorothy Meiklejohn, English Literature
Andrea Meller, Sociology & Anthropology1
Matthew Joseph Menendez, Economics and
Political Science
Timothy James Merkel, Chemistry
Mandara Beth Meyers, Political Science'0
David Mckay Mimno, Latin1
Tlrian Mink, Biology3
Margaret Amalia Moeser, Political Science
Anoosheh Moghbeli, Biology
Savitri Monga, Economics
Cara Faye Moye, Special Major: Linguistics
Claudia Ximena Munoz, Biology
Kenneth James Munroe, Sociology &
Anthropology
Nathan Eric Myers, English Literature
William Michael Nessly, German
Matthew Todd Newcomer, Psychology
7 with the concentration in Latin American Studies
8 with the concentration in Peace and Conflict Studies
9 with the concentration in Public Policy
10 with the concentration in Women's Studies
11 Pennsylvania Teacher Certification

379

Degrees Conferred

Elizabeth Hadley Nickrenz, English Literature
Elisabeth Nigrini, Biology
Naveen Mayor Nirgudkar, Economics
Elizabeth Manson Norman, Sociology &
Anthropology
Elizabeth Suzanne O ’Malley, English Literature
and History
Helen Elizabeth Oliver, Economics9
Jeanne Marie Opar, Biology
Channaly Sun Oum, Religion
Charles Kiriakos Parlapanides, Economics
Mariah Peelle, Special Major: Biological
Anthropology1
Jeremy David Peterson, Special Major:
Biological Anthropology
Victoria Margaret Petitt, Sociology &
Anthropology
Cathryn Joanne Polinsky, Special Major:
Computer Science
Imran Uriah Posner, Sociology & Anthropology
and Biology
Anne Drew Potter, Art
John Joseph Purdy, Economics
Jonathan Howland Pyle, Physics and History
William Cumming Quale, Special Major:
Linguistics
Holly Elaine Quinn, Russian
Jean A nn Quinn, English Literature
Ashwin Laxminarayana Rao, Special Major:
Biochemistry
Adam Zaki Rashid, Economics and Engineering
Alyssa Rachel Rayman-Read, Political Science
Jonathan Eliot Reed, Economics?
David Peake Reese, Sociology & Anthropology
Toki Rehder, Sociology & Anthropology
Rachel Rose Gutman Reich, Biology
Emily Shippen Rice-Townsend, Religion10
John Arden Rieffel, Special Major: Computer
Science and Engineering
Gordon Stuart Seator Roble, Biology
Nikyia Dawn Rogers, Art
Joshua David Roth, Economics and Psychology
Roberto Jose Ruiz, Art History
Abigail Lauren Salerno, Special Major:
American Studies
Scott Cooper Samels, French
1 with the concentration m Black Studies
2 with the concentration m Computer Science
3 with the concentration m Environmental Studies
4 with the concentration in Francophone Studies
5 with the concentration in German Studies
6 with the concentration in Interpretation Theory

380

Joaquin Sanchez, Economics and Political
Science9
Sarah Lindley Sanford, Theatre Studies
Danielle Elizabeth Sass, Biology3456
Abigail Elizabeth Schade, History
Michael Witwicki Schall, A rt
Timothy Michael Schofield, Economics and
Political Science
Sara Marissa Schulman, Economics
Heather Lee Schwartz, English Literature
Julie Jill Schwendiman, Philosophy and Physics
Jai Wook Shin, Biology
Jonathon Shlens, Special Major: Computer
Science and Physics
Craig Allen Shockley, Physics1
Sarah Elizabeth Singleton, English Literature
Anthony Peter Skiadas, Biology
Nicholas Patrick Slimack, Special Major:
Psychobiology
Christopher Sean Slotterback, Economics12
Casey Smith, Special Major: Biochemistry
Jessica Ellen Smith, Art
Jessica Ruth Smoler, Biology11
Deborah Isobel Stein, English Literature
Shana Beth Stein, Biology
Benjamin Kendrick Steinbock, Political
Science9
Shane Christain Steiner, Ancient History
Lynne Michelle Steuerle, Mathematics11
Jonathan Robert Stevens, Special Major:
Psychobiology
John Tyler Fedor Stevenson, Religion
Emily Ruth Stewart, Religion1
Susan Elise Stratton, Religion and Economics
Barbara Bains Strickland, English Literature
A nn Leilani Strom, Philosophy
Anthony James Sturm, Economics
Margaret Wen-Ching Su, Economics and
Asian Studies
Anna Elise Sugden-Newbery, Biology
Dzevad Sukilovic, Psychology
Rachel Sullivan, Sociology & Anthropology
Naomi Caren Sultan, Philosophy
Elisabeth Commanday Swim, Comparative
Literature

7 with the concentration m Latin American Studies
8 with the concentration in Peace and Conflict Studies
9 with the concentration in Public Policy
10 with the concentration in Women’s Studies
11 Pennsylvania Teacher Certification

Damon William Taaffe, Economics and
Political Science
Simone Meng Tai, Art History
Yuhki John Tajima, Physics
Denise Tenorio, Political Science
Sagar Thakali, Economics and Engineering
Danielle Elizabeth Thomas, Biology
Alastair Stewart Thompson, Medieval Studies
Amber T. Thompson, Economics
Hillary Abbott Thompson, Philosophy and
Political Science
Jennifer Elizabeth Tiitsman, Religion10
Scott Christopher Charles Timm, Special
Major: Education & Biology"
Tichianaa Timmons, Psychology
Anna Degraff Tischler, Biology
Anna Maria Tocci, Sociology & Anthropology™
Ka Man Mark Tong, Economics and
Engineering
Mason Tootell, Religion
Emily Jeannette Topper, English Literature
William M. Tracy, Economics
Lisa June Triplett, Sociology & Anthropology
1-Lien Tsay, English Literature
Miho Tsujii, Sociology & Anthropology
Michael Joseph Turick, Mathematics
Erica Owyang Turner, Political Science
Noam Unger, Sociology & Anthropology and
Religion
David Charles Urban, English Literature and
Medieval Studies
Richard Matthew Vezina, Special Major:
Education and Sociology & Anthropology
Eric Jeremiah Vonwettberg, Biology
Elizabeth Williams Vose, Art10
Audrey Helena Walton-Hadlock, Political
Science and Music
Stephanie Yunyi Wang, Political Science and
Special Major: Chinese Studies
Sarah Loveday Welsh, Special Major: Dance
& A rt
Roger Andrew Werner, Comparative Literature
Benson Michael Wilder, Biology
Benjamin Thomas Williams, Special Major:
Astrophysics

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 Francophone Studies
5 with the concentration in German Studies
6 with the concentration in Interpretation Theory

Adrian Ivan Wilson, Special Major: Biological
Anthropology
Catherine Bertha Wirth, Special Major:
Environmental Anthropology
Michelle Marie Wirth, Special Major:
Psychobiology
Aaron Jon Wong, English Literature
Tina Wong, History
Korey Matthew Wright, Economics
Lynda Kathleen Yankaskas, Comparative
Literature10
Georgine Grace Yorgey, Biology
Eugene Kiyoshi Yoshida, Political Science
Joel Solomon Yurdin, Philosophy
Michal Zadara, Theatre Studies
Yu Zhu, Economics
Sarah Elizabeth Zuercher, Religion

BACHELOR OF SCIENCE
Holly Lynn Baker, Engineering
Roger Andrew Bock, Engineering2
Timothy Crawford Bred, Engineering and
Mathematics
Ian Patrick Brown, Engineering
Reuben Shandel Canada, Engineering
Dwayne Vincent Chambers, Engineering
Mong-Ying Ani Hsieh, Engineering and
Economics
Desiree H. Joseph, Engineering
Shawn Michael McAdams, Engineering
Melissa Rodden Morrell, Engineering
David Stone Phillips, Engineering
Adam Zaki Rashid, Engineering and Economics
John Arden Rieffel, Engineering and Special
Majar: Computer Science
Michael Harrison Sheer, Engineering
Yura Shubin, Engineering
Sagar Thakali, Engineering and Economics
Ka Man Mark Tong, Engineering and
Economics
Jennifer Alice VanderVeer, Engineering
Carl Knox Wellington, Engineering
Andrea Nancy Cornell Wolfe, Engineering

7 with the concentration in Latin American Studies \
8 with the concentration in Peace and Conflict Studies
9 with the concentration in Public Policy
10 with the concentration in Women's Studies
11 Pennsylvania Teacher Certification

381

Awards and Distinctions

HONORS AWARDED RY THE VISITING
EXAMINERS
HIGHEST HONORS:
Michael LimYongPeng Anderson, Kate
Bernstein, Brantley Lloyd Bryant, Elizabeth
Hadley Nickrenz, Aaron Jon Wong, Joel
Solomon Yurdin

Witwicki Schall, Jonathan Robert Stevens,
Barbara Bains Strickland, A nn Leilani Strom,
Simone Meng Tai, William M. Tracy, Lisa
June Triplett, Noam Unger, David Charles
Urban, Michal Zadara

ELECTIONS TO HONORARY SOCIETIES

HIGH HONORS:

PHI SETA KAPPA:

Jennifer Claire Barager, Timothy Crawford
Bred, Rachel Sagner Buurma, Andrew
Augustine Caffrey III, Edward Donald Cohn,
Nimish Rajesh Dave1, Sean Michael Ewen,
Jessica Ruth Fenn, Ethan Jared Friedman,
McKenzie Warren Funk, Janice Kreinick
Gallagher, llmi Muhaiyaddeen Elijah Granoff,
Daniel Patrick Green, Robert Stewart Griffin,
Katherine Jane Hall, Nathaniel Ross Hanson,
Jessica Lynn Harbour, James Edward Harker,
Anne Katherine Heidel, Kelly Bourke Hilgers,
Benjamin Patrick Huff, Paula Magdalena
loanide, Aarti Iyer, Wendy Elizabeth Kemp,
Andrew John Kinney, Maria Jeannette Krisch,
Wendy Louise Lawrence, Yvonne Claire Lee,
Walter Jaren Luh, Nathaniel Halton Mason,
Mandara Beth Meyers, David McKay Mimno,
Cara Faye Moye, Rachel Rose Gutman Reich,
Scott Cooper Samels, Sara Marissa Schulman,
Heather Lee Schwartz, Jonathon Shlens,
Deborah Stein, Tyler Fedor Stevenson, Anna
Elise Sugden-Newbery, Damon William
Taaffe, Anna DeGraff Tischler, Emily
Jeannette Topper,' Ilien Tsay, Erica Owyang
Turner, Tina Wong, Lynda Kathleen
Yankaskas, Georgine Grace Yorgey

Michael LimYongPeng Anderson, Suzanne
Elisabeth Andrews, Sarah Kate Atkins, Leal
Casey Beck, Roger Andrew Bock, Timothy
Crawford Bred, Brantley Lloyd Bryant,
Andrew Augustine Caffrey III, Nimish Rajesh
Dav6, Amy Foldes Dickson, Chloe Anise
Dowley, Amber Ailisa Frank, Ethan Jared
Friedman, McKenzie Warren Funk, Rachel
Elisabeth Goldmann, Tina Yushan Gourd,
Robert Stewart Griffin, Katherine Jane Hall,
Emily Elisabeth Hanawalt, Jessica Lynn
Harbour, Aaron William Hirschhorn, Jennie
Burr Hounshell, Aarti Iyer, Maiah Anna
Jaskoski, Ellen Summer Johnson, Matthew
Jason Kahn, Andrew John Kinney, Gabrielle
Kaya Kruks-Wisner, Matthew John
Kutolowski, John Samuel Lavinsky, Yvonne
Claire Lee, Walter Jaren Luh, Megan
Elizabeth MacDowell, Mandara Beth Meyers,
N athan Eric Myers, William Michael Nessly,
Anne Drew Potter, Holly Elaine Quinn, Sara
Marissa Schulman, Heather Lee Schwartz,
Jonathon Shlens, Deborah Isobel Stein, Susan
Elise Stratton, A nna DeGraff Tischler, Eric
Jeremiah VonWettberg, Audrey Helena
Walton-Hadlock, Stephanie Yunyi Wang,
Catherine Bertha Wirth, Aaron Jon Wong,
Georgine Grace Yorgey, Joel Solomon Yurdin

HONORS:
Jason Douglas Albright, Smitha Arekapudi,
Anderson Thornton Bailey, Kirran Zia Bari,
Martine Bourque Claremont, Christopher
Daniel Flood, Eric Bruce Freedman, Ryan
Karlton Früh, Carrie Danielle Griffin, Emily
Elisabeth Hanawalt, Simon George Harding,
James Paul Harris, Erika Elaine Johansen,
Matthew Jason Kahn, John Fred Kaltenstein,
Jessica Carew Kraft, John Samuel Lavinsky,
Joshua Harlan Lifton, Andrew Christian
Lund, Andrew Neal Mast, Mary Dorothy
Meiklejohn, Elisabeth Nigrini, Jeremy David
Peterson, Jonathan Howland Pyle, Ashwin
Laxminarayana Rao, Alyssa Rachel RaymanRead, David Peake Reese, Abigail Lauren
Salerno, Abigail Elizabeth Schade, Michael

382

SIGMA XI:
Leal Casey Beck, Roger Andrew Bock,
Timothy Crawford Bred, Andrew Augustine
Caffrey III, Martine Bourque Claremont, Erin
Martindale Denney, Amy Foldes Dickson,
Shamsah Ebrahim, Sean Michael Ewen,
Ethan Jared Friedman, Erin Kay Fulkerson,
Seth McGregor Garber, llmi Muhaiyaddeen
Elijah Granoff, Robert Stewart Griffin,
Katherine Jane Hall, Nathaniel Ross Hanson,
Simon George Harding, Stephanie Chiyoko
Herring, Kelly Bourke Hilgers, Aaron William
Hirschhorn, Jennie Burr Hounshell, Mongying A ni Hsieh, Benjamin Patrick Huff,
Diana Katharine Hunt, Desiree H. Joseph,

David Aaron Kagle, Leena Raj Kansal,
Wendy Elizabeth Kemp, Haejin Kim, Valencia
King, Kirstin Suzanne Knox, Maria Jeannette
Krisch, Wendy Louise Lawrence, Yvonne
Claire Lee, Joshua Harlan Lifton, Kirstin
Tasia Lindermayer, Walter Jaren Luh, Andrew
Adam MacBeth, Michael Anthony
MahoWald, Shawn Michael McAdams,
Melissa Rodden Morrell, Claudia Ximena
Muñoz, Elisabeth Nigrini, Jonathan Howland
Pyle, Ashwin Laxminarayana Rao, Rachel
Rose Gutman Reich, John Arden Rieffel,
Gordon Stuart Seator Roble, Danielle
Elizabeth Sass, Julie Jill Schwendiman, Jai
Wook Shin, Jonathon Shlens, Craig Allen
Shockley, A nthony Peter Skiadas, Jonathan
Robert Stevens, Anna Elise Sugden-Newbery,
Ka Man Mark Tong, Jennifer Alice
VanderVeer, Eric Jeremiah VonWettberg, Carl
Knox Wellington, Michelle Marie Wirth,
Andrea Nancy Cornell Wolfe, Georgine
Grace Yorgey

TAU BETA PI:
Timothy Crawford Bred, Roger Andrew Bock,
Shawn Michael McAdams, Carl Knox
Wellington

FELLOWSHIPS
The Susan P. Cobbs Prize Fellowship to Massey
Burke ’00
The Sarah Kaighn Cooper Scholarship to Jacob
Krich ’00
The Hannah A. Leedom Fellowship to Shamsah
Ebrahim ’99, Andrew Petusky ’95, Sarah
Sanford ’99, and Cameron Warner ’97
The Joshua Uppincott Fellowship to Daniel
Barolsky ’97, Andrew Han ’94, Simon
Harding ’99, Aaron Hultgren ’98, Joanne
Weill-Greenberg ’96, and Rebecca Winthrop
’96
The Thomas B. McCabe, Jr. and Yvonne Motley
McCabe Memorial Fellowship to Corey Michael
Mulloy ’94
The Mellon Minority Undergraduate Fellowship
to Wonda Joseph ’00, Berlin Vincent Kelly
’00, Sasha Leinster ’01, Alma Ortiz ’00,
Stacey Wagaman ’01, and Zoe Whitley ’01
The Lucretia M ott Fellowship to Smitha
Arekapudi ’99, Christine Jeuland ’99, Toki
Rehder ’99, and Sara Schulman ’99

The Martha E. Tyson Fellowship to Susan
Bisson ’92, Rachel Louise Henighan ’97, arid
Leah Oppenheim ’96

AWARDS AND PRIZES
The Stanley Adamson Prize in Chemistry to
Peter Hutchinson ’00
The Jonathan Leigh Altman Summer Grant to
Elijah Porter ’00 and Jennifer Slaw ’00
The American Chemical Society Scholastic
Achievement Award to Yvonne Lee ’99
The American Chemical Society Undergraduate
Award in Analytical Chemistry to Thalia Mills

’00
The American Chemical Society Undergraduate
Award in Polymer Chemistry to Polina *
Kehayova ’01
The American Institute o f Chemists Student
Honor Award to Maria Krisch ’99
The Solomon Asch Award to Rachel
Goldmann ’99 and Aarti Iyer ’99
The Boyd Barnard Prize to Aaron Friedman ’00
The Paul H . Beik Prize in History to Jessica
Harbour ’99 and Andrew Kinney ’99
The Tim Berman Memorial Award to Keith
Earley ’99
The Black Alumni Prize to Wonda Joseph ’00,
Frank Mote ’00, amd Zoe Whitley ’01.
The Brand Blanshard Prize in Philosophy to Sun
Ha Lee ’99
The Sophie and William Bramson Prize to Kevin
Kish ’98
The Brinkmann Prize to Timothy Bred ’99
Chemistry Department Service Awards to Seth
Garber ’99 and Rebecca Schmitt ’00
The Susan P. Cobbs Scholarship to Massey
Burke ’00
The CRC Press Freshman Chemistry
Achievement Award to Leslie Murray ’02
The Alice L. Crossley Prize in Aisian Studies to
Jessica Lynn Harbour ’99
The Dance Program Interdisciplinary Award to
Simon Harding ’99 and Sarah Sanford ’99
The Deans' Awards to A nnie Bacon ’99,
Stacey Bearden ’99, Amit Bouri ’99, Andrew
Caffrey ’99, Reuben Canada ’99, Eric
Freedman ’99, Tina Gourd ’99, Matthew

383

Awards and Distinctions

Howard ’99, Gerry Kaufman ’99, Ben
Maulbeck ’99, Maria McMath ’99, Cathy
Polinsky ’99, Richard Vezina ’99
The Department of English Literature Freshman
Writing Prize for die Class o f 2001 to Vani
Natarajan ’01
The Department o f English Literature Summer
Writing Stipend to Neil DiMaio ’00 and Kia
Hayes ’00
The Robert Dunn Award to Marc Jeuland ’01
The William C . Elmore Prize in Physics to
Walter Luh ’99
The Lew Elverson Trophy to Tim Schofield ’99
The Robert Enders Field Biology Award to
Jessica Scott ’00, Kenneth Kim ’01, Guido
Grasso-Knight ’00, Leah Deni ’01
The GonzaleZ'Vilaplana Prize for Outstanding
Achievement in Chemistry to Yvonee Lee ’99
and Maria Krisch ’99
The John Russell Hayes Poetry Prizes to Nathan
Myers ’99 and Lena Sze ’01
The Samuel Hayes III Research Grant to Anya
Freiman ’00
The Eleanor Kay Hess Award to Heather
Marandola ’01 and Kristen English ’01
The Philip M. Hicks Prize for Literary Criticism
Essay to Cameron McPhee ’99 (first prize)
and Matthew Richey ’01 (second prize)
The Jesse H. Holmes Prize in Religion to
Jennifer Tiitsman ’99 and Matthew
Kutolowski ’99
The Gladys Irish Award to Holly Baker ’99
The Ivy Award to Benedict Maulbeck ’99
The Michael Keene Award to Nii Addy ’01
The Naomi Kies Award to Chloe Dowley ’99,
Mandara Meyers ’99, Erica Turner ’99,
Elisabeth Nigrini ’99, Nicole Breazeale ’99,
and Andrea Meller ’99 of the Swarthmore
Community Learning Project
The Kwink Trophy to James Paul Harris ’99
The Lande Field Biology Award to Anna Hess

’00
The Leo Leva Memorial Prize in Biology to
Anna Sugden-Newbery ’99 and Georgine
Yorgey ’99
The Linguistics Prizes to Ellen Johnson ’99
(theoretical linguistics) and Amber Frank ’99
(applications linguistics)
The McCabe Engineering Award to Timothy

384

Crawford Bretl ’99
The Norman Meinkoth Field Biology Award to
Irene Garcia ’02 and Dan Lieberman ’00
The Morris Monsky Prize in Mathematics to
Amy Marinello ’02
The Lois Morrell Poetry Award to Kirstin
Lindermayer ’99
The A . Edward Newton Student Library Prizes
to Hugh Weber ’00 (first prize), Sasha
Issenberg ’02 (second prize), and Karen Hiles
’99 (third prize)
The Oak Leaf Award to Gabrielle KruksWisner ’99
The May E. Parry Award to Jill Belding ’99
and Donna Griffin ’99
The Drew Pearson Prize to N athan AshbyKuhlman ’02
The Perdue Award to Frank Mote ’00
The William Plumer Potter Prizes in Fiction to
Deborah Stein ’99 (first prize), Jessica Fenn
’99 (second prize), and Rebecca Louie ’99
(third prize)
The Ernie Prudente Award to Stephanie
Herring ’99 and Matt Kahn ’99
The Dinny Rath Award to Cathy Polinsky ’99
The James H . Scheuer Environmental Fellowship
to A nna Hess ’00
The Frank Solomon Jr. Student A rt Prize to Erin
Fulkerson ’99, Anne Potter ’99, Nikyia Rogers
’99, and Michael Schall ’99
The Hally Jo Stein Memorial Award for Dance
to Rachel Brooker ’99
The Karen Dvonch Stemmetz ’76 Memorial
Award to Anjolie Idicula ’98
The Peter Gram Swing Prize to Eric Haeker ’99
and Sara Kramer ’99
The Melvin B. Troy Award to Marié Abe ’01
and Michael Duffy ’01 (music); Tobie Barton
’99 and Sarah Welsh ’99 (dance)
The Vollmecke Service Award to Melissa
Rodden Morrell ’99
The Hans Walhch Research Fellowship in
Psychology to Michael Waddington ’00
The Jerome H . Wood Prize in Latin American
Studies to Gabrielle Kruks-Wisner ’99

Enrollment Statistics

ENROLLMENT OF STUDENTS BY CLASSES 1998-99
MEN
150
150
167
169

WOMEN
187
164
191
193

TOTAL
337
314
358
362

Graduate Students
Special Students

636
0
11

735
0
6

1,371
0
17

TOTAL

647

741

1,388

Seniors
Juniors
Sophomores
Freshmen

GEOGRAPHICAL DISTRIBUTION OF STUDENTS 1998-99
Alabama..... ................ ........4
Alaska.......... ...........
....4
Arizona................................. 5
Army Post Offices................ 2
California.................... .....113
Colorado.......... ........... ......13
Connecticut........................43
Delaware............................ 22
District of Columbia.......... 14
32
Florida.... ..............
Georgia...... ..........
20
Hawaii.................................. 6
4
Idaho...........................
Illinois....... .........................21
9
Indiana.......................
Iowa................
....4
Kansas..................
2
Kentucky.............................. 7
Maine....... ...........
22
Maryland........................ 66
Massachusetts..................... 81
Michigan............................ 26
Minnesota................
21
Mississippi...................
1
Missouri................
7
Montana...................
2
Nebraska................... ...........2
Nevada................................. 4
New Hampshire................... 9
New Jersey......... ................ 93
New Mexico........................10
New York......... ............... 204
North Carolina.............. ....22
Ohio...... ........................... 35
Oklahoma................
2
Oregon................................16
Pennsylvania.....................181

Puerto R ico.......................... 2
Rhode Island...... ..................1
South C arolina.................... 3
South Dakota........................1
Tennessee............................10
20
Texas....................
U ta h .......................
4
Vermont..............................14
Virgin Islands....................... 2
Virginia.............................. 32
Washington........................ 28
West Virginia....................... 4
Wisconsin............................12
Total U.S.A................... 1,262
Argentina..............................1
Bangladesh............................1
Barbados................................1
Belarus..............
1
Botswana...............................1
Brazil..................
3
Bulgaria.................................2
Cambodia..............................1
Canada..................................4
Colombia.............................. 3
El Savador............................. 1
France.................................... 1
G ermany.............................. 3
G h an a...................................6
Greece....... ........................... 1
Guatemala.............................1
Guyana...... i ...............
1
H aiti...................................... 1
Hong Kong........................... 3
Hungary.... ............................ 1
India......................................4
Ireland................................... 1
Jamaica..................................3

Japan.....................................7
1
Kenya.................
1
Malaysia..... ..............
Mauritius.............!................1
3
M exico..................
Nepal...............
2
1
Netherlands.................
Nicaragua..............................1
Nigeria.................
1
Pakistan.........................
2
Panama.................................. 1
Peoples Republic of China ..9
Peru...............
1
Poland................................... 1
Romania................................2
Russia........................... ........3
Saudi A rabia.........................1
Sierra Leone..........................1
Singapore..............................2
South A frica.........................1
South Korea........................10
Sri Lanka...............................1
St. Vincent............................1
Sudan..............
...1
Sweden.................
..........1
Taiwan................................... 1
Tanzania................................1
Thailand................................2
Trinidad & Tobago..............3
Turkey...................
5
U kraine................................. 1
United Kingdom.................. 9
Venezuela............................. 3
Total from Abroad........... 126
GRAND TOTAL....... 1,388

385

Index

Absence from examinations, 72
Academic honesty, 41,72
Accelerated class standing, 23
Administration and staff, 342
Admissions Procedure, 21
Application dates, 22
Scholastic Aptitude and Achievement
Tests, 21
School subjects recommended, 21
Advanced degrees, 75
Advanced Placement, 23
Advanced standing, 23
Advising, 51
Alumni Association officers, 340
Alumni Council, 340
Alumni Office, 59
Ancient History, 115
Art/List Gallery, 85
A rt History, 86
Arts, Studio, 91
Asian Studies, 93
Astronomy, 283
Athletics, 56, 275
Attachments to courses, 65
Attendance at classes, 70
Auditing courses, 70
Automobiles, regulations, 47
Awards and Distinctions, 382
Awards and Prizes, 76
Bachelor of arts degree, 75
Bachelor of science degree, 75
Bequests, 9
Biology, 98 .
Black Cultural Center, 49
Black Studies, 104
Board of Managers, 336
Committees of, 338
Botany, see Biology
Bursar, 25,365
Calendar, College, 5
Career Planning and Placement, 51
Chemistry, 107
Chinese, 233
CIVIC, 58
Classics, 113
Code of Conduct, 40
College entrance examinations, 21
College, committees of, 357
College jobs, 27
Comparative Literature, 119
Comprehensive examinations, 61, 75
Computer Science, 121

386

Computing services, 12
Cooper (William ].) Foundation, 13
Cooperation with neighboring institutions, 68
Cornell Library of Science and Engineering, 9
Corporation, officers of, 336
Courses of Instruction, 84
Course numbering structure, 84
Creative Arts, 68
Credit/No Credit, 70
Cross-listed course rules, 62
Curriculum, 61
Dance, 56, 252, 259
Degree requirements, 75
Degrees offered, 75
Degrees conferred, 377
Dining hall, 49
Directed reading, 66
Directions for correspondence, 2
Directions for reaching the College, 400
Distribution requirements, 61
Divisions and departments, 359
Divisions for distribution requirements, 61,62
Drama, 56,171
Drop/add, see Registration, 71
DuPont (Pierre S.) Science Building, 11
Economics, 128
Education, 135
Education abroad, 68
Emeritus professors, 342
Endowed chairs, 17
Endowment, 9
Engineering, 141
English Literature, 151
Enrollment in courses, see Registration, 71
Enrollment statistics, 385
Environmental Studies, 178
Equal Opportunity Office, 366
Equal Opportunity Statement, 2
Examination regulations, 72
Exceptions to the four-year program, 65
Exclusion from College, 74
Expenses, 24
Extracurricular activities, 57
Faculty advisers, 51, 61, 63
Faculty, committees of, 357
Faculty members, 342
Faculty regulations, 70
Fees (tuition, residence, etc.), 24, 75
Fellowships, 81
Financial aid, 26
Fine arts, see A rt History

Footnote key, 84
Foreign language requirement, 75
Foreign students, 385
Foreign study, see Study Abroad, 24, 68
Formats of Instruction, 65
Francophone Studies, 180
Fraternities, 50
French, 237
Friends Historical Library, 10

Master’s degrees, 75
Mathematics and Statistics, 213
McCabe Library, 9
Media Services, 368
Media, student, 57
Medieval Studies, 223
Modem Languages and Literatures, 225
Music, 55, 252
Music, performance, 253, 258

Geographical distribution of students, 385
German, 243
German Studies, 184
Gifts, 9
Grades, 70
Graduate study, 75
Graduation requirements, 75
(see also distribution requirements)
Greek, 114
Grenoble Program, 68

News and Information Office, 59
Normal Course Load, 65

Handicapped Student Services, 48, 65
Health care, 50
Health Sciences Advisory Program, 67
History, 186
Honors Program, 61, 64
Honors examiners, 64,374
Housing, 48
Incomplete grade policies, 70
Information technology, 12
Insurance, 48,49
Intercultural Center, 49
Interdisciplinary work, 67
Interpretation Theory, 201
Judicial Bodies, 47

Observatory, 11, 277
Papazian Hall, 11
Pass/Fail, see Credit/No Credit, 70
PDC (primary distribution courses), 62
Peace and Conflict Studies, 267
Philosophy, 270
Physical Education and Athletics, 275
Physical Education requirements, 73, 275
Physics and Astronomy, 277
Plagiarism, 41, 72
Political Science, 285
Practical work, 66
Premedical Advising, 67
Primary distribution courses (PDC), 62
Prizes, 76
Program of study, 61
Freshmen and sophomores, 61
Juniors and seniors, 63
Honors Program, 64
Psychological Services, 51
Psychology, 297
Public Policy, 306
Publications, College, 59
Publications, student, 57

Kohlberg Hall, 11
Lang Music Building, 12, 56
Lang Performing Arts Center, 11
Latin, 114
Latin American Studies, 204
Leaves of absence, 72
Libraries, 9
Linguistics, 206
List Gallery, 12
Literature (see Comparative Literature)
Loans to students, 27

Readmission to the College, 72
Registration, 71
Religion, 310
Religious life, 8, 50
Repeated course mles, 71
Requirements for admission, 21
Requirements for graduation, 75
(see also distribution requirements)
Residence halls, 48
Residence, regulations, 48
Russian, 246

Madrid Program, 69
Map of College grounds, 398
Martin Hall, 11

Scholarships, 26
Scholastic Aptitude Test, 21
Scott Arboretum, 13

387

Index

Security policies and procedures, 52
Senior-year residency requirement, 75
Sharpies Dining Hall, 49
Social Affairs Committee, 55
Sociology and. Anthropology, 318
Spanish, 249
Special Major, 63
Sprout Observatory, 11, 277
Statistics, 213
Student conduct, 40
Student Council, 55
Student employment, 27
Student Exchange Programs, 68
Student right to know, 69
Student Rights, 40
Student-run courses, 66
Study Abroad, 24, 68
Submission of the same work in more than
one course, 41
Summer school work, 73
Swarthmore College Peace Collection, 10
Swarthmore Foundation, 58
Tarble Social Center, 49
Teacher certification, 136
Theatre, courses in, 171
Transfer, application for, 23
Transfer credit
(see work done elsewhere), 73
Tuition and other fees, 24, 75
Tutorials, 66
Twenty-course credit rule, 63
Upward Bound, 57
Venture Program, 73
Visiting Examiners, 374
Vocational Advising, 51
Withdrawal from the College, 72
Withdrawal from courses, 71
Women’s Resource Center, 49
Women’s Studies, 332
Work done elsewhere, 73
Worth Health Center, 50
Writing Center, 52

388

1. Ashton House— College guest house
2. Bam

3. Beardsley Hall— A r t History, Studio A r t,
Com puting Center

4- Bond and Lodges— Student residence and meeting
rooms

5. Clothier Memorial Hall— Tarble Social Center,
snack bar, student offices, bookstore, Intercultural
Center
6. Courtney Smith House—President’s residence

7. Cornell Science and Engineering Library
8. Cratsley House— College guest house (Inset)
9. Cunningham House— Scott Arboretum Offices and
Terry Shane Teaching Garden

10. Dana Hall— Student residence
11. DuPont Science Building—Chemistry,
Mathematics and Statistics, Physics and Astronom y

12.
13.
14.
15.

Hallowell Hall— Student residence
Heating Plant
Hicks Hall— Engineering
Kohlberg Hall— Economics, M o d em Languages and
Literatures, Sociology and Anthropology, Ltmguage
Resource Center, Scheuer Room, Corddry Wing,
Credit U nion, coffee bar

16. Lamb-Miller Field House
17. Lang Music Building—M usic, Underhill Music
Library

18. Eugene M. and Theresa Lang Performing Arts
Center—Theatre, Dance, English Literature
19. Martin Building and Animal Laboratory—Biology,
Kirby Lecture Hall

20.
21.
22.
23.
24.

Mary Lyon Building— Student residence (Inset)
McCabe Library
Mertz Hall— Student residence
Old Tarble
Palmer Hall— Student residence
25. Papazian Hall— Philosophy, Psychology, Engineering
Laboratory

26. Parrish Hall— Admissions Office, administration
offices, student residence, mail room

27. Pearson Hall— Education, Linguistics, Religion,
H um an Resources, Foreign Study O ffice

28.
29.
30.
31.
32.

Pittenger Hall— Student residence
Roberts Hall— Student residence
Robinson House— Black Cultural Center
Scott Amphitheater
Service Building—M aintenance, Grounds, and
Environmental Services

33. Sharpies Dining Hall
34. Sproul Observatory—Astronom y, C om puter
Science, A lum n i and G ift Records

35.
36.
37.
38.
39.
40.

Squash Court Building
Swarthmore Friends Meetinghouse
Tarble Pavilion— Physical Education
Trotter Hall— Political Science, History, Classics
Ware Pool
Benjamin West House— Visitor information,

4L
42.
43.
44.
45.
46.
47.
48.

Wharton Hall— Student residence
Whittier House
Willets Hall— Student residence
Wister Greenhouse
Women’s Resource Center
Woolman House— Student residence
Worth Hall— Student residence
Worth Health Center

Public Safety, Communications

399

Directions for Reaching
Swarthmore College
DRIVING

From Pennsylvania Turnpike, going East
F ro m E x it 2 4 (V alley F o rg e ) ta k e 1-76 E ast (S c h u y lk ill E x p ressw ay ) a b o u t 2'A
m iles to 1-476 S o u th . T a k e 1-476 a p p ro x . 13 m iles t o 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 sig n fo r S w a rth m o re b y tu r n in g le ft o n to
B a ltim o re P ik e . (S e e b e lo w fo r “. . . t h e re s t o f th e w ay.” )

From Pennsylvania Tiirnpike, 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 1-476 S o u th . S ta y o n 1-476 ap p ro x .
17 m iles 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 sig n for
S w a rth m o re b y tu r n 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
t h e w ay.” )

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 sy 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 r t h o n 1-95, pass t h e C h e s te r e x its a n d c o n tin u e t o E x it 7, 1-476
N o rth y P ly m o u th M e e tin g . T a k e 1-476 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 sig n fo r S w a rth m o re b y tu r n in g r ig h t o n to B a ltim o re P ike.
(S e e b elo w fo r “. . . th e re s t 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 less t h a n K m ile tu r n 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 r o u g h s e c o n d lig h t a t C o lle g e A v e n u e to th e first
d riv ew a y o n y o u r r ig h t t o v is ito 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 s e is t h e C o lle g e ’s v is ito r c e n te r a n d h a s so m e o n e th e re t
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 ce ssib le fro m P h ila d e lp h ia b y tr a in . A m tr a k tra in s fro:
N e w Y ork 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 t h S tr e e t S ta tio .
F ro m 3 0 th S tr e 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 21 m in u te s tu
r e a c h t h e ca m p u s.

AIR
A n ex p ress tr a in ru n s fro m t h e a irp o rt to 3 0 th S tr e e t S ta ti o n w h e re y o u c a n ta k e
t h e S E P T A M e d ia L o c a l (R 3 ) tr a i n d ire c tly 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 fare is a b o u t $ 8 .0 0 , a n d th e tr ip re q u ire s a b o u t o n e h o u r. T a x i serv ice
is also 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 tr ip re q u ire s a b o u t 20
m in u te s . By c a r fro m t h e a irp o rt, ta k e 1-95 S o u th to E x it 7, 1-476 N o r th /
P ly m o u th M e e tin g . T a k e 1-476 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 ram p , fo llo w sig n fo r S w a rth m o re b y tu r n in g r ig h t o n to B a ltim o re P ike.
(S e e ab o v e fo r “. . . re s t o f t h e w ay.”

400