Swarthmore College Catalogue, 2008-2009

SWARTHMORE
COL L E GE
BULLETIN
2008-2009

Swarthmore
College Bulletin 2008-2009
Volume CVI Number 1
Catalog Issue August 2008

Directions for Correspondence
Swarthmore College, 500 College Avenue, Swarthmore PA 19081-1390
A lfred H . Bloom

College Leadership

President
Academic Policy

C onstance Cain Hungerford

Student Services

Jam es Larimore

Provost
Dean of Students
Jam es L. B ock III

Admissions and Catalogs

Dean o f Admissions and Financial Aid
L aura Talbot

Financial Aid and Options

Director of Financial Aid
M artin O. Warner
Registrar

Records and Transcripts
Development and Gifts

Stephen D. Bayer
Vice President for Development and Alumni Relations
Nancy Burkett

Career Services

Director of Career Services
N ancy Nicely

Communications

Director o f Communications
Lisa Lee

Alumni Relations

Director of Alumni Relations
C. Stuart Hain

Facilities

Vice President for Facilities and Services
Suzanne P. Welsh

Finance

Vice President for Finance and Treasurer
College and Community Relations

M aurice G . Eldridge

Vice President for College and Community Relations
M elanie Young

Human Resources

Vice President for Human Resources
Swarthmore College does not discriminate in
education or employment on the basis of sex,

information can be found at
www.swarthmore.edu/coursecatalog.

marital status, sexual orientation, gender
identity or expression, veteran status, medical
condition, pregnancy, disability, or any other
legally protected status. This policy is
consistent 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 Act of 1973.

The Swarthmore College Bulletin (ISSN 08882126), of which this is Volume CVI, number 1,
is published in August, October, January, April,
and July by Swarthmore College, 500 College
Avenue, Swarthmore PA 19081-1390.

This Bulletin contains policies and program
descriptions as of July 15,2008, 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. Up-to-date

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 19081-1390.
Main number: (610) 328-8000
Admissions: (610) 328-8300
www.swarthmore.edu
© 2008 Swarthmore College
Printed in U.S.A.

Table of Contents
COLLEGE CALENDAR
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

INTRODUCTION
EDUCATIONAL RESOURCES
ENDOWED CHAIRS
ADMISSIONS
EXPENSES
FINANCIAL AID
COLLEGE LIFE
EDUCATIONAL PROGRAM
FACULTY REGULATIONS
DEGREE REQUIREMENTS
AWARDS AND PRIZES
FELLOWSHIPS, INTERNSHIPS, AND SUMMER RESEARCH OPPORTUNITIES
THE CORPORATION
BOARD OF MANAGERS
ALUMNI ASSOCIATION OFFICERS AND ALUMNI COUNCIL
FACULTY AND OTHER INSTRUCTIONAL STAFF
ADMINISTRATION
VISITING EXAMINERS 2008
DEGREES CONFERRED
AWARDS AND DISTINCTIONS
ENROLLMENT STATISTICS
COURSES OF INSTRUCTION
Art
Interpretation Theory
Asian Studies
Islamic Studies
Biology
Latin American Studies
Black Studies
Linguistics
Chemistry and Biochemistry
Mathematics and Statistics
Classics
Medieval Studies
Cognitive Science
Modem Languages and Literatures
Comparative Literature
Music and Dance
Computer Science
Peace and Conflict Studies
Economics
Philosophy
Educational Studies
Physical Education and Athletics
Engineering
Physics and Astronomy
English Literature
Political Science
Environmental Studies
Psychology
Film and Media Studies
Public Policy
Gender and Sexuality Studies
Religion
German Studies
Sociology and Anthropology
History
Theater
DIRECTIONS TO SWARTHMORE COLLEGE
SWARTHMORE COLLEGE CAMPUS MAP
INDEX

2008
Sun Mon Tue Wed Thu
I
2
3
4
11
9
10
7
8
18
15
16
17
14
22
23
25
21
24
28
30
29

Sun Mon Tue Wed Thu
7
14
21
28

8
15
22
29

Sac
L
9
16
23
30

Sac
4
11
18
25

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

Fri
5
12
19
26

Sac
6
13
20
27

Sac
il
8
15
22
29

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

Fri
3
10
17
24
31

Sac
4
11
18
25

Fri

Sac

7
14
21
28

8
15
22
29

Fri
4
11
18
25

Sac
5
12
19
26

Fri
5
12
19
26

Sac
6
13
20
27

Fri
3
10
17
24

Fri

m

3
10
ft
24

4
11
18
25

5
12
19
26

6
13
20
27

4
11
18
25

5
12
19
26

6
13
20
27

Sun Mon Tue Wed Thu

Fri
i

i

3
10
17
24
31

4
11
18
25

5
12
19
26

6
13
20
27

7
14
21
28

8
15
22
29

Sat

- ,1
9
16
23
30

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

Fri Sac
5
6
12 13
19 20
26 27

JULY

NOVEMBER
Sun Mon Tue Wed Thu

3
10
17
24
31

Fri

JUNE

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

2
9
16
23
30

2010
JANUARY

MAY

SEPTEMBER

7
14
21
28

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

'

Fri Sat
5 :6
12 13
19 : 20
26 27

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

Sun Mon Tue Wed Thu
Fri
5
12
19
26

Sac
6
13
20
27

Fri
2
9
16
23
30

Sac
3
10
17
24
31

FEBRUARY
Sun Mon Tue Wed Thu
1 ,2
3
5
4
10
11
12
8
9
18
19
15
16
17
26
22
23
25
24
29

5
12
19
26

6
13
20
27

Sun Mon Tue Wed Thu
2
3
1
10
6
8
9
7
13
15
16
17
14
20
21
22
23
24
28
29 30
27

APRIL
Sun Mon Tue Wed Thu Fri
> 1 ■ 2
8
9
6
7
4 ' 5
15 16
12
13
14
11
21 22 23
18
19 20
25
26
27
28 29 30

Sat
3
10
17
24

MAY
Sun Mon Tue Wed Thu

Fri

Sat

6
13
20
27

7
14
21
28

8
15
22
29

Sun Mon Tue Wed Thu
3
1
2
10
6
8
9
7
17
16
13
14 Ì 1 5
22 23
24
21
20
29 30
28
27

Fri
4
li
18
25

Sat
5
12
19
26

2
9
16
23
30

3
10
17
24
31

4
11
18
25

5
12
19
26

OCTOBER

Sac
7
14
21
28

Fri
6
13
20
27

Sac
7
14
21
28

Sun Mon Tue Wed Thu
1
2
3
5
4
12
10
11
8
9
18
19
15
16 t 17
26
22
23
25
24
29 30

Fri
3
10
17
24

Sac
4
11
18
25

Sun Mon Tue Wed Thu
2
3
1
9
10
6
8
7
16
17
15
13
14
22
23
21
24
20
31
29 30
28
27

Fri
6
13
20
27

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

JUNE

NOVEMBER
Fri
6
13
20
27

Sac
7
14
21
28

Fri
4
11
18
25

Sac
5
12
19
26

DECEMBER

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

4
11
18
25

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

MARCH
Sun Mon Tue Wed Thu
5
1
2
3
4
12
8
9
10
11
18
19
15
16
17
22
25
26
23
24
29 30
31

3
10
17
24
31

SEPTEMBER

2009
JANUARY
Sun Mon Tue Wed Thu
1
8
5
6
7
4
15
11
12
13
14
22
18
21
19 20
25
26
27
28
29

2
9
16
23
30

JULY
Sun Mon Tue Wed Thu Fri Sat
3
1 r 2
8 . 9 10
6
7
5
4
15 16 17
12
13
14
11
22 23 24
19
20 21
18
29 30 31
27
28
26
25

AUGUST
Sun Mon Tue Wed Thu
5
2
3.
4
1
12
10
11
8
9
19
17
18
15
16
26
24
25
22
23
31
29 30

Fri Sat
7
6
13 14
■21
2Ó
27 28

College Calendar
2008

Fall Semester

Aug. 26
Aug. 26-31
Aug. 28

Residence halls open for new students.
Orientation and placement days.
Advising begins. All-adviser meeting in morning. Individual advising
begins in afternoon.
Residence halls open for returning students.
Computer pre-registration for first-year and transfer students only.
Registration follow-up meeting for students who need to make a change
to their schedule.
Meal plan starts at dinner for returning students.
Classes and seminars begin.
Labor Day—classes in session.
Drop/add ends. Last day to delete a course from or add one to permanent
registration.
Board of Managers meeting.
Final examination schedule available on-line.
October holiday begins at end of last class or seminar.
October holiday ends at 8:30 a.m.
Schedule of courses and seminars for next semester available on-line.
Last day to declare CR/NC grading option. Last day to withdraw from a
course and receive the grade notation “W.”
Schedule of courses and seminars for next semester available in print on
campus.
Alumni Council meeting.
Advising period.
Pre-enrollment for spring semester.
Pre-enrollment ends at 4 p.m.
Thanksgiving vacation begins at end of last class or seminar.
Thanksgiving vacation ends at 8:30 a.m.
Note: All accounts must show, a zero or positive balance to enroll or select
a room for spring semester.
Board of Managers meeting.
Monday follows the “Friday” class schedule, replacing the Friday of
Thanksgiving break. Tuesday follows the “Thursday” class schedule,
replacing the Thursday of Thanksgiving break.
Classes end.
Lottery for spring housing.
Final examinations begin.
Note: Final examinations are not rescheduled to accommodate travel
plans. If you must make travel arrangements before the examination
schedule is published (by Oct. 1), do not expect to leave until after finals.
Seminars end.
Final examinations end at noon.
Residence halls close at 6 p.m. Meal plan ends at lunch.

Aug. 29
Aug. 30
Aug. 31
Sept. 1
Sept. 12
Sept. 26-27
Oct. 1
Oct. 10
Oct. 20
Nov. 3
Nov. 7

Nov. 7-9
Nov. 10-21
Nov. 24-26
Nov. 26
Dec. 1

Dec. 5-6
Dec. 8-9

Dec. 9
Dec. 12
Dec. 12-20

Dec. 18
Dec. 20

College Calendar
2009

Spring Semester

Jan. 17
Jan. 18
Ja n .19

Residence halls open at noon.
Meal plan starts at dinner.
Classes and seminars begin.
Martin Luther King Jr. Day—classes in session.
Drop/add ends. Last day to delete a course from or add one to permanent
registration.
Board of Managers meeting.
Spring vacation begins at end of last class or seminar.
Spring vacation ends at 8:30 a.m.
Last day to declare CR/NC grading option. Last day to withdraw from a
course and receive the grade notation “W.”
Schedule of courses and seminars for next semester available on-line.
Note: All accounts must show a zero or positive balance for students to
enroll and select a room for the fall semester.
Schedule of courses and seminars for next semester available in print on
campus.
Alumni Council meeting.
Advising period.
Family and Friends Weekend.
Pre-enrollment for fall semester.
Pre-enrollment ends at 4 p.m.
Classes and seminars end.
Board of Managers annual meeting.
Final course and written honors examinations begin.
Course examinations end.
Meal plan ends at dinner for all but seniors.
Written honors examinations end.
Residence halls close to all but seniors at 8 a.m. (Non-seniors are
expected to leave the College within 24 hours after their last
examination.)
Senior comprehensive examinations.
Oral honors examinations.
Baccalaureate.
Commencement.
Residence halls close to seniors at 9 a.m.
Alumni Weekend.

Jan. 30
Feb. 20-21
March 6
March 16
March 27
March 30
April 1
April 3
April 3-5
April 6—17
April 17-19
April 20-22
April 22
May 1
May 1-2
May 7
May 16
May 17
May 18

May 19-20
May 21-23
May 30
May 31
June 1
June 5-7

College Calendar
2009

Fall Semester

Aug. 25
Aug. 25-30
Aug. 27

Residence halls open for new students.
Orientation and placement days.
Advising begins. All-adviser meeting in morning. Individual advising
begins in afternoon.
Residence halls open for returning students.
Computer pre-registration for first-year and transfer students only.
Registration follow-up meeting for students who need to make a change
to their schedule.
Meal plan starts at dinner for returning students.
Classes and seminars begin.
Labor Day—classes in session.
Drop/add ends. Last day to delete a course from or add one to permanent
registration.
Board of Managers meeting.
Final examination schedule available on-line.
October holiday begins at end of last class or seminar.
October holiday ends at 8:30 a.m.
Schedule of courses and seminars for next semester available on-line.
Last day to declare CR/NC grading option. Last day to withdraw from a
course and receive the grade notation “W.”
Schedule of courses and seminars for next semester available in print on
campus.
Alumni Council meeting.
Advising period.
Pre-enrollment for spring semester.
Pre-enrollment ends at 4 p.m.
Thanksgiving vacation begins at end of last class or seminar.
Thanksgiving vacation ends at 8:30 a.m.
Note: All accounts must show a zero or positive balance to enroll or select
a room for spring semester.
Board of Managers meeting.
Monday follows the “Friday” class schedule, replacing the Friday of
Thanksgiving break. Tuesday follows the “Thursday” class schedule,
replacing the Thursday of Thanksgiving break.
Classes end.
Lottery for spring housing.
Final examinations begin.
Note: Final examinations are not rescheduled to accommodate travel
plans. If you must make travel arrangements before the examination
schedule is published (by Oct. 1), do not expect to leave until after finals.
Seminars end.
Final examinations end at noon.
Residence halls close at 6 p.m. Meal plan ends at lunch.

Aug. 28
Aug. 29
Aug. 30
Aug. 31
Sept. 7
Sept. 11
Sept. 25-26
Oct. 1
Oct. 9
Oct 19
Nov. 2
Nov. 6

Nov. 6-8
Nov. 9-20
Nov. 23-25
Nov. 25
Nov. 30
Dec. 1
Dec. 4-5
Dec. 7-8

Dec. 8
Dec. 11
Dec. 11-19

Dec. 17
Dec. 19

College Calendar
2010

Spring Semester

Jan. 16
Ja n .17
Ja n .18

Residence halls open at noon.
Meal plan starts at dinner.
Classes and seminars begin.
Martin Luther King Jr. Day—classes in session.
Drop/add ends. Last day to delete a course from or add one to permanent
registration.
Board o f Managers meeting.
Spring vacation begins at end of last class or seminar.
Spring vacation ends at 8:30 a.m.
Last day to declare CR/NC grading option. Last day to withdraw from a
course and receive the grade notation “W.”
Schedule o f courses and seminars for next semester available on-line.
Note: All accounts must show a zero or positive balance for students to
enroll and select a room for the fall semester.
Schedule of courses and seminars for next semester available in print on
campus.
Alumni Council meeting.
Advising period.
Family and Friends Weekend.
Pre-enrollment for fall semester.
Pre-enrollment ends at 4 p.m.
Classes and seminars end.
Board o f Managers annual meeting.
Final course and written honors examinations begin.
Course examinations end.
Meal plan ends at dinner for all but seniors.
Honors written examinations end.
Residence halls close to all but seniors at 8 a.m. (Non-seniors are
expected to leave the College within 24 hours after their last
examination.)
Senior comprehensive examinations.
Oral honors examinations.
Baccalaureate.
Commencement.
Residence halls close to seniors at 9 a.m.
Alumni Weekend.

Jan. 29
Feb. 19-20 *
March 5
March IS
March 26
March 29
April 1
April 2
April 5-7
April 5-16
April 9-11
April 19-21
April 21
April 30
May 7-8 *
May 6
May 15
May 16
May 17

May 18-19
May 20-22
May 29
May 30
May 31
June 4-6

Tentative dates.

1 Introduction to Swarthmore College
Swarthmore College, founded in 1864 by
members of the Religious Society of Friends as
a co-educational institution, occupies a campus
of 357 acres of rolling wooded land in and
adjacent to the Borough of Swarthmore in
Delaware County, Pa. It is a small college by
deliberate policy. Its present enrollment is
approximately 1,500 men and women students.
Tlie 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.

1.1 Objectives and Purposes
Swarthmore students are expected to prepare
themselves for full, balanced lives as
individuals 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 university seeks to
realize that purpose in its own way. Swarthmore
seeks to help its students realize their fullest
intellectual and personal potential combined
with a deep sense of ethical and social concern.

1.2 Varieties of Educational
Experience
Education is largely an individual matter, for no
two students are exactly alike. The Swarthmore
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
Program offers additional enriching and
exciting intellectual expériences to students
who choose to prepare for evaluation by
examiners from other colleges and universities.
Throughout the curriculum, options for
independent 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.

1.3 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 Friends now compose a

small minority of the student body, the faculty,
and the administration, the College still values
highly many of the principles of that society.
Foremost among these principles is the
individual’s responsibility for seeking and
applying truth and for testing whatever truth
one believes one has found. As a way of life,
Quakerism emphasizes hard work, simple
living, and generous giving as well as personal
integrity, social justice, and the peaceful
settlement of disputes. The College does not
seek to impose on its students this Quaker view
of life or any other specific set of convictions
about the nature of things and the duties of
human beings. It does, however, encourage
ethical and religious concern about such matters
and continuing examination of any view that
may be held regarding them.

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

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

2.1 The Endowment
The educational resources at Swarthmore
College have been provided by gifts and
bequests from many alumni, foundations,
corporations, parents, and friends. In addition to
unrestricted gifts for the operating budget, these
donors have contributed funds for buildings,
equipment, collections of art and literature, and
permanently endowed professorships,
scholarships, awards, book funds, and
lectureships. Their gifts to Swarthmore have not
only provided the physical plant but also have
created an endowment fund of $1,441 billion at
market value on June 30,2007. Swarthmore is
ranked 14th in the country in endowment per
student. Income from the endowment during the
academic year 2006-2007 contributed
approximately $33,297 to meet the total
expense of educating each student and provided
about 42 percent of the College’s operating
revenues.
The College’s ability to continue to offer a high
quality of education depends on continuing
voluntary support. Swarthmore seeks additional
gifts and bequests for its current operations, its
permanent endowment, and its capital
development programs to maintain and
strengthen its resources. The vice president in
charge of development will be pleased to
provide 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.

2.2 Libraries
The library is an active participant in the
instructional and research program of the
College. The primary function of the library is
to support the teaching mission of the College
by acquiring and organizing collections in a
variety of print, digital, and other formats and
by instructing students in the effective use of
the library and its collections. Although the
library’s collections are geared primarily
toward undergraduate instruction, the scope,
nature, and depth of student and faculty
research require a greater quantity of source
materials than is typically found in
undergraduate libraries. Additional needs are
met through interlibrary loan, document
delivery, and other cooperative arrangements.
Swarthmore, Haverford, and Bryn Mawr
colleges link their library collections through

Tripod (their shared, on-line catalog). Tripod,
as well as other network information sources,
can be accessed on-line through the library’s
home page at
www.swarthmore.edu/library.xml. The TriCollege Library Consortium takes advantage of
a long history o f cooperation and a unified, on­
line catalog to work toward building a researchquality collection from the combined holdings
of these three strong liberal arts colleges.
Reference service is often where research
begins. Reference librarians guide patrons in
formulating research strategies and in accessing
the information and materials contained in the
library’s vast electronic and print collections.
The library provides a considerable digital
collection of electronic journals in all
disciplines and of citation and full-text research
databases that support access to historical,
statistical, visual, and bibliographic
information. The ever-growing amount of on­
line resources has created a variety of new
library services, including Live Help, an on-line
“chat” reference service. The library also
provides direct curricular support through
extensive print and electronic reserve readings
and honors collections.
Swarthmore College library holdings amount to
approximately 900,000 volumes with some
17,000 volumes added each year. The College
participates in the Federal and Pennsylvania
Depository Library Program and selects those
government documents most appropriate to the
needs of the curriculum and the public and
catalogs them in Tripod. The library also houses
an extensive interdisciplinary audiovisual
collection, including 8,000 videotapes and
DVDs, more than 14,000 classical and jazz
music recordings, and 1,400 spoken-word
recordings of dramatic and poetic literature.
The video collection includes classic U.S. and
foreign films as well as educational,
documentary, and experimental films.
The collections are housed in three libraries.
The Thomas B. and Jeannette L. McCabe
Library is the center of the College library
system and is home to the major portion of the
collections, extensive public computing
resources, a wide variety of reading and study
areas, and a video classroom.
The Cornell Library o f Science and
Engineering in the science center houses 60,000
volumes and serves the curricular and research
needs of students and faculty in the sciences.
The Underhill Music and Dance Library
contains 20,000 books on music and dance as
well as the sound recordings mentioned earlier.
It provides a wide variety of listening and
viewing facilities, which overlook the Crum
Woods. Small collections of relevant materials
are located in the Black Cultural Center and the
Beit Midrash located in the Bond Lodges.

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2.2.1 Special Library Collections
The College library contains certain special
collections: the Private Press Collection,
representing the work of more than 750 presses,
an exemplary collection of “book arts” and
artists’ books; British Americana, accounts of
British travelers 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 mid1940s; and the Bathe Collection of the history
of technology donated by Greville Bathe.
Within the McCabe Library building are two
special libraries that enrich the academic life of
the College:
The Friends Historical Library, founded in
1871 by Anson Lapham, is one of the
outstanding collections in the United States of
manuscripts, 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
1670s until the present, have been deposited.
Additional records are available on microfilm.
The collection includes materials on subjects of
Quaker concern such as abolition, Indian rights,
utopian reform, and the history of women’s
rights. Notable among the other holdings are the
Whittier Collection (first editions and
manuscripts of John Greenleaf Whittier, the
Quaker poet), the Mott manuscripts (more than
500 letters of Lucretia Mott, antislavery and
women’s rights leader), and the Hicks
manuscripts (more than 400 letters of Elias
Hicks, a prominent Quaker minister). More than
43,000 volumes are in the library’s collection of
books and pamphlets by and about Friends.
More than 200 Quaker periodicals are currently
received. The library also has an extensive
collection of photographs of meetinghouses and
pictures of representative Friends and Quaker
activities as well as a number of oil paintings,
including The Peaceable Kingdom by Edward
Hicks. It is hoped that Friends and others will
consider the advantages of giving to this library
any books and family papers that may throw
light on the history of the Society o f Friends.
Visit the web site
www.swarthmore.edu/fhl.xml.
The Swarthmore College Peace Collection is of
special interest to research students seeking
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, 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, Center on Conscience and War, Central
Committee for Conscientious Objectors,
Fellowship of Reconciliation, Friends
Committee on National Legislation, The Great
Peace March, Lake Mohonk Conferences on
International Arbitration, National Council for
Prevention of War, SANE Inc., United for
Peace and Justice, 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 o f these organizations.
The Peace Collection also houses more than
12,000 books and pamphlets more than 3,000
periodical titles, and more than 9,000 linear feet
of manuscripts. Four hundred periodicals are
currently received from 22 countries. The
comprehensive Guide to the Swarthmore
College Peace Collection, published in 1981,
and the Guide to Sources on Women in the
Swarthmore College Peace Collection describe
the archival holdings. See the web site
www.swarthmore.edu/library/peace.

2.3 Physical Facilities
When Swarthmore College opened in fall 1869,
it consisted of one building—Parrish Hall—set
on farmland and serving 199 students. Today,
the College encompasses more than 40
buildings used by approximately 1,500 students
on 357 acres.
The College provides an impressive range of
modem facilities for students’ intellectual
growth, cultural enrichment, and physical and
social development. At the same time, it
maintains an intimate, pedestrian campus
exemplifying the concept of academic study in
an idyllic setting.
2.3.1 Intellectual Growth
Parrish Hall, the original College building, still
lies at the heart of the campus with classroom
buildings clustered around it. Parrish is the
administrative and social center of the campus.
Admissions, the Registrar’s Office, the
President’s Office, and Dean’s Office share
space with the Financial Aid Office, Career
Services, numerous student groups, and two
floors of student residences. The second oldest
building on campus, Trotter Hall, was
renovated in 1997. Today, Trotter Hall respects
the past but embraces modem technology and
design, providing the space for the history,
political science, and classics departments; the

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Center for Social and Policy Studies; programs
in Latin American studies, peace and conflict
studies, interpretation theory, gender and
sexuality studies, black studies, and Asian
studies; the Writing Center; and several
classrooms and seminar rooms. At the center of
the building is the Tarble Atrium, with student
lounges on each floor. Views from this building
overlook the Rose Garden to the south and the
Nason Garden and Outdoor Classroom to the
north.
Kohlberg Hall, 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; and the Cosby Courtyard, a
dramatic outdoor space with stone seating walls
around a lawn that doubles as an outdoor
classroom. On the upper two floors are modem
classrooms and intimate seminar rooms, a
language resource center, and faculty offices.
Home to the Modem Languages and
Literatures, Economics, and Sociology and
Anthropology departments, Kohlberg Hall
demonstrates that a new building with award­
winning architectural design can be integrated
into an established campus.
Next door to Kohlberg lies the Lang
Performing Arts Center, home to the English
Literature, and Theater departments and the
programs in dance and film and media studies.
In addition to two theaters and two dance
studios, classrooms and offices are found on the
second and third floors.
Hicks, Beardsley, and Pearson halls are
clustered together on the north end o f the
academic campus, forming with Trotter Hall a
quadrangle around the Nason Garden. Hicks is
home to the Engineering Department and
contains laboratories, with several equipped for
computer-assisted and controlled
experimentation. Beardsley, renovated in 1990,
houses the Art Department and Information
Technology Services. Pearson, renovated in
1998, is home to the Linguistics, Educational
Studies, and Religion departments and the
Office for Foreign Study. Completing the
cluster of north campus academic buildings is
Papazian Hall, which houses the Psychology
and Philosophy departments.
The science center, completed in 2004,
physically links the departments of Biology, in
Martin Hall, Chemistry and Biochemistry,
Computer Science, Mathematics and Statistics,
Physics and Astronomy, and the Cornell
Science and Engineering Library to foster
interaction and exchange among faculty and

student scientists. The center offers the 80-seat
Cunniff Lecture Hall, a 120-seat auditorium,
and the Eldridge Commons area. The project
was designed and constructed using criteria
developed by the U.S. Green Building Council
to produce a sustainable design providing
opportunities for education about the
environment and environmental responsibility.
In 1999, the Martin Greenhouse was renovated
to support a broader research program.
Lang Music Building, another award-winning
building on campus, is home to the Music and
Dance Deparatment and the Underhill Library.
McCabe Library, the intellectual heart of
campus, is the College’s main library, and
houses the national repository of the Society of
Friends.
The Lang Centerfo r Civic and Social
Responsibility, at 3&5 Whittier Place, is an
incubator for student-directed projects in civic
engagement, public service, advocacy and
social action
Sproul Observatory, with its 24-inch visual
refracting telescope, is the center of
fundamental research in multiple star systems.
A 24-inch reflecting telescope on Papazian Hall
is used for solar and stellar spectroscopy. In
2008-2009 a new computerized telescope will
be installed on the roof o f the science center,
providing state-of-the-art observing capabilities.
In the management, design, and construction of
all physical facilities, the College recognizes
the importance of employing environmentally
sound practices and acknowledges its
commitment to current and future societies. An
example of Swarthmore’s commitment to
sustainability is the biostream bed, located
between McCabe Library and Willets Hall and
designed to filter runoff from upper-campus
building roofs. More information is available at
www.swarthmore.edu/sustainability.
Information Technology Services, with offices
in Beardsley Hall, provides technology
resources to support the instructional mission
and the residential aspects of the College. The
services of Information Technology Services
are available to all faculty, registered students,
and College staff members.
The College provides a robust technology
infrastructure. All classrooms are equipped with
presentation systems. All campus buildings are
connected by both wired and wireless networks.
Telephone, voice-mail, and email services are
provided to all students, faculty, and staff
members.
Shared computers and printers are available for
student use in all residence halls, McCabe
Library, Cornell Library, and various public

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spaces around campus. A specialized
multimedia facility in Beardsley gives faculty
and students a place to try out new technology
and create presentations and multimedia
projects for their courses. Music composition
stations are available in the music library and
language study is enhanced by the facilities of
the Language Resource Center in Kohlberg.
Software for academic use, such as SPSS,
ArcGIS, and Mathematica, as well as software
for multimedia development, is available on
public computers and the College Bookstore
sells a variety of software at reasonable prices.
A computer-repair service provides on-campus
repair services for Macintosh and Dell
computers. A nominal fee is charged for repair
of personally-owned Macintosh and Dell
computers.
Faculty and staff members may seek computer
assistance 24 hours a day through the Help
Desk by calling (610) 328-8513 or emailing
help@swarthmore.edu. Students may seek help
by calling (610) 957-6222 or emailing
restech@swarthmore.edu.
Housed in Trotter Hall, the Centerfo r Social
and Policy Studies is an interdisciplinary
applied research and policy initiative at the
College. Established in 1972, the center
undertakes and supports research addressing the
complex, dynamic, and compelling needs of
inner-city communities, particularly the
interplay between poverty and community
development in the neighboring community of
Chester. In addition, the center supports POLS
106: The Urban Underclass and Urban Policy.
For students, the center attempts to tie academic
learning to real-world problem solving and
provides a rich hands-on experience in the
broad field of social and public policy. Through
their research, education, outreach, and
advocacy activities, students have an
opportunity to put into practice the convictions
of “ethical intelligence” as they work with
residents in the Chester community. The
center’s faculty director is Associate Professor
of Political Science Keith Reeves ’88.
2.3.2 Cultural Enrichment
The Lang Music Building, opened in 1973,
contains 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 Theatre, with a seating
capacity of 825. The theater can be divided with
a 40-ton movable soundproof wall, which is

raised and lowered hydraulically. When the
wall is raised, the space may be used
simultaneously as a cinema seating more than
300 and a theater space of about equal seating
capacity. The stage of the theater may also be
transformed from its traditional configuration
into a thrust stage.
The Frear Ensemble Theatre on the lower level
of the LPAC is another, more intimate theater, a
“black box” that serves as an experimental and
instructional studio as well as the Patricia
Wityk 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 collection in its List Art
Gallery.
2.3.3 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, soccer,
softball and baseball. Track sports are
supported by both an outdoor track around the
Clothier Field and indoor track in the LambMiller Field House, which also provides indoor
basketball courts. Next to the field house are the
Squash Courts building and Ware Pool, with a
50-meter pool. Twelve outdoor tennis courts are
supplemented with the Mullan Tennis Center,
which houses indoor tennis courts and a fitness
pavilion. Ample open lawn areas, an integral
part of the Swarthmore College campus,
accommodate and inspire a range of informal
and spontaneous physical activity from Frisbee
throwing to water sliding.
2.3.4 Social Development
Residence hall rooms are assigned by a lottery.
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 that 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 language
discussion groups.
Other student activity and organization space on
campus includes the Parlors, a student lounge,
and student activities offices in Parrish Hall\
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
Intercultural Center, with both private
organization space and a large meeting room
for collective events; the Black Cultural Center;
Bond Hall, home to the religious advisers and
religious organizations; the Kitao Gallery, a
student-run art gallery; Olde Club, a

2 Educational Resources
party/concert venue; the Women's Resource
Center; and two fraternity houses.
2.3.5 Scott Arboretum
The College’s property comprises 357 acres,
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. Arthur
Hoyt Scott and Owen and Margaret Moon as a
memorial to Arthur Hoyt Scott of the Class of
1895. The plant collections are designed both to
afford examples of the better kinds of trees and
shrubs that are hardy in the climate of eastern
Pennsylvania and suitable for planting by the
average gardener and to beautify the campus.
All collections are labeled and recorded.
Exceptionally fine displays include hollies,
flowering cherries, crabapples, magnolias, tree
peonies, lilacs, rhododendrons, azaleas,
hydrangeas and witch hazels. 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, the
Metasequoia Allée, the Harry Wood Courtyard
Garden, and the West House Garden. Many
interested donors have contributed generously
to the collections, and the arboretum is funded
primarily by outside grants and restricted
endowment funds with a combined market
value of $27.5 million as of June 30,2007.
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
performance of hollies through the Holly
Society of America, and the National Boxwood
Trial Program.
The arboretum offers educational horticulture
programs to the general public and Swarthmore
students. These workshops, lectures, and classes
are designed to cover many facets of the
science/art called gardening. Tours are
conducted throughout the year for College
people and interested public groups. In 2008 the
arboretum will commence building its new
Wister Education Center and Greenhouse.
Aiding the arboretum’s staff, in all of its efforts,
are the Associates of the Scott Arboretum. This
membership organization provides not only
financial support but also assistance in carrying
out the myriad operations that make up the
arboretum’s total program, such as plant
propagation, public lectures, workshops,
publications, and tours to other gardens. More
than 100 arboretum assistants aid in campus
maintenance on a regular basis by volunteering.

Student memberships are available and the
arboretum provides interesting and educational
job opportunities for students. The arboretum’s
newsletter, Hybrid, publicizes their activities
and provides up-to-date information on
seasonal gardening topics. Maps for self-guided
tours and brochures of the arboretum’s plant
collections are available at the Scott offices,
(610) 328-8025, located in the Cunningham
House.
The Scott Arboretum was accredited by the
American Association of Museums in 1995 and
re-accredited in 2006, signifying its
professional standards of operation as a
museum of living plants.

2.4 Special Funds and
Lectureships
The Catherine G. '72 and Ernest B. Abbott '72
Partners in Ministry endowment was created in
recognition of the importance o f a distinctive
ecumenical program of spiritual nurture serving
the entire Swarthmore College community.
Income from the Abbott endowment is
distributed to Partners in Ministry to help
provide for the compensation of the religious
adviser and supporting staff of the Swarthmore
Protestant community.
The Mary Albertson Lectureship in Medieval
Studies was established in 1987 with gifts from
George Cuttino ’35 and former students,
colleagues, and friends. Mary Albertson joined
the Swarthmore faculty in 1927 and served as
chair of the History Department from 1942 until
her retirement in 1963. She was responsible for
expanding the history curriculum to include
studies on Russia, the Far and Near East,
Africa, and Latin America. Mary specialized in
English medieval history. She died in May
1986.
The Paul and Catherine Armington Africa
Support Endowment was established in 2003 to
support travel and other expenses for student
internships and/or study in Africa by
Swarthmore College students interested in
socio-economic development. The Provost’s
Office and the Lang Center for Civic and Social
Responsibility administer the fund.
The Jesse and Maria Aweida Endowmentfo r
the Support o f Arabic Language Instruction was
established in 2006 by Jesse and Maria Aweida,
members of the Class of 1956.
The Barnard Fund was established in 1964 by
two graduates of the College, Mr. and Mrs.
Boyd T. Barnard of Rosemont, Pa. 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 concerts on the campus, for the
purchase of vocal and orchestral scores and

2 Educational Resources
other musical literature, and to provide
scholarships for students in the Music
Department who show unusual promise as
instrumentalists or vocalists.
The Peter B. Bart '54 Endowment was
established in 2005 to support the Film and
Media Studies Program at Swarthmore College.
The Baudelaire Award is supported by the
Jeannette Streit Rohatyn ’46 Fund. It was
created by Jeannette Streit Rohatyn ’46 in 2000.
It is named after one of her favorite poets and is
conferred each semester upon a Swarthmore
student participating in the Swarthmore College
Program in Grenoble. Recipients are chosen by
members of the French faculty, with preference
for students who show strong academic
promise.
The Albert H. Beekhuis Music Fund was created
in 1989 by a generous bequest of Mr. Beekhuis,
neighbor, friend, and patron of Swarthmore
music. The fund supports the acquisition and
maintenance of musical instruments and brings
musical performers to the College, especially
for the Music and Dance Festival.
The Bloom Discretionary Fund Endowment was
established by Ira T. Wender ’45 in honor of
President Alfred H. Bloom. This fund is
discretionary under the direction of the
president.
The Al and Peggi Bloom Endowmentfo r
Financial Aid fo r International Students and fo r
Faculty Support was established in 2005. This
endowment aims to help prepare students to
identify and advance common purpose in a
global world by providing financial support to
international students at Swarthmore, and by
supporting relevant faculty efforts in any
discipline or across disciplines.
The Alfred H. Bloom Jr. and Martha B. Bloom
Memorial Visiting Scholar Fund is the gift of
Frank Solomon Jr. ’50 in honor of the parents
of Alfred H. Bloom. It brings visiting scholars
to campus at the discretion of the president.
Sadie Bock Memorial Fund was established in
2004 in memory of Sadie Bock, the daughter of
Jim Bock ’90, dean of admissions and financial
aid. The fund will support a small bulb garden
near the science center, where Sadie will be
remembered by all those who were touched by
her life.
The Patricia Boyer Music Fund was created in
1989. Income from the Boyer fund supports the
Dance Program.
The Richard B. Brandt Fund was established in
1986 by Phillip J. Stone ’62 in honor of Richard
B. Brandt, a member of the Philosophy
Department from 1937 to 1964. The fund
supports visiting speakers chosen by the
department.
Brest Family General Endowment was
established in 2004 by Iris Lang Brest ’61, Paul

Brest ’62, Hilary Brest Meltzer ’86, and Jeremy
Brest ’90 to further the objectives and purposes
of Swarthmore College. The income of the
Brest Endowment is for unrestricted use.
The Phillip A. Bruno Fine Arts Endowment was
created by Phillip A. Bruno in 1988. The fund
supports the acquisition of artwork for the
Swarthmore College collections.
The Barbara Weiss Cartwright Fund fo r 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 that encourage involvement
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
participate in volunteer service projects linked
to the academic program.
Wendy Susan Cheek ’83 Memorial Fund fo r
Gender and Sexuality Studies. Established in
1998 by Aimee Lee and William Francis
Cheek, the fund supports student and/or
programming needs of the Gender and
Sexuality Studies Program, including the
capstone seminar for honors and course
students. The fund shall be spent at the
direction of the gender and sexuality studies
coordinator.
The Cilento Family General Endowment Fund
was established in 2002 by Alexander P.
Cilento ’71 to support the general objectives of
the College. The income is unrestricted.
The Cilento Family Information Technology
Fund was established in 2002 by Alexander P.
Cilento ’71 as an expression of gratitude and
appreciation for the Engineering Department at
Swarthmore College. The fund supports
teaching innovations in information science,
with preference for computer science,
engineering, and related disciplines. The
Provost’s Office administers the fund.
The Classics Endowment was established in
2005 and, in consultation with the Provost’s
Office, shall be used to support classics
instruction directly.
The Richard W. Conner '49 Partners in
Ministry Fund was created in spring 2000 by
Richard W. Corner ’49 to establish a matching
challenge grant program benefiting Partners in
Ministry in recognition of the importance of an
ecumenical program of spiritual nurture serving
the diverse faith traditions of the entire
Swarthmore College community.
The George R. Cooley Curatorship was
established in 1986. The Cooley endowment
supports the curatorship of the Swarthmore
College Peace Collection.
The William J. Cooper Foundation provides
funding for a varied program of lectures,
exhibits, and concerts, which enriches the

2 Educational Resources
academic work and cultural experience of the
College and the community. The foundation
was established by William J. Cooper, a
devoted friend of the College whose wife,
Emma Mcllvain Cooper, served as a member of
the Board of Managers from 1882 to 1923. It
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
community may be broadened by a closer
acquaintance with matters of world [interest].”
The Cooper Foundation Committee, composed
of students, faculty members, and staff
members, 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 18 volumes.
Bruce Cratsley '66 Memorial Fund was created
in 1998 and supports lectures about
photography and exhibitions.
The Cariey Cunniff '72 Paul H all Residence
Fund was established to honor this member of
the Board of Managers who died in January
2005.
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 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 outstanding student string players at the
College. Interested applicants should write to
the chair of the Music Department and should
plan to audition at the College when arriving for
an interview. Membership in the quartet is
competitive. Other students may challenge and
compete for a place in the quartet at the
beginning of any semester.
The James A. Field Jr. Lectureship was
established by Thomas D. Jones Jr. ’53 and
Vera Lundy Jones ’58 in memory of James
Field, professor of history from 1947 to 1984,
to support lectures by visiting scholars on the
history of the United States.
The James A. Field Jr. Memorial Fund was
established by family and friends of James A.
Field Jr. Clothier Professor Emeritus of history,
to support library collections.

The Tariq Q. Fischer Endowed Islamic Studies
was created in 2005 by Paul and Asma Fischer,
parents of Tariq. Q. Fischer ’08, in his memory,
to support the development of an Islamic
Studies Program.
The Lee Frank Memorial Art Fund, endowed by
the family and friends of Lee Frank ’21,
sponsors each year a special event in the Art
Department: a visiting lecturer or artist, a
scholar or artist in residence, or a special
exhibit.
The Theodore and Elizabeth Pierson Friend
Fund fo r Islamic Studies was created in 2005
and is used to support the Islamic Studies
Program at Swarthmore College.
The Garnet Athletics Endowment was created in
2002 by an anonymous donor to support the
Athletics Program at Swarthmore College. The
fund supports expenses associated with
introducing prospective scholar-athletes to
Swarthmore College, including travel costs and
the production of publications promoting the
Athletics Program at the College.
The Gertrude S. Friedman Research Fund was
established in 1992 to support travel and
research of biology faculty members with
preference to those studying in the area of
physiology and related subspecialties. Grants
are awarded at the discretion o f the chair of the
Biology Department.
The Theodore and Elizabeth Pierson Friend
Fund fo r Islamic Studies was created in 2005
and is used to support the Islamic Studies
Program at Swarthmore College.
The Mary Josephine Good ’70 Endowment was
created in her memory by her father, Richard A.
Good. The fund was created in 2004 and
supports the Partners in Ministry program at
Swarthmore College.
The David R. Goodrich '71 Endowmentfo r
Islamic Studies was established in 2003 to
support the Islamic Studies Program at
Swarthmore College. The Provost’s Office
administers the fund.
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 Harry D. Gotwals Fund was established in
1997 in memory of the distinguished service of
Harry D. Gotwals as vice president for
development, alumni, and public relations from
1990 to 1997. The fund supports the
professional development of members of the
division.
The Edward F. Green '40 Scholarship was
established in 1999 and is awarded on the basis
of academic merit and financial need.

2 Educational Resources
The M erritt W. Hallowell '61 Career Services
Fund was established in 2002 by Merritt
Hallowell to support the College’s career
services program and initiatives, including but
not limited to student career exploration,
vocational counseling, identification of skills,
interests, and values to develop an individual’s
personalized career options; electronic and print
resources; alumni networking and mentoring;
and extern opportunities. The Career Services
Office administers the fund.
The Halpem Family Foundation Engineering
Design Fund was established in 2007 by
Michael Halpem ’68 and Christine Grant ’69.
This fund will support work by students on
interdisciplinary projects with socially relevant
purposes, which include design engineering
principles as well as aesthetics and client needs.
The Bruce Hannay Fund was established by a
gift from the General Signal Corp. in honor of
N. Bruce Hannay ’42. The fund will provide
support for the academic program, with special
consideration given to chemistry. Brace Hannay
was a research chemist with Bell Laboratories
and received an honorary doctor of science
degree from Swarthmore in 1979.
The Hayward Family Fund was established by
Priscilla Hayward Crago ’53 in honor of her
parents, Sumner and Elizabeth Hayward, to
receive designated life income gifts made by
the donor since 1991 and to accommodate
additional gifts anticipated over the donor’s
lifetime and from her estate. The income from
the fund provides support for the faculty at
Swarthmore College.
The Marjorie Heilman Visiting Artist Fund was
established by M. Grant Heilman ’41 in
memory of Marjorie Heilman to stimulate
interest in art, particularly the practice of art, on
campus.
The James C. Hormel '55 Endowmentfo r
Public Policy and Social Change was
established by James Hormel ’55 to support
faculty in the Political Science Department.
The James C. Hormel ’55 Endowmentfo r
Student-Services was established by James
Hormel ’55 to support staffing and programs
related to student services and activities,
including student involvement in volunteering
and programs to encourage greater
understanding of, sensitivity to, and
incorporation into the great society of
differences in culture, sexual orientation, 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 a 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 Constance Hungerford Faculty Support
Fund was established in 2007 by Eugene M.
Lang ’38 to recognize Constance Cain
Hungerford for her dedicated service as provost
and faculty leader and for her outstanding
contributions to Swarthmore’s educational
program. Connie Hungerford, an art historian,
joined the Art Department in 1974 and was
named provost in 2001. This fund allows the
provost to make grants to individual faculty
members to support their professional
responsibilities and scholarly and creative
careers.
The David Kemp Endowment was created in
2006 by Giles ’72 and Barbara Kemp and
provides support for David Kemp Hall, which is
named for Gil’s grandfather.
The Kyle House Endowment was created by a
gift from Elena ’54 and Fred ’54 Kyle and will
be used for the upkeep and expenses of a house
on Whittier Place currently used as a residence
hall.
The Jonathan R. Lax Fund, created by his
bequest in 1996, supports an annual Lax
Conference on Entrepreneurship and Economic
Anthropology. Jonathan Lax ’71 was class
agent and a reunion leader. His parents, Stephen
’41 and Frances Lax, and brothers Stephen
(Gerry) Lax Jr. ’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,
supports exhibits in the List Gallery of the
Eugene M. and Theresa Lang Performing Arts
Center.
The Lorax Fund fo r Environmental
Sustainability was established in 2007 by a
grant from the Schwab Charitable Fund as
recommended by Naomi Zikmund-Fisher ’91.
The fund shall be used to support the activities
that move Swarthmore College and its
community toward a more environmentally
sustainable future (e.g. the reduction or
offsetting of carbon or other greenhouse gas
emissions, innovative replacements of less than
efficient technologies, systems, and devices,
etc.). The fund will be administered by the
Office of Facilities and Services.
The Judy Lord Endowment was established in
2004 by anonymous donors who are friends of
the College. The endowment memorializes Judy
Lord’s enthusiasm and community spirit and is
a reward for hard work and contributions to
Swarthmore College life. The Judy Lord
Endowment is awarded to academic
departmental administrative assistants with
tenure of 10 or more years at the College.
Lovelace Family Endowment was established in
2004 to further the objectives and purposes of
Swarthmore College. The income is
unrestricted.

2 Educational Resources
The Julia and Frank L. Lyman ’43 Partners in
Ministry Endowment was created in February
2000 in recognition of the importance of a
distinctive ecumenical program o f spiritual
nurture serving the entire community of
Swarthmore College. Income from this
endowment will help provide for the
compensation of the religious adviser and
supporting staff of the Swarthmore Protestant
Community.
The Lucy Bunzl Malian '54 Faculty Leave
Endowment was established in 2006 by Lucy
Bunzl Malian to recognize the importance of
her Swarthmore College experience and
classmates. This endowment will be used by the
Provost to support faculty leaves.
The Penelope Mason Endowmentfo r Asian
Studies was created via the estate of Penelope
E. Mason ’57. The fund supports courses taught
in the departments of art, modem languages,
economics, history, music and dance, political
science, religion, and sociology/anthropology.
The Thomas B. McCabe Memorial Fund was
established with gifts from alumni and the
McCabe Family to support an annual
lectureship that brings to campus each fall
individuals with distinguished careers in fields
such as public service, business, government,
education, or medicine.
The Norman Meinkoth Premedical Research
Fund was established in 2004 by Marc E.
Weksler ’58 and Babette B. Weksler ’58 to
honor Norman A. Meinkoth’s long service as a
premedical adviser to students at Swarthmore
College, where he was professor of biology for
31 years and chairman of the department for 10
years. The funds are awarded on the basis of
scientific merit to a rising junior or senior
premedical student to allow the pursuit of
laboratory research in the sciences on or off
campus. The Provost’s Office administers the
fund.
The James H. Miller '58 Partners in Ministry
Endowment was created in recognition of the
importance of a distinctive ecumenical program
of spiritual nurture serving the entire
Swarthmore College community. Income from
the Miller endowment is distributed to Partners
in Ministry to help provide for the
compensation of the religious adviser and
supporting staff of the Swarthmore Protestant
community.
The Margaret W. and John M. Moore
Endowment was created in September 1999 via
a life-income gift contract. Income provides
research stipends for selected scholars using the
resources of the Friends Historical Library
and/or the Peace Collection at Swarthmore
College.
The Paul Moses and Barbara Lubash Computer
Science Fund was created to provide support

for computer science students traveling to
seminars and related events.
The Helen F. North Fund in Classics,
established in 1996 by Susan Willis Ruff ’60
and Charles F.C. Ruff ’60 to honor the
distinguished career of Helen F. North and her
enduring impact on generations of Swarthmore
students, is awarded to support the program of
the Classics Department. At the discretion of
the department, it shall be used to fund annually
the Helen F. North Distinguished Lectureship in
Classics and, as income permits, for a
conference or symposium with visiting
scholars; summer study of Greek or Latin or
research in classics-related areas by students
majoring in the field; or study in Greece or Italy
in classics by a graduate of the department.
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 modernizing nations
and cultures.
Project Pericles Fund o f the Board o f
Managers was created in 2005 to support
student projects of significant dimensions. The
endowment would be contributed by the board
of Managers for administration by the Lang
Center.
The Project Japan Fund income, but not the
principal, shall be used to support students who
have adequate mastery o f the Japanese language
to conduct projects in Japan which explore
significant issues challenging Japan and
possible ways to address the issues and, where
practical, undertake initiatives towards that
address. Student travel, living, and project
expenses may be covered. Students will apply
for Project Japan by submitting a proposal to a
faculty committee. The fund will be
administered by the Provost’s Office.
The Promise Fund, established anonymously by
an alumnus on the occasion of his graduation, is
administered by The Cooper Foundation
Committee. Income from the Promise Fund
brings guest speakers, artists, and performers in
music, film, dance, and theater who show
promise of distinguished achievement.
The Edgar and Herta Rosenblatt Fund was
created in 1967 and supports the work of the
faculty at Swarthmore College.
The Ruach Endowment was created in 2000 to
support Hillel activities on campus.
The Richard L. Rubin Scholar Mentoring Fund
was established by Richard Rubin, a professor
of political science and public policy at the
College, in 2003. This ftmd supports the
mentoring program, which the Dean’s Office
administers.

2 Educational Resources
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 discrimination,
the fund sponsors events that focus on concerns
of the lesbian, bisexual, and gay communities
and promotes curricular innovation in the field
of lesbian and gay studies. The fund also
sponsors an annual three-day symposium. The
hind is administered by a committee of women
and men from the student body, alumni, staff,
faculty, and administration. In 2004, Richard
Sager created an “internship” to provide
funding for students in internships with
nonprofit organizations whose primary missions
address gay/lesbian/bisexual/transgender issues.
The Lang Center for Civic and Social
Responsibility administers the internship.
The Scheuer-Pierson Fund, established in 1978
by Walter and Marge Scheuer ’48, supports the
Economics Department.
The Science Center Endowment Fund was
established in 2003 with a gift from Peter
Weinberger of the Class of 1964. Income from
this endowment will be used to support the
operations and maintenance of the science
center.
The Science Center Support Endowment was
established by numerous donors to support the
operation of file renovated science center and
related academic programs.
Harold E. and Ruth Caldwell Snyder
Premedical Endowment Fund was established
in 1988 by Harold Cincy Snyder ’29 in
appreciation for the education he and his
beloved wife, Ruth Caldwell Snyder ’31,
received at Swarthmore College. The fund was
fully endowed through a bequest in 1992 and
supports a visiting lecturer in the medical
profession with a preference for practitioners
who treat each patient as a whole person.
The Gil and Mary Roelofs Stott Concert Fund
was established in 1997 on the 25th anniversary
of the Lang Music Building. The fund was
created as an expression of deep affection for
the Stotts by Eugene M. Lang, Class of 1938, to
recognize their special artistic talents and all
that they have meant to the Swarthmore
community. Each year, a new musical
composition will be commissioned by the
College to be performed at an annual Gil and
Mary Roelofs Stott Concert at which the Gil
and Mary Roelofs Stott Resident Student Artist
will perform.
The Mary and Gilmore Stott Honors Philosophy
Seminar Endowment was created in 1998 by
William G. Stott ’75 and by Christopher
Niemczewski ’74. The fund supports a seminar
offered by the Philosophy Department. It was
established in honor of the parents of William
G. Stott ’75.

The Swarthmore Chapter o f Sigma X i Lecture
Series brings eminent scientists to the campus
under its auspices throughout the year. Local
members present colloquia on their own
research.
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
established in 1997.
The Phoebe Anna Thome Memorial
Endowment was created by a Thome family
mem berinl911.The endowment supports the
faculty of Swarthmore College.
The Pat Trinder Endowment was established by
alumni and friends of Patricia E. Trinder, a
member of the career planning and placement
office staff, to honor her many years of
dedication and support to students. The
endowment supports programs to advance
career planning and placement at Swarthmore
College. It specifically supports alumni
participation in the recruiting, placement, and
mentoring efforts for students.
The P. Linwood Urban Jr. Partners in Ministry
Endowment was created in recognition of the
importance of a distinctive ecumenical program
of spiritual nurture serving the entire
Swarthmore College community. Income from
the Urban endowment is distributed to Partners
in Ministry to help provide for the
compensation of the religious adviser and
supporting staff of the Swarthmore Protestant
community.
The Benjamin West Lecture, made possible by
gifts from members o f 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
collection of paintings, drawings, and prints,
which are exhibited, as space permits, in the
buildings on campus. The lecture was named
for the American artist who was bom in a house
that stands on the campus and became president
of the Royal Academy.
The Dan and Sidney West House Endowment
was established in 2006 by Giles and Barbara
Kemp to honor Vice President Dan C. West and
his wife, Sidney Childs West. The income from
this endowment will be used to support the
maintenance, upkeep, and program expenses of
the campus residence and the gardens of the
vice president for development, alumni, and
public relations, which also serves as guest
quarters and an entertainment venue for campus
visitors.
The Wister Memorial Endowment was
established in 2000 by John C. and Gertrude
Wister to support the Scott Arboretum.

2 Educational Resources
Kenneth R. Wynn ’74 Fund fo r Interdisciplinary
Programs was created in 1998 to support
interdisciplinary, language-based programs that
embrace a more global view of language
learning than traditional sources.
The Neil ’80 and Beth Yelsey Endowment was
established in 2004 to further the objectives and
purposes of Swarthmore College. The income is
unrestricted.
The Young Family Endowment was established
in 2003 by James and Jacqueline Young,
parents of Scott Young ’06. The fund supports
the Swarthmore College radio station, WSRN.

3 Endowed Chairs
The Edmund Allen Professorship o f Chemistry
was established in 1938 by a trust set up by his
daughter Laura Allen, friend of the College and
niece of Manager Rachel Hillbom.
The Franklin E. and Betty Barr Chair in
Economics 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
Professorship was established in 1964 by a
bequest from Albert Buffington, Class o f 1896
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 ’37, to
honor her husband, Dorwin P. Cartwright ’37.
The professorship shall be awarded for a period
of 5 years to a full professor 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,
unrestricted 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 Jr. Professorship o f
Biology was established by Isaac H. Clothier Jr.
as a tribute of gratitude and esteem to Dr.
Spencer Trotter, a professor of biology from
1888-1926.
The Isaac H. Clothier Professorship o f History
and International Relations was created in 1888
by Isaac H. Clothier, a member of the Board of
Managers. Originally the professorship was
granted in the field of civil and mechanical
engineering. Clothier later approved its being a
chair in Latin; in 1912, he approved its present
designation.
The Morris L. Clothier Professorship o f Physics
was established in 1905 by Morris L. Clothier,
Class of 1890.
The Julien and Virginia Cornell Visiting
Professorship was endowed by Julien Cornell
’30 and Virginia Stratton Cornell ’30, former
members of the Board of Managers, to bring
professors and lecturers from other nations and
cultures for a semester or a year. Since 1962,
Cornell professors and their families from every
comer of the world have resided on the campus
so that they might deepen the perspective of
both students and faculty.
The Alexander Griswold Cummins
Professorship o f 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
Professorship in Engineering was established in

1959 by a trust bequest of Mrs. Eavenson,
whose husband graduated in 1895.
The James H. Hammons Professorship was
established in 1997 by Jeffrey A. Wolfson ’75,
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
Chemistry Department.
The James C. Hormel Professorship in Social
Justice, established in 1995 by a gift from
James C. Hormel ’55, is awarded to a professor
in any academic division whose teaching and
scholarship stimulate increased concern for and
understanding of social justice issues, including
those pertaining to sexual orientation.
The Howard M. and Charles F. Jenkins
Professorship o f Quakerism and Peace Studies
was endowed in 1924 by Charles F. Jenkins
H’26 and a member of the Board of Managers,
on behalf of the family of Howard M. Jenkins, a
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 Walter Kemp Professorship in the Natural
Sciences was established in 2006 by Giles K.
“Gil” ’72 and Barbara Guss Kemp. Gil and
Barbara wanted to honor Gil’s father, a retired
psychiatrist, who “has always been an
inspiration” and “a great believer in both
science and education.” The professorship is
awarded with particular regard for combining
professional engagement with excellence in
teaching.
The William R. Kenan Jr. Professorships were
established in 1973 by a grant from the William
R. Kenan Jr. Charitable Trust to “support and
encourage a scholar-teacher whose enthusiasm
for learning, commitment to teaching, and
sincere personal interest in students will
enhance the learning process and make an
effective contribution to the undergraduate
community.”
The Eugene M. Lang Research Professorship,
established in 1981 by Eugene M. Lang ’38, a
member of the Board of Managers, normally
rotates every four years among members of the
Swarthmore faculty and includes one year
devoted entirely to research, study, enrichment,
or writing. It carries an annual discretionary
grant for research expenses, books, and
materials.
The Eugene M. Lang Visiting Professorship,
endowed in 1981 by Eugene M. Lang ’38,
brings to Swarthmore College for a period of

3 Endowed Chairs
one semester to 3 years an outstanding social
scientist or other suitably qualified person who
has achieved prominence and special
recognition in the area of social change.
The Jane Lang Professorship in Music was
established by Eugene M. Lang ’38, to honor
his daughter, Jane Lang ’67. l i e Jane Lang
Professorship is awarded to a member o f the
faculty whose teaching or professional activity
promotes the centrality of music in the
educational process by linking it to other
disciplines.
The Stephen Lang Professorship o f Performing
Arts was established by Eugene M. Lang ’38, to
honor his son, Stephen Lang ’73. The Stephen
Lang Professorship of Performing Arts is
awarded for 5 years to a member of the faculty
whose teaching or professional activity
promotes excellence in the performing arts at
Swarthmore.
The Sara Lawrence Lightfoot Professorship
was created by the College in 1992 in
recognition of an unrestricted gift by James A.
Michener ’29. The professorship is named in
honor of Sara Lawrence Lightfoot ’66, Doctor
of Humane Letters, 1989, and a former member
of the Board of Managers.
The Susan W. Lippincott Professorship o f
Modem and Classical Languages was endowed
in 1911 through a bequest from Susan W.
Lippincott, a 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 Magill Professorship o f
Mathematics and Natural Sciences was created
in 1888 largely by contributions o f interested
friends of Edward H. Magill, president o f the
College from 1872 to 1889, and a bequest from
John M. George.
The Charles and Harriett Cox McDowell
Professorship o f Philosophy and Religion was
established in 1952 by Harriett Cox McDowell,
Class of 1887 and a 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 ’29, 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 o f Political Science
was established in 1962 by a bequest from Max
Richter at the suggestion of his friend and
attorney, Charles Segal, father o f Robert L.
Segal ’46 and Andrew Segal ’50.
The Scheuer Family Chair o f Humanities was
created in 1987 through the gifts o f James H.

Scheuer ’42; Walter and Marge Peariman
Scheuer ’44; and their children, Laura Lee ’73,
Elizabeth Helen ’75, Jeffrey ’75, and Susan ’78
and joined by a challenge grant from The
National Endowment for the Humanities.
The Howard A. Schneiderman ’48
Professorship in Biology was established by his
wife, Audrey M. Schneiderman, to be awarded
to a professor in the Biology Department.
The Claude C. Smith '14 Professorship was
established in 1996 by members of the Smith
family and friends o f Mr. Smith. A graduate of
the Class of 1914, Claude Smith was an
esteemed 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
o f the Political Science or Economics
departments.
The Swarthmore Professorship was established
in 2002 by Eugene M. Lang ’38 in honor of
President Alfred H. and Peggi Bloom.
The Henry C. and Charlotte Turner
Professorship was established in 1998 by the
Turner family. Henry C. Turner ’93 and J.
Archer Turner, Class of 1905, served as
members of the Board of Managers of
Swarthmore College, as officers of the
corporation, and as members of various
committees. Henry Turner was founder of the
Turner Construction Co.; his brother, J. Archer
Turner, was the firm’s president. Four
generations 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 board member emerita. Howard Turner ’33,
son o f J. Archer Turner, has also been very
active as a member of the Board o f Managers
over the years.
The J. Archer and Helen C. Turner
Professorship was established in 1998 by the
Turner family. Henry C; Turner 1893 and J.
Archer Turner, Class of 1905, served as
members of the Board of Managers of
Swarthmore College, as officers of the
corporation, and as members of various
committees. Henry Turner was founder of the
Turner Construction Co.; his brother, J. Archer
Turner, was the firm’s president. Four
generations 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 board member emerita. Howard Turner ’33,
son of J. Archer Turner, has also been very
active as a member of the Board o f Managers
over the years.
The Henry C. and J. Archer Turner
Professorship o f Engineering was established
with their contributions 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 his brother, J.

3 Endowed Chairs
Archer Turner, Class of 1905. Both were
members of the Board of Managers.
The Daniel Underhill Professorship o f Music
was established in 1976 by a bequest from
Bertha Underhill to honor her husband, Class of
1894 and a member of the Board of Managers.
The Marian Snyder Ware Director o f Physical
Education and Athletics was endowed in 1990
by Marian Snyder Ware ’38.
The Joseph Wharton Professorship o f Political
Economy was endowed by a trust given to the
College in 1888 by Joseph Wharton, chair of
the Board of Managers.
The Isaiah V. Williamson Professorship o f Civil
and Mechanical Engineering was endowed in
1888 by a gift from Isaiah V. Williamson.

4 Admissions
Inquiries concerning admission and applications
should be addressed to the Dean of Admissions
and Financial Aid, Swarthmore College, 500
College Avenue, Swarthmore PA 19081-1390
or admissions@swarthmore.edu. Office
telephone: (610) 328-8300 or (800) 667-3110.

4.1 General Statement
In the selection of students, the College seeks
those qualities of character, social
responsibility, and intellectual capacity that it is
primarily concerned to develop. It seeks them
not in isolation but as essential elements o f 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
students on the basis of their academic
achievement and commitment to intellectual
inquiry as well as their individual future worth
to society and of their collective contribution to
the College.
It is the College’s policy to have the student
body represent not only different parts of the
United States but also many foreign countries;
public, independent, and religiously affiliated
schools; and various economic, social,
religious, ethnic, and racial backgrounds. The
College is also concerned to include in each
class the sons and daughters of alumni and
members of the Society of Friends.
Admission to the first-year class is normally
based on the satisfactory completion of a 4-year
secondary school program. Under some
circumstances, students who have virtually
completed the normal 4-year program in 3 years
will be considered for admission, provided they
meet the competition of other candidates in
general maturity as well as readiness for a
rigorous academic program. Home-schooled
students should make every effort to complete
the application with information that is
appropriate to their experience. It is useful to
note that Swarthmore is looking for the same
information about a candidate as is required
from a student with more traditional secondary
schooling. Students who have already
completed a college degree, or higher, are not
eligible for admission to Swarthmore College.
All applicants are selected on the following
evidence:
1. Record in secondary school.
2. Recommendations from the school principal,
headmaster, or guidance counselor, and from
two academic teachers.
3. Standardized testing results including the
SAT reasoning test with mandatory writing

section and two SAT subject tests, or the ACT
with writing component.
4. Applicants considering a major in
engineering are strongly encouraged to take the
SAT Math level 2 subject test.
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. Cocurricular and extracurricular activities.
Applicants must have satisfactory standing in
school and standardized tests as well as strong
intellectual interests. The College is also
interested in 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.

4.2 Preparation
Swarthmore does not require a set plan of
secondary school courses as preparation for its
program. The election of specific subjects is left
to the student and school advisers. In general,
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
principles of mathematics.
3. The strongest possible command of one or
two foreign languages. The College encourages
students to study at least one language for 4
years, if possible.
4. Substantial coursework in history and social
studies; literature, art, and music; and
mathematics and the sciences. Variations of
choice and emphasis are acceptable, although
some work in each o f the three groups is
recommended.
Those planning to major in engineering should
present work in chemistry, physics, and 4 years
of mathematics, including algebra, geometry,
trigonometry, and calculus.

4.3 Applications and
Examinations
Application to the College may be submitted
through either the Regular Decision or one of
the Early Decision plans. Applicants follow the
same procedures, submit the same supporting
materials, and are evaluated by the same criteria
under each plan.
The Regular Decision plan is designed for those
candidates who wish to keep open several
different options for their undergraduate
education throughout the admissions process.
Applications under this plan will be accepted at
any time up to the Jan. 2 postmark deadline, but

4 Admissions
the application should be submitted as early as
possible to create a file for the candidate to
which supporting material will be added up to
the deadline.
The Early-Decision plans are designed for
candidates who have thoroughly and
thoughtfully investigated Swarthmore and other
colleges and found Swarthmore to be an
unequivocal first choice. On applying to
Swarthmore College, Early-Decision candidates
may not file an early-decision application at
other colleges, but they may file early
action/regular applications at other colleges
with the understanding that these applications
will be withdrawn upon admission to
Swarthmore.
Any Early-Decision candidate not admitted will
receive one of two determinations: a deferral of
decision, which secures reconsideration for the
candidate among the Regular-Decision
candidates, or a denial of admission, which
withdraws the application from further
consideration. If one of these determinations is
made, the applicant is free to apply to other
institutions.
Application under any plan must be
accompanied by a nonrefundable application
fee of $60 or fee waiver (which must be
approved by the secondary school counselor).
Timetables for the plans are the following:
Fall Early Decision
Postmark application deadline Nov. 15
Notification of candidate by Dec. 15
Winter Early Decision
Postmark application deadline Jan. 2
Notification of candidate by Feb. 15
Regular Decision
Postmark application deadline Jan. 2
Notification of candidate by April 1
Candidate reply date May 1
Under certain circumstances, admitted students
may apply in writing to defer their admission
for 1 year. These requests must be received by
May 1 and approved in writing by the dean of
admissions, and students must confirm their
plans for the year by June 1. The dean of
admissions may choose to review other requests
on a case-by-case basis. Students granted
deferment may neither apply to nor enroll at
another degree-granting college/university
program.
Swarthmore College places strong emphasis on
academic achievement and personal character.
An offer of admission to Swarthmore College is
dependent on a student maintaining his or her
standard of academic achievement before
enrolling at the College. An offer of admission
is also dependent on a student’s continued
demonstration of character and high standards

for personal conduct. Lapses in either category
may be grounds for rescinding an offer of
admission.
For U.S. citizens and permanent residents
applying as first-year or transfer students,
admission to Swarthmore is determined without
regard to financial need. See information
concerning financial aid.

4.4 Interview
An admissions interview with a representative
o f the College is a recommended part of the
first-year application process. (Applicants for
transfer are not interviewed.) Prospective firstyear applicants should take the initiative in
arranging for this interview. On-campus
interviews are available to rising seniors from
June through mid-December. Students are
encouraged to complete the interview before
submitting an application to the College. Those
who can reach Swarthmore with no more than a
half-day’s trip are urged to make an
appointment to visit the College for this
purpose. Other students may contact the
Admissions Office in the fail of their senior
year to request a meeting with an alumni
representative in their own area. The deadline to
request an alumni interview is Dec. 1.
Arrangements for on-campus or alumni
interviews can be made by writing to the Office
of Admissions or by calling (610) 328-8300 or
(800) 667-3110. See directions for reaching the
College.

4.5 Advanced Placement
Enrolled first-year students with special
credentials may be eligible during the first
semester for advanced placement (placement
into courses with prerequisites) and/or credit
toward graduation from Swarthmore (32 credits
are required). All decisions are made on a
subject-by-subject basis by the registrar in
consultation with individual Swarthmore
departments. Such credit is available only for
examinations taken before matriculation at
Swarthmore. Typically, special credentials
consist of Advanced Placement (AP)
examinations of the College Entrance
Examination Board, higher-level examinations
of the International Baccalaureate, certain other
foreign 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 or revoked if a
student chooses to take a course at Swarthmore
that the Swarthmore department says essentially
repeats the work covered by the credit.
Departmental AP-credit policies are posted on
the registrar’s Web site under “Policies.”

4 Admissions
In some cases, students may qualify for
advanced standing and may become juniors in
their second year. To qualify for advanced
standing, a student must do satisfactory work in
the first semester, obtain 14 credits by the end
of the first year, intend to complete the degree
requirements in 3 years, and signify this
intention when she or he applies for a major
during the spring of the first year.
Those students who wish to have courses taken
at another college considered for either
advanced placement or credit must provide an
official transcript from the institution attended
as well as written work (papers, examinations);
syllabi; and reading lists in order that the
coursework may be evaluated by the
department concerned. Such requests for credit
must be made within the first year at
Swarthmore. Departments may set additional
requirements. For instance, students may be
required to take a placement examination at
Swarthmore to validate their previous work.

4.6 International Admissions
The College is deeply committed to a strong
international presence on campus. The
application process is the same as for U.S.
citizens and permanent residents of the United
States with the following exceptions:
1. Admission is not need-blind. Students must
submit additional financial documentation to
the Financial Aid Office. Applying for financial
aid places the student in the most selective
subgroup of the total application pool regardless
of the parental contribution.
2. Demonstrated proficiency in English is
required of those for whom English is not their
first language. This may be in the form of a
standardized test for non-native speakers of
English, such as TOEFL or IELTS, or superior
academic achievement in a school where
English is the language of instruction. Although
not required, an interview on campus or with a
College admissions representative overseas is
considered to be very helpful.
3. Required standardized tests (SAT reasoning
test, ACT, and SAT subject tests) are waived
for those who live in countries where such
testing is unavailable. In countries where testing
is available, applicants are strongly advised to
make test arrangements early and to have scores
reported directly to Swarthmore College by the
appropriate application deadline.
4. It is the applicant’s responsibility to
guarantee the authenticity of all submitted
credentials. This includes notarized translations
of official documents and certified school
transcripts signed by the appropriate school
staff member.

5. The College does not accept transfer
applications from foreign nationals who require
financial aid.

4.7 Applications for Transfer
The College welcomes well-qualified transfer
applicants. Applicants for transfer must have
had an outstanding academic record in the
institution attended and must present transcripts
for both college and secondary school work,
including an official statement indicating that
the student is leaving the institution attended in
good standing. Students who have completed
the equivalent o f two or more semesters of
university-level work must apply for transfer
admission. Admission status for students who
have completed less than the equivalent of two
semesters of university-level work will be
decided on a case-by-case basis. Transfer
applicants must take the SAT reasoning test or
the ACT if one of these tests has not been taken
previously.
Four semesters of study at Swarthmore College
constitute the minimum requirement for a
degree, two of which must be those o f 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 midyear
transfer application process. Need-based
financial assistance is available for transfer
students who are U.S. citizens or permanent
residents. Transfer applications are not accepted
from international students who require
financial aid.
Transfer applicants are notified of decisions on
or before May 15.

5 Expenses
5.1 Student Charges
Total charges for the 2008-2009 academic year
(two semesters) are as follows:
$36,154
Tuition
$5,800
Room
$5,514
Board
$336
Student activities fee
$47,804
These are the annual charges hilled 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, Worth 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 academic
credit is anticipated are expected to register in
advance in the usual way and pay normal
tuition. If the student is away from the College
for a fidl semester, no charge for room and
board will be made. However, if a student is
away for only a part of a semester, the
preceding charges may be made on a pro rata
basis.
Late fees of 1.5 percent per month will accrue
on all past-due balances. Students with past-due
balances will not be permitted to enroll for the
following semester, participate in the room
lottery, graduate, or obtain a transcript.
The regular College tuition covers the normal
program of four courses per term as well as
variations of as many as five courses or as few
as three courses. Students who elect to carry
more than five courses incur a unit charge for
the additional course ($4,519) or half-course
($2,260), although they may within the regular
tuition vary their programs to average as many
as five courses in the two semesters of any
academic year. College policy does not permit

programs of fewer than three courses for degree
candidates in their first eight semesters of
enrollment.
5.1.1 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 applicable to study abroad, with
the approval of the Foreign Study Office.
Students contemplating study abroad should
contact Steven Piker, foreign study adviser,
well in advance for academic and
administrative planning.

5.2 Payment Policy
Semester bills are mailed in July and December.
Payment for the first semester is due by Aug.
11.2008, and for the second semester by Jan.
12.2009. A 1.5 percent late fee will be assessed
monthly on payments received after the due
date. Many parents have indicated a preference
to pay College charges on a monthly basis
rather than in two installments. For this reason,
Swarthmore offers a monthly payment plan,
which provides for payment in installments
without interest charges. Information on the
plan is mailed to all parents in April.
Tuition payments may also be made by credit
card through a third-party service provider,
CheckFree, Inc., for which they will charge a
convenience fee of 2.75 percent. Payments can
be made by MasterCard, Discover, or American
Express by calling the toll-free number (866)
800-3240 or through the Web site
www.paybyintemet.com/swarthmore. This plan
does not replace the monthly payment plan,
although payment-plan payments may be made
by credit card through this program.

fo?taftfonfw/feeswifi be reduced for students who withdraw for reasons approved by
the dean before or during a semester. Reductions in charges will be made in the following ways:
Tuition and Fees Reduced
Board Reduced
Room Reduced
For Students Who Withdraw
To $0
To $0
To $500
Before start of classes
To $100
To $500
During first 2 weeks of classes To $200
By 90 percent
To $500
During week 3
By 90 percent
By 80 percent
By 80 percent
To $500
During week 4
By 70 percent
By 70 percent
To $500
During week 5
By 60 percent
By 60 percent
To $500
During week 6
By 50 percent
By 50 percent
To $500
During week 7
By 40 percent
By 40 percent
To $500
During week 8
No further reduction on tuition, fees, board, or rooms
During week 9 and beyond

5 Expenses
5.4 Housing Fines
Any time a student selects a room in the lottery
that they do not use, the minimum fine is $100.
Other fines follow:
5.4.1 Fall Semester
If a student selects a room in the lottery and
1. Chooses to live off campus and is still
enrolled, they 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 occupying the room.
If everyone does notify the office, the fine will
be $100 each.
b. A $500 penalty for each person moving
off campus when notice is given between June
1 and the 8th week of classes.
c. No room refund when notice is given after
the 8th week.
2. Takes a leave of absence and notifies the
Dean’s Office, they will be assessed:
a. A $100 penalty if notice is given by
Aug. 1.
b. A $500 penalty if notice is given between
Aug. 1 and the 8th week of classes.
c. No room refund after the 8th week.
5.4.2 Spring Semester
If a student selects a room in the December
lottery or already has a room from fall semester
and
1. Chooses to live off campus and is still
enrolled, they will be assessed:
a. A $250 penalty unless everyone in the
unit leaves this space and notifies the
Residential Life Office by Dec. 1.
b. A $500 penalty each if notice is given
between Dec. 1 and the 8th week of classes.
c. No room refund if notice is received after
the 8th week.
2. Takes a leave of absence and notifies the
Dean’s Office, they will be assessed:
a. No penalty if notice is given by Dec. 1.
b. A $ 100 penalty if notice is given between
Dec. 1 and Jan. 5.
c. A $500 penalty if notice is given between
Jan. 5 and the 8th week of classes.
d. No room refund after the 8th week.

5.5 Inquiries
All correspondence regarding payment of
student charges should be addressed to Linda
Weindel, student accounts manager, or phone
(610)328-8396.

6 Financial Aid
To make a Swarthmore education available to
qualified students, the College has designated in
excess of $23 million for scholarships for the
coming year. About 50 percent of our student
body receives scholarship assistance through
Swarthmore on the basis of demonstrated
financial need. To meet the needs of our
students, the average aid award for 2007—2008
was $31,388. A total of 70 percent o f our
students will share more than a total of $30
million in scholarships, loans, and work
opportunities during the 2008-2009 academic
year.
Although admission and financial aid decisions
are made separately, they are made at the same
time. A prospective student should apply for
Swarthmore aid and outside assistance when
applying for admission to Swarthmore.
Instructions for filing an aid application are
included in the admissions application
instruction booklet or can be found at
www.swarthmore.edu/financialaid. Financial
assistance will be offered if a family does not
have the capacity to meet College costs without
our help. 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, siblings’ undergraduate tuition
expenses, and so forth. Family contributions
also include a $1,450 to $1,890 summer
earnings contribution from students, as well as a
portion of the student’s personal savings and
assets.
For 2008-2009, the College charges, which
include tuition, room, board, and a student
activity fee, will be $47,804. This activity fee
covers not only the usual student services—
health, library, and laboratory fees, for
example—but admission to all social, cultural,
and athletic events on campus. The total budget
figure against which aid is computed is
$49,994. This allows for an estimated $1,110
for books and supplies and $1,080 for 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. It is
this larger total that we use when determining a
student’s need for our help.
Beginning with the 2008-09 academic year,
Swarthmore’s aid awards will be loan-free.
Additional Swarthmore Scholarship funds will
be awarded instead of loan in our need-based
aid awards.
In keeping with our policy of basing financial
aid on demonstrated need, the College reviews
each student’s family financial situation
annually. Students who would like to be
considered for our support for the next year
must submit a new financial aid application
each spring. A student’s aid is not withdrawn
unless financial need is no longer demonstrated.

Assistance is available only during a normallength undergraduate program (eight semesters)
and only if a student enrolls full-time each
semester and makes satisfactory academic
progress (see section 8.6). (These factors also
apply in our consideration of a sibling’s
undergraduate educational expenses.) Students
who choose to live off campus will not receive
College scholarship, Supplemental Educational
Opportunity Grants, or ACG or Smart Grants in
excess of their College bills. However, the cost
of living off campus will be recognized in the
calculation of a student’s financial need, and
outside sources of aid may be used to help meet
off-campus living expenses once the College
bill is satisfied.
The College has, by action o f our Board of
Managers, reaffirmed its need-blind admission
policy and the related practice of meeting the
demonstrated financial need of all admitted or
enrolled students. Although, eligibility for
federal aid funds is limited to those who are
able to complete and submit to us the Statement
o f Registration Compliance, additional funds
have been made available for those who are
unable to accept need-based federal aid because
they have not registered with the U.S. Selective
Service.
U.S. citizens and permanent residents who have
not previously received financial aid may
become eligible and may apply to receive aid if
their financial situations have changed. A
student who marries may continue to apply for
aid, but a contribution from the parents is
expected equal to the contribution they would
have made were the student single.
Financial support for foreign citizens is limited
and must be requested during the admission
application process. New aid applications from
foreign nationals cannot be considered after
admission.
A financial aid 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
www.swarthmore.edu/financialaid.

6.1 Scholarships
For the academic year 2008-2009, the College
awarded more than $23 million in Swarthmore
Scholarship funds. About one-half of that sum
was provided through the generosity of alumni
and friends by special gifts and the endowed
scholarships listed in section 6.4. Students do
not apply for a specific College scholarship; the
College decides who is to receive restricted
endowed scholarships, and others are helped
from general scholarship funds. Although the
qualifying criteria for awarding most endowed
scholarships remain general, some donors have

6 Financial Aid
established explicit guidelines that closely
mirror the interests of the individual for whom
the scholarship is named. Financial need,
however, is a requirement for all College
scholarships except the regional McCabe
Scholarship. Federal Pell Grants and federal
Supplemental Educational Opportunity Grants
are also available to eligible students.

6.2 Loan Funds
Although our aid awards are now loan-free,
students may choose to borrow instead of
working or to help ease the family’s burden.
First year students may borrow up to $3,500;
sophomores may borrow $4,500, and juniors
and seniors may borrow up to $5,500.
The federal Stafford Loan is a long-term, lowinterest educational loan offered through banks.
Eligibility for a Stafford Loan is determined by
the College, using federal guidelines. Family
income, family size, asset strength, and number
of children in college, etc., form the basis for
the determination of your federal eligibility. See
our Web page about federal Stafford Loans at
www.swarthmore.edu/financialaid-click on
“Stafford Loans” in the front page menu on the
left.
Parents who wish to borrow might consider the
federal PLUS Loan. Up to $47,804 per year is
available at 8.5 interest, and repayment may be
made over a 10-year period.
For more information about these loan
programs or other financial options read our
financial aid brochure, or go to our Web site at
www.swarthmore.edu/financialaid.

6.3 Student Employment
Student employment on the Swarthmore
campus is coordinated by the Student
Employment Office, which is under student
direction. Campus jobs are available in such
areas as our libraries, Information Technology
Services, the student-run coffeehouse, most
academic and administrative offices, and many
other places on campus. Our students manage,
give tours, tutor, write, coordinate, and provide
support throughout the campus. Students apply
for campus positions when they arrive in the
fall. On-campus hourly rates of pay run from
$8.20 to $8.80. Students receiving financial aid
are usually offered the opportunity to earn up to
$1,760 during the academic year, and are given
hiring priority, but there are many jobs
available for non-aided students who wish to
work on campus. Students are encouraged to
keep a moderate work schedule—no more than
about 7 or 8 hours weekly—so that academic
performance is not compromised. About 1,200
of the 1,400 students on campus choose to
work.

The Student Employment Office also publicizes
local off-campus and temporary employment
opportunities.
For those who wish to work off campus and
who qualify for the federal Work-Study
Program, off-campus positions in public or
private nonprofit agencies may be arranged
through the Financial Aid Office—if funding is
sufficient.

6.4 Endowed Scholarships
All students who demonstrate financial need are
offered scholarship aid, some of which is drawn
from the following endowments. However,
students should not worry if they do not fit the
specific restrictions subsequently listed because
their scholarships will be drawn from other
sources not listed here. By completing the aid
application process, a student will be
considered for the following funds. No separate
application is needed.
(Financial need is a requirementfo r all
scholarships except the regional McCabe
Scholarships. No separate application is
needed.)
The Catherine G. Abbott ’72 and Ernest B.
Abbott ’72 Scholarship was established by
Catherine ’72 and Ernest B. Abbott ’72 and is
awarded to a man or woman who shows great
promise. This renewable scholarship is awarded
to a first-year student who demonstrates both
need and academic excellence.
The Aetna Foundation Scholarship Grant
provides assistance to minority students with
financial need.
The Lisa P. Albert Scholarship is awarded to a
young man or woman on the basis of
scholarship and need with preference given to
those with a demonstrated interest in the
humanities.
The George I. Alden Scholarship Fund was
established as a memorial by the Alden Trust
and is awarded on the basis of merit and need
with preference given to a student from New
England studying in the sciences or
engineering.
The Vivian B. Allen Foundation provides
scholarship aid to enable foreign students to
attend Swarthmore College as part of the
foundation’s interest in the international
exchange of students.
Susan W. Almy ’68 established The Susan W.
Altny ’68 Scholarship in 2003. The fund
supports financial aid for needy students at
Swarthmore College, with preference given to
students interested in international careers,
especially in developing nations.
The Alumni Scholarship is awarded to students
on the basis of financial need. Established in
1991, this endowment is funded through alumni
gifts and bequests.

6 Financial Aid
The Alumni Council Scholarship was
established by the Alumni Council of
Swarthmore College. It is awarded based on
academic merit and financial need and is
renewable.
The John R. ’53 and Joyce B. '55 Ambruster
Scholarship was created in 2001. It is awarded
on the basis of academic merit and financial
need.
The Smitha Arekapudi ’99 Scholarship was
established in 2006 by Drs. Bapu and
Vijayalakshmi Arekapudi. This scholarship is
awarded on the basis of academic merit and
financial need and is renewable. Preference will
be given to a premed student with a background
in the humanities and social sciences, who plans
to become a doctor and care for patients.
Preference is also given to students who show,
commitment to socially responsible citizenship,
with demonstrated qualities of exceptional
character, intellectual curiosity and leadership.
The Evenor Armington Scholarship is given
each year to a worthy student with financial
need in recognition of the long-standing and
affectionate connection between the Armington
family and Swarthmore College.
The Frank and Marie Aydelotte Scholarship is
awarded to a new student who shows promise
of distinguished intellectual attainment based
upon sound character and effective personality.
The award is made in honor of Frank Aydelotte,
president of the College from 1921 to 1940 and
originator of the Honors Program at
Swarthmore, and of Marie Osgood Aydelotte,
his wife.
The David Baltimore '60 Scholarship was
established by an anonymous donor in 2000. It
is awarded with preference given to a junior or
senior majoring in biology or chemistry. The
scholarship is renewable.
The Norman Barasch Scholarship was
established in 2006 by Richard Barasch ’75 in
honor of his father. The scholarship is awarded
on the basis of academic merit and financial
need and is renewable.
The Philip and Roslyn Barbash, M.D.,
Scholarship was endowed in 1990 as a
memorial by their daughter and son-in-law,
Babette B. Weksler M.D. ’58 and Marc E.
Weksler M.D. ’58. It is awarded on the basis of
merit and need and is renewable. Preference is
given to women with interest in the sciences
and, in particular, in the environment.
The Philip H. Barley Memorial Scholarship,
established in memory of Philip H. Barley ’66,
by his family and friends and the Class of 1966,
which he served as president, provides financial
assistance for a junior or senior who has
demonstrated outstanding leadership qualities at
Swarthmore.

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 Peter B. Bart ’54 Scholarship was
established in 2005 and is awarded to deserving
students.
The H. Albert Beekhuis Scholarship in
engineering 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 endowed through the generous bequest of Mr.
Beekhuis, neighbor, friend, and successful
engineer.
Patty Y. andA J. Bekavac Scholarship.
Established 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 Margaret Fraser Bell ’53 Scholarship was
created in her memory by her husband, Monroe
Bell. It is awarded each year to a junior on the
basis of need and merit, with preference given
to a student majoring in Russian.
The Sherry F. Bellamy '74 Scholarship was
established in 2003 by Sherry Bellamy and is
awarded on the basis of academic merit and
financial need and is renewable.
The Brand and Frances Blanshard Scholarship
is given in their memory to a deserving student
with high academic promise.
The A l and Peggi Bloom Endowmentfo r
Financial A idfor International Students and fo r
Faculty Support was established in 2005. This
endowment aims to help prepare students to
identify and advance common purpose in a
global world by providing financial support to
international students at Swarthmore, and by
supporting relevant faculty efforts in any
discipline or across disciplines.
The Blough and Locksley Family Scholarship
was established in 2003 by Stephen Blough ’79
and Sally Locksley ’79 and is awarded on the
basis of academic merit and financial need. The
scholarship is renewable.
The Jeanne Cotten Blum '40 Scholarship was
established in 2003 by Jeanne Cotten Blum and
is awarded on the basis of academic merit and
financial need. The scholarship is renewable.
The Frank '36 and Benita Blumenthal
Scholarship was established in 2006 by Frank
Blumenthal. This scholarship is awarded on the
basis of academic merit and financial need and
is renewable.

6 Financial Aid
The Curtis Bok Scholarship was established in
the College’s Centennial Year, 1964, in honor
of the late Philadelphia attorney, author, and
jurist, who was a Quaker and honorary alumnus
of Swarthmore. The scholarship is assigned
annually to a junior or senior whose qualities of
mind and character indicate a potential for
humanitarian service such as Curtis Bok
himself rendered and would have wished to
develop in young people. Students in any field
of study, and from any part of this country or
from abroad, are eligible. The scholarship is
renewable.
The Winifred CammackBond '43 Scholarship
was established by Winifred Cammack Bond
’43 and her husband, George Cline Bond ’42, to
be awarded to a freshman with a high school
record showing strong academic, athletic, and
leadership abilities who is the first member of
his or her family to attend a college.
The Frank R. Borchert Jr. '58 and Thomas K.
Glennan Jr. '57 Scholarship was established by
T. Keith ’82 and Kathryn P. Glennan ’82 in
honor and memory of their uncle and father,
who, from their days as fraternity brothers at
Swarthmore, became lifelong friends and
brothers-in-law. They shared a common
commitment to educational excellence, and
each devoted his professional life to this cause.
The scholarship is awarded on the basis of
academic merit and financial need and is
renewable.
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 personality.
The George and Josephine Clarke Braden
Scholarship, established in 1999 by their
children in honor of George ’38 and in memory
of Josephine ’41, is awarded to a student with
demonstrated need for financial assistance, with
preference for a child of immigrant parents or
guardians, and is renewable.
The William A. Bradford Jr. '66 Scholarship
was established by William Bradford to provide
financial assistance to a student who gives great
promise based on academic merit and financial
need. The scholarship is renewable.
The Carol Paxson Brainerd '26 Scholarship is
awarded on the basis of financial need and
academic merit.
The Daniel Walter Brenner Memorial
Scholarship, established by family and friends
in memory of Daniel W. Brenner ’74, is
awarded to a senior majoring in biology who is
distinguished for scholarship and an interest in
plant ecology, wildlife preservation, or animal
behavior research. The recipient is chosen with
the approval of the biology and classics faculty.

The John G. Brokaw Scholarship was
established in 2005 by Lawrence Jean
Richardson ’78 and Jacqueline Brokaw
Richardson ’80 and is awarded on the basis of
academic merit and financial need.
The Bushnell Family Scholarship was
established in 2005 by the Bushnell family:
father Douglas; daughter Rebecca Bushnell ’74;
and brothers Michael and David, in honor of
wife and mother, Peggy Meeker, Class of 1945.
The scholarship is awarded on the basis of merit
and need and is renewable.
The Malcolm Campbell Unitarian 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 financial need and a strong academic
record. The scholarship is renewable.
The Chang/Hawley '58 Scholarship was
established in 2003. It is named for Rosalind
Chang Whitehead ’58 and John K. Hawley ’58.
Their son, Charles Loy Hawley ’85, is also an
alumnus. The scholarship is awarded on the
basis o f financial need and academic merit.
The Elinor Jones Clapp '46 Scholarship was
established in 2003 and is awarded on the basis
o f academic merit and financial need with
preference given to students who are U.S.
citizens residing abroad. The scholarship is
renewable.
The William and Eleanor Stabler Clarke
Scholarships, established in their honor by
Cornelia Clarke Schmidt ’46 and W. Marshall
Schmidt ’47, are awarded to two worthy firstyear students with need. Preference is to be
accorded to members of the Society o f Friends.
These scholarships are renewable.
The Class o f1925 Scholarship was created on
the occasion o f the class’s 50th reunion. It is
awarded on the basis of academic merit and
financial need.
The Class o f1930 Scholarship was endowed by
the class on the occasion o f its 60th reunion. It
is awarded alternately to a woman or a man on
the basis of sound character and academic
achievement, with preference given to those
who exercise leadership in athletics and
community service. The scholarship is
renewable.
The Class o f1932 Scholarship, established on
the occasion of the class’s 70th reunion, is
awarded on the basis o f academic merit and
financial need. The scholarship is renewable.
The Class o f1938 Harriet and William Carroll
Scholarship was established on the occasion of
the class’s 65th reunion by their classmates and
members of their family in honor o f the
Carrolls’ long-standing service to the College.
The scholarship is awarded on the basis of
academic merit and financial need. The
scholarship is renewable.

6 Financial Aid
The Class o f1939 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.
The Class o f 1941 Scholarship was created in
celebration of the 50th reunion of the class. It is
awarded on the basis of merit and need and is
renewable.
The Class o f1943 Scholarship, established to
honor the 50th reunion of that class, is awarded
to a student in the sophomore class on the basis
of sound character and academic achievement,
with preference given to those participating in
athletics and community service. The
scholarship is renewable through the senior
year.
The Class o f1946 Scholarship was established
on the occasion of the class’s 50th reunion in
recognition of the Swarthmore tradition that so
influenced its members.
The Class o f1949 Scholarship was established
in 1999 in celebration of the class’s 50th
reunion. It is awarded on the basis of merit and
need and is renewable.
The Class o f1950 Scholarship, established on
the occasion of the class’s 50th reunion, is
awarded to one or more deserving students. The
scholarship is renewable.
The Class o f1952 Evans H. Burn Memorial
Scholarship, established on the occasion o f the
class’s 50th reunion in memory of their
longtime president, is awarded on the basis of
academic merit and financial need. The
scholarship is renewable.
The Class o f1954 Scholarship, established on
the occasion of the class’s 50th reunion, is
awarded on the basis of academic merit and
financial need. The scholarship is renewable.
The Class o f1956 Scholarship was established
on the occasion of the class’s 25th reunion. It is
awarded on the basis of academic merit and
financial need.
The Class o f1957 Gilmore Stott Memorial
Scholarship, established on the occasion of the
class’s 50th reunion, is in memory of Dean
Gilmore Stott, who died in 2005. A beloved
College professor and dean for 55 years, who
played the viola in the College orchestra, taught
ethics, and counseled thousands of students; he
was widely admired for his intelligence, judicial
manner, modesty, gentleness, and consideration
of others. This renewable scholarship is
awarded, on the basis of academic merit and
financial need, to a student who shares some of
Dean Stott’s wonderful characteristics.
The Class o f1963 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 o f1969 Scholarship was established
at the 25th reunion of the class in honor o f the
contributions made by Courtney Smith,
president of Swarthmore College from 1953 to
1969. The scholarship was given with
bittersweet memories of the campus turmoil of
the 1960s and with confidence in the power of
open discussion and reconciliation. The
scholarship is awarded on the basis of merit and
need and is renewable.
The David L. ’77 and Rhonda R. '76 Cohen
Scholarship was established in 2004 and is
awarded on the basis of academic merit and
financial need.
The Beatrice R. and Joseph A. Coleman
Foundation Scholarship was established by
Elizabeth Coleman ’69 to be awarded to a
student with need from a middle-income
family.
The Charles A. Collins Class o f 1912
Scholarship Fund is awarded every year to a
deserving student who is in need of financial
assistance, in accordance with the donor’s will.
The N. Harvey Collisson Scholarship,
established by his family and the Olin
Mathieson Charitable Trust in memory of N.
Harvey Collisson ’22, is awarded to a first-year
man or woman. Selection will place emphasis
on character, personality, and ability.
The Marcia Perry Ruddick Cook '27
Scholarship is awarded to a junior on the basis
of merit and need, with preference given to an
English literature major, and is renewable. Both
scholarships are endowed by J. Perry Ruddick
in memory of his parents.
The Edward Hanes Cooley ’43 Endowed
Scholarship was established in 2005 and is
awarded on the basis of academic merit and
financial need with a preference for a student
majoring in engineering.
The Helen Ridgway Cooley, Class o f1907,
Endowed Scholarship was established in 2005
and is awarded on the basis of academic merit
and financial need with a preference for a
female student majoring in music.
The DavidS. Cowden Scholarship was
established by Professor David S. Cowden ’42,
who taught English literature at Swarthmore
from 1949 until his death in May 1983. It is
awarded on the basis of financial need.
The Mark W. Crandall ’80 International
Scholarship was established in 2004 and is
awarded on the basis of academic merit and
financial need with a preference to international
students accepted for admission to Swarthmore
College. The scholarship is renewable.
The John ’41 and Barbara Crowley Endowed
Scholarship was established in 2006 by the
Crowleys as a symbol of their long-standing
affection for and commitment to the College.
The scholarship is awarded on the basis of

6 Financial Aid
academic merit and financial need and is
renewable.
The Crum Meadow Scholarship was created by
an anonymous donor in 2001. It is awarded on
the basis of academic merit and financial need.
The scholarship is renewable.
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 memory
of Mrs. Dannenberg, who was the mother,
grandmother, and great-grandmother o f seven
students who attended Swarthmore.
The Edith Thatcher ’50 and C. Russell ’47 de
Burlo Scholarship is awarded alternately to
students who intend to major either in
engineering or 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 Kenneth William DeFontes Jr. Class o f
1972 Scholarship was established in 2006 to
support a deserving student who expresses
interest in pursuing a major in engineering or
the physical sciences. This scholarship is
awarded on the basis of academic merit and
financial need and may be given to a freshman.
It is renewable.
The William Diebold 1906, William Diebold Jr.
’37, and John T. Diebold '49 Endowed
Scholarship was established in 2004 by John T.
Diebold in honor of the Diebold family. It is
awarded on the basis of academic merit and
financial need with a preference for students
studying and performing research overseas in
Europe.
Edward L. Dobbins ’39 Memorial Scholarship.
Established by Hope J. Dobbins in memory of
her husband, the Dobbins scholarship is
awarded to a worthy student who demonstrates
a commitment to the betterment o f society
through involvement in community or
environmental activism. The scholarship is
renewable. Preference is given to residents of
Berkshire County, Mass.
The Patrick A. Dolan Scholarship was
established by Patrick D. Dolan ’83 in 2004.
The fund is awarded on the basis of academic
merit and financial need to a first-year student
who shows great promise. The scholarship is
renewable.
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.
The Agnes B. Doty Memorial Scholarship,
established in 2000 by her daughter, Christine
M. Doty ’70, is awarded each year with a
preference given to students majoring in Asian
studies. The scholarship is renewable.

The Marcel Dubien Endowed Scholarship was
established in 2007 by Jacques Joussot-Dubien
’49 to honor his father. This scholarship is
awarded on the basis of academic merit and
financial need and is renewable. Preference will
be given to students from Europe who are not
U.S. citizens.
The Faith and Ross Eckler Scholarship was
established in 2002 by A. Ross ’50 and Faith
Woodward Eckler ’51. The scholarship is
awarded on the basis of academic merit and
financial need, with preference given to a man
or woman with a commitment to community
service, and is renewable.
The Marjorie VanDeusen ’38 and J. Earle
Edwards ’36 Scholarship was established by an
anonymous donor in 2000. It is awarded with
preference given to a junior or senior who has
demonstrated a commitment to socially
responsible citizenship with a special interest in
peace and conflict studies. The scholarship is
renewable.
The Maurice G. Eldridge '61 Scholarship is one
of several created by an anonymous donor in
recognition of outstanding administrators at
Swarthmore College. The Eldridge Scholarship
was established in 1999 to honor Maurice G.
Eldridge ’61, vice president of college and
community relations and executive assistant to
the president. The Eldridge fund is awarded to a
student with merit and need who has
demonstrated a commitment to socially
responsible citizenship, with a preference for a
student from the Washington, D.C., public
school system, especially from either the
Banneker Academic High School, Duke
Ellington School of the Arts, or the Bell
Multicultural School. The scholarship is
renewable.
The Robert K. Enders Scholarship, established
by his friends and former students, to honor Dr.
Robert K. Enders, a member of the College
faculty from 1932 to 1970, is awarded annually
to a worthy student with an interest in the study
of biological problems in a natural
environment.
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
community by bringing to this campus students
who are outstanding in leadership, intellectual
curiosity, community service, and athletic
participation. The scholarship is awarded to
members of the first-year class and is renewable
annually. It provides a summer-opportunity
grant as well as internship, mentoring,
networking, and alumni opportunities.
The M ichaels. Fedak '82 Scholarship was
established in 2003. It is awarded on the basis
of academic merit and financial need with
preference given to students from New Jersey

6 Financial Aid
majoring in economics or mathematics. The
scholarship is renewable.
The Samuel and Gretchen Vogel Feldman
Scholarship is awarded to a student interested
in pursuing a teaching career. It is awarded on
the basis of need and is renewable.
The Samuel M. and Gretchen Vogel Feldman
1956 Scholarship II is awarded to a student
interested in pursuing a teaching career after
graduating from Swarthmore College. It is
awarded on the basis of need and is renewable.
The Martin Fleisher ‘80 and Mark Risk '78
Scholarship was established in 2005 and is
awarded on the basis of academic merit and
financial need.
The Margaret McCain Ford ‘43 Scholarship
was established in 2006 in memory of her by
husband Thomas Ford and their children. This
scholarship is awarded on the basis of academic
merit and financial need and is renewable.
The Norma Patz Fox '82 and Clifford Fox
Scholarship was established in 2006 by Norma
Patz Fox ’82 and Clifford Fox. This scholarship
is awarded on the basis of academic merit and
financial need and is renewable.
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
Swarthmore College from 1982 to 1991. This
need-based scholarship will be awarded each
semester to one student enrolled in an approved
program of academic study outside the
boundaries of the United States. Preference will
be given to students studying in Asian, Middle
Eastern, and African countries.
The Marianne Durand Frey '57 Scholarship
was established by Marianne Durand Frey in
2002 and reflects the donor’s gratitude for
scholarship aid received during her attendance
at Swarthmore. This renewable scholarship is
awarded based on merit and financial need to a
woman who has attended a public high school.
The Theodore and Elizabeth Friend
Scholarship was established as an expression of
respect and appreciation by board members and
others who have been associated with them in
the service of Swarthmore College. The
scholarship is awarded each year on the basis of
need to a worthy student.
The Theodore Friend and Elizabeth Pierson
Friend Scholarship was established in 2005 and
is awarded on the basis of academic merit and
financial need with a preference for a student
from an Islamic country or a student engaged in
Islamic studies.
The Toge and Mitsu Fujihira Scholarship was
created in 2000 by their son, Donald Fujihira
’69. It is awarded to a man or woman who
shows great promise and assumes both financial
need and academic excellence. Preference is

given to students of Asian descent. The
scholarship is renewable.
The Cynthia Norris Graae '62 Scholarship was
created by an anonymous donor in 2007 in
recognition of an alumna whose dedicated
service to the College includes serving on
Alumni Council and the Board of Managers.
The scholarship is awarded on the basis of
financial need and is renewable.
The John and Gail Gaustad Scholarship was
established by friends and students of the
Gaustads to honor their many years of service
to the College. It is awarded annually to a
promising student who demonstrates need and
academic excellence. It is renewable.
The Martha Salzmann Gay '79 Scholarship was
created in 2000 by Martha S. Gay ’79. The
award assumes both academic excellence and
financial need and is awarded to a first-year
student who shows great promise. The
scholarship is renewable.
The David Gelber '63 and Kyoko Inouye
Scholarship was established in 2004 and is
awarded on the basis of academic merit and
financial need with preference to students from
New York or New Jersey majoring in history,
with second preference to humanities majors.
The Jeffrey L. Gertler '74 Memorial
Scholarship was established in 2005 by an
anonymous donor. It is awarded on the basis of
academic merit and financial need. The
scholarship is renewable.
The Joyce Mertz Gilmore Scholarship is
awarded to an entering first-year student and is
renewable. The recipient is chosen on the basis
of mental vigor, concern for human welfare,
and the potential to contribute to the College
and the community outside. The award was
established in 1976 by Harold Mertz ’26 in
memory of Joyce Mertz Gilmore ’51.
The Barbara Entenberg Gimbel Scholarship
Fund was endowed in memory o f 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
preference to a black candidate.
The Chloe and Raoul Giant Scholarship was
established in 2005 by their family to honor
their zeal for lifelong learning and their passion
for greater understanding of the issues facing
today’s world. The scholarship is based on need
and academic achievement with a preference
for a foreign or American student who
demonstrates intellectual and personal integrity
and a strong commitment to the public good.
The Barbara Nugent Glouchevitch Scholarship
was established by Michel Glouchevitch ’l l in
memory of his mother, a 1948 Bryn Mawr
graduate. Barbara had close ties to Swarthmore
and lived her abbreviated life enthusiastically
pursuing career, family, intellectual, and sports

6 Financial Aid
activities. This scholarship is awarded on the
basis of merit and need to students showing
distinction in academics, leadership, and extra­
curricular activities.
The John D. Goldman ’71 Scholarship is
awarded on the basis of need to a student with a
strong academic record and leadership qualities.
Preference is given to students from northern
California.
The Berda Goldsmith Scholarship, established
in 1991 in memory of Mrs. Goldsmith, is a
need-based 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.
Preference will be given to a student who has
attended the Settlement Music School and
shows an interest and proficiency in playing the
piano.
The Kermit Gordon '38 Scholarship was
created by an anonymous donor in 2000. This
renewable scholarship is awarded on the basis
of need, merit, and an interest in public policy.
The N eil R. Grabois '57 Scholarship was
created by an anonymous donor in 2001. It is
awarded on the basis of academic merit and
financial need, with preference for students
from urban public high schools who wish to
study engineering or science.
The Sarah Maurer Graham '77 Scholarship
was established by Sarah’s husband, Robert B.
Graham, after her passing to honor her
curiosity, her achievements, and her passion for
Swarthmore. The scholarship is awarded on the
basis of academic merit and financial need with
preference given to students interested in
classics studies. The scholarship is renewable.
The Mary Lippincott Griscom Scholarship was
established by Mary Griscom and her daughter,
Mary Griscom Colegrove ’42, through outright
gifts and the maturity of life income contracts,
to provide financial aid on the basis of
academic merit and financial need.
The Robert G. Grossman '53 and Ellin
Grossman Endowed Scholarship was created in
2005 and is awarded on the basis of academic
merit and financial need with a preference for
biology or history majors.
The Pauline and Joseph Guss Endowed
Scholarship was established in 2003 by Giles
Kemp ’72 and Barbara Guss Kemp. It is
awarded on the basis of financial need and
academic merit with preference to students
from Nebraska or, as a second consideration,
students from the Midwest.
The Lucinda Buchanan Thomas '34 and Joseph
H. Hafkenschiel '37 Scholarship Fund was
established as a memorial to Lucinda Thomas
in 1989 by her husband and sons, Joseph III
’68, B.A. Thomas ’69, Mark C. ’72, and John
Proctor ’75. Lucinda’s father, B.A. Thomas,

M.D., graduated with the Class of 1899. This
scholarship is awarded to a junior and is
renewable, based on need. Preference is given
to students who have demonstrated proficiency
in water sports or 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
former member of the Swarthmore College
faculty. The scholarship is awarded to a firstyear student with financial need who is
distinguished for intellectual promise and
leadership. It is renewable.
The Nicole Alfandre Halbreiner '82
Scholarship was established in 2005 and is
awarded on the basis of academic merit and
financial need.
The Margaret Johnson H all Scholarship fo r the
Performing Arts is the gift of Margaret Johnson
Hall ’41. It provides financial assistance based
on merit and need, with preference to students
intending to pursue a career in music or dance.
The M erritt W. Hallowell '61 Endowed
Scholarships were established in 2005 by a
bequest from Merritt Hallowell who was a loyal
and generous alumnus with a sincere interest in
helping students. These scholarships are
awarded on the basis of academic merit and
financial need and are renewable.
The Helene and MarkHankin '71 Scholarship
was established in 2002 by the Hankins in
memory of Mark Hankin’s father, Perch P.
Hankin. It is awarded on the basis of academic
merit and financial need and is renewable.
The John W. Harbeson '60 and Ann E.
Harbeson Scholarship was established by the
Harbesons in 2004 and is awarded on the basis
of academic merit and financial need to a firstyear student, renewable through the senior year.
Preference is given to a deserving international
student reflecting the donors’ active
involvement, careers, and interests.
The Edith Ogden Harrison Memorial
Scholarship was created by her daughter,
Armason Harrison ’35. It is awarded to a firstyear student, with a preference for children of
members of the Religious Society of Friends or
to Native American students. The scholarship is
renewable.
The William Randolph Hearst Scholarship
Fund fo r Minority Students, established by the
Hearst Foundation Inc., provides financial
assistance to minority students with need.
The Bernard B. and Phyllis N. Helfand
Scholarship was established by their daughter,
Margaret Helfand ’69, in 2003 to honor their
encouragement of nontraditional educational
pathways. The scholarship is awarded on the
basis of merit and need, with preference given

6 Financial Aid
to students interested in both art and science
and a commitment to improving thencommunities through their work. The
scholarship is renewable.
The E. Dyson and Carol Homeland Herting ’38
Scholarship was created in 1999 by Eugene M.
Lang ’38. The scholarship is awarded with
preference given 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
service to the College. Recipients of this needbased scholarship will be selected from the
junior class for their interest in a career in the
public or nonprofit sectors and is renewable.
The Betty Stem Hoffenberg Scholarship,
established 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 majoring
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 Co. Preference is given to
students planning to major in engineering or
prelaw.
The Doris K. Hourihan Scholarship was
established in 2006 by Jenny Hourihan Bailin
’80 in memory of her mother, Doris K.
Hourihan. This scholarship is awarded on the
basis of academic merit and financial need and
is renewable.
The Everett L. Hunt Scholarship, endowed by
the Class of 1937 in the name of its beloved
emeritus professor and dean, provides an
unrestricted scholarship to be awarded annually
by the College.
The Betty P. Hunter Scholarship Fund. Betty P.
Hunter ’48, one of the first black students to
attend Swarthmore College, established this
fund through a bequest to provide scholarship
aid to needy students.
The Richard M. Hurd ’48 Scholarship was
created in 2000. It is awarded with preference
given to a student majoring in engineering. The
scholarship is renewable.
The William Y. Inouye '44 Scholarship was
established in loving memory by his family,
friends, and colleagues in recognition of his life
of service as a physician. It is awarded to a
worthy junior premedical student with need.
The scholarship is renewable.

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
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 engineering. It is the gift of Elsa Palmer
Jenkins ’22, Swarthmore’s first woman
graduate in engineering.
The Edmund A. Jones Memorial Scholarship
Fund was created 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 2004, this 4-year,
renewable scholarship was designated with
preference for graduates of Strath Haven High
School, graduates from Delaware County high
schools, or Pennsylvania high schools,
respectively. Edmund A. Jones was the son of
Adalyn Purdy Jones, Class of 1940, and
Edmund Jones, Class of 1939, longtime
residents of Swarthmore.
The Benjamin Kalkstein ’72 Scholarship,
established by his family in 2002, is awarded to
a first-year student on the basis of merit and
need, and is renewable. Preference is given to
students with interest in environmental studies.
The Jennie Keith Scholarship is one of several
created by an anonymous donor in recognition
of outstanding administrators at Swarthmore
College. The Keith Scholarship was established
in 2000 to honor Jennie Keith, professor of
anthropology, who served as provost from 1992
to 2001. The scholarship is awarded to a student
who shares the donor’s and Jennie Keith’s
commitment to the use of intellectual
excellence in the service of positive social
change.
The Michael Kelley and Elizabeth Lavin Kelley
’87 Scholarship will be awarded on the basis of
academic merit and financial need and is
renewable.
The Alexander Kemp Endowed Scholarship was
established in 2001 by Giles Kemp ’72 and
Barbara Guss Kemp. This renewable
scholarship is awarded on the basis of financial
need and academic merit.
The Kennedy Scholarship is given in honor of
the parents and with thanks to the children of
Christopher and Jane Kennedy. The scholarship
is awarded on the basis of need and merit and is
renewable.
The Clark Kerr ’32 Scholarship was created by
an anonymous donor in 2000. It is awarded
with preference given to a student entering his
or her senior year, who meets the model
described by President Aydelotte of the all­

6 Financial Aid
around student with strong interests in academic
achievement, athletics, and interests in debating
and other aspects of student life and community
service.
The Florence and Melville Kershaw
Scholarship is endowed in their honor by their
son Thomas A. Kershaw ’60. It is awarded to a
first-year student on the basis of need and merit,
with preference given to those intending to
major in engineering. It is renewable.
The Naomi Kies ’62 Scholarship. Naomi Kies,
Class of 1962, devoted herself to community
service, pursuing practical idealism and seeking
peaceful solutions to political and social
problems. This scholarship, given in her
memory by her family and friends, is awarded
on the basis of academic merit and financial
need and is renewable. Preference is given to
international students.
The Joseph W. Kimmel '44 & Elizabeth
Blackburn Kimmel ’44 Scholarship was
established in 2003 by their son, James B.
Kimmel ’70. It is awarded on the basis of
academic merit and financial need with
preference given to students from the Delaware
Valley area, including eastern Pennsylvania,
southern New Jersey and Delaware. The
scholarship is renewable.
The William H. Kistler ’43 Scholarship is
endowed in his memory by his wife, Suzanne,
his friends and former classmates. It is awarded
to a needy and deserving student majoring in
engineering or economics.
The Barbara L. Klock ’86 and Salem D.
Shuchman '84 Scholarship is awarded to a
junior or senior who intends to enter the
teaching profession. The recipient is chosen by
the Financial Aid Office in consultation with
the faculty of the education program at
Swarthmore College.
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
financial need. The scholarship is renewable.
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
junior or senior year to a student who has
shown leadership capability, made significant
contributions to the life of the College, and
demonstrated the need for financial assistance.
The Laurence Lafore '38 Scholarship was
established in his memory in 1986 by family,
friends, classmates, and former students.

Professor Lafore, author of numerous books
and essays, taught history at Swarthmore from
1945 until 1969. This scholarship is awarded to
a needy student showing unusual promise and is
renewable.
The Robert E. 1903, Elizabeth 1903, and Walter
Lamb 1939 Scholarship was established by
Walter Lamb ’39. It is awarded on the basis of
academic merit and financial need.
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
renewable. This scholarship was established by
Eugene M. Lang ’38 in honor of his sister.
Eugene M. Lang Opportunity Grants are
awarded each year to as many as six sophomore
students who are selected by a special
committee on the basis o f 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 academic-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 ’38,
provides financial assistance for a man or
woman who ranks high in scholarship,
character, 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
preference for minority or foreign students who
show both merit and need. This scholarship has
been endowed by the family o f 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 financial need every two years to a
student entering the junior year and showing
academic distinction, leadership qualities, and a
definite interest in a career in business.
The Dorrie and Henry Leader Family
Scholarship was established in recognition of
their many family members who attended
Swarthmore college including their children,

6 Financial Aid
Martha ’71 and Elizabeth ’73. It is awarded on
the basis of academic merit and financial need.
The Raphael Lemkin Endowed Scholarship was
established in 2005 by John and Ann
Montgomery ’77 to honor Raphael Lemkin, a
Holocaust survivor who invented the word
“genocide” and drafted the Genocide
Convention of the United Nations, adopted in
1948. The scholarship shall be awarded with
preference to “upstanders” or students who
demonstrate interest in human rights, especially
anti-genocide work.
The Walter H. Leser ’49 Memorial Scholarship
was established by Martha E. Leser in 2002. It
is awarded on the basis of academic merit and
financial need with preference to students
majoring in mathematics. The scholarship is
renewable.
The Carl M. Levin '56 Scholarship was created
by an anonymous donor in 2000. It is awarded
to a student with merit and need who has
overcome obstacles, with a preference for
Michigan public high school graduates. The
scholarship is renewable.
The Beryl and Leonard Levine Scholarship was
established by their daughter, Susan Brauna
Levine ’78, in 2005 and is awarded on the basis
of academic merit and financial need.
The Scott B. Lilly Scholarship, endowed by
Jacob T. Schless of the Class of 1914, was
offered for the first time in 1950. This
scholarship is awarded annually in honor of a
former distinguished professor of engineering,
and students who plan to major in engineering
are given preference.
The Lloyd Family Scholarship was established
in 2000 by May Brown Lloyd ’27, G. Stephen
Lloyd ’57, and Anne Lloyd ’87. It is awarded
with preference given to a man or woman who
gives great promise. The scholarship is
renewable.
The Lloyd-Jones Family Scholarship is the gift
of Donald ’52 and Beverly Miller ’52 LloydJones and their children Anne ’79, Susan ’84,
Donald ’86, and Susan’s husband Bob
Dickinson ’83. It is awarded on the basis of
merit and need and is renewable.
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
scholarship is renewable.
The Joan Longer ’78 Scholarship was created
as a memorial in 1989 by her family,
classmates, and friends, to honor the example of
Joan’s personal courage, high ideals, good
humor, and grace. It is awarded on the basis of
merit and need and is renewable.
The David Laurent Low Memorial Scholarship
was established by Martin L. Low ’40; his wife,
Alice; Andy Low ’73; and Kathy Low in

memory of their son and brother. It is awarded
to a man or woman who shows the great
promise that David himself did. The award
assumes both need and academic excellence
and places emphasis, in order, on qualities of
leadership and character, or outstanding and
unusual promise. The scholarship is awarded to
a first-year student and is renewable.
The Lyman Scholarship was established by
Frank L. Lyman Jr. ’43 and his wife, Julia, on
the occasion of his 50th reunion in 1993. It is
awarded to a student who is a member of the
Religious Society o f Friends or whose parents
are members o f die Religious Society of
Friends, on the basis of need, and is renewable.
The LelandS. MacPhailJr. 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 David Mailloux Endowed Scholarship was
established in 2005 by his loving parents to
celebrate David’s life and memory. The
scholarship is awarded on the basis of academic
merit and financial need and is renewable.
The Thomas B. McCabe Awards, established by
Thomas B. McCabe, Class of 1915, are
awarded to entering students. Regional McCabe
Scholarships will be awarded to a few students
from the Delmarva Peninsula and from
southeastern Pennsylvania (Chester,
Montgomery, and Delaware counties). These
awards provide a minimum annual scholarship
of full tuition, or a maximum to cover tuition,
fees, room, and board, depending on need.
Candidates for the regional McCabe Awards
must apply for admission to the College by
Dec. 15. The National McCabe Scholarship will
be awarded to a few students and will be based
on a student’s financial need. Students do not
apply for National McCabe Award
consideration but rather are selected from
among all admission candidates. In making
selections for the McCabe Scholarships, the
committee places emphasis on ability,
character, personality, and service to school and
community.
The Charlotte Goette ’20 and Wallace M.
McCurdy Scholarship is awarded to a first-year
student on the basis of need and merit and is
renewable. It has been endowed by Charlotte
McCurdy ’20.
The Cornelia Dashiell and Dino Enea Petech
McCurdy, M.D. '35 Family Scholarship was
endowed 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 School.

6 Financial Aid
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. It is the gift of the
McDiarmid family in commemoration o f 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 languages.
The Sarah Meade McKitterick Scholarship was
established in 2006 by Katherine Burt Anderson
’49 to honor the memory of her daughter. This
scholarship is awarded on the basis of academic
merit and financial need and is renewable.
The Donald R. McMinn ’86, Robert ’57 and
Tamzin MacDonald ’58 McMinn Scholarship
was created in 2004 and is awarded on the basis
of academic merit and financial need, with
preference to students planning a career in
business.
The Margaret S. Meeker ’45 Scholarship was
established by Douglas F. Bushnell, Rebecca
W. Bushnell ’74, and John D. Toner ’73 in
memoty of Peggy Meeker, wife and mother,
who was full of love and life and who was so
happy during her years at Swarthmore College.
The scholarship is awarded on the basis of merit
and need and is renewable.
The Norman Meinkoth Scholarship, established
by his friends and former students, to honor Dr.
Norman A. Meinkoth, a member of the College
faculty from 1947 to 1978, is awarded annually
to a worthy student with an interest in the study
of biological problems in a natural
environment.
The Alison Joanna Meloy ’94 Memorial
Scholarship was established in 2006 by her
mother and stepfather, Alice and Robert Deal.
The scholarship celebrates Alison’s love of
Swarthmore College and recognizes that some
of her happiest years were spent there. It is
awarded on the basis of merit and need and is
renewable with a preference for female students
majoring in political science.
The Peter Mertz Scholarship is awarded to an
entering first-year student outstanding in mental
and physical vigor, who shows promise of
spending these talents for the good of the
College community and of the larger
community outside. The award was established
in 1955 by Harold, LuEsther, and Joyce Mertz
in memory of Peter Mertz ’57. It is renewable.
The Mari Michener Scholarship provides
financial support to four students on the basis of
merit and need. It is the gift of James Michener
’29.
The Bruce and Florence M iller Scholarship was
established in 2006 by their son Grant Miller
’65 to honor his parents’ lifetime commitment
to education and to underserved communities.

The scholarship is awarded on the basis of
academic merit and financial need and is
renewable. Preference is given to students with
sensitivity toward diverse underserved
communities.
The Hajime Mitarai Scholarship, established in
1995 by Eugene M. Lang ’38 in memory of his
close friend and the father of Tsuyoshi Mitarai
’98, is awarded to students with financial need.
Preference is given to students with
international backgrounds.
The Margaret Moore Scholarship Fund
provides scholarships to foreign students with a
preference given to students of South Asian
origin.
The Kathryn L. Morgan Scholarship was
established by an anonymous donor in 2000.
The scholarship was created in recognition of
Professor Morgan’s distinguished teaching and
scholarly contributions to the life of the
College. Preference is given to students with an
interest in black studies. The scholarship is
renewable.
The Robert '67 and Joan Murray Scholarship
was created in 2004 and is awarded on the basis
o f academic merit and financial need.
The Thomas W. Nash '74 Scholarship was
established in 2006. This scholarship is
awarded on the basis of academic merit and
financial need and is renewable.
The Florence Eising Naumburg Scholarship
was named in 1975 in honor of the mother of an
alumna o f the Class of 1943. It is awarded to a
student whose past performance gives evidence
of intellectual attainment, leadership, and
character and who shows potential for future
intellectual growth, creativity, and scholarship
and for being a contributor to the College and
ultimately to society.
Albert and Christine Nehamas Scholarship was
established in 2004 by Alexander Nehamas ’67
and Susan Glimcher in loving memory of
Alexander’s parents who strove to provide a
sound education for their son. It is awarded on
the basis of academic merit and financial need,
with preference for students from Greece, or
from other international countries.
The Thomas S. '30 and Marian Hamming
Nicely ’30 Scholarship is awarded to a firstyear student with need who shows promise of
academic achievement, fine character, and
athletic ability. Preference will be given to a
person who has been on the varsity tennis,
squash, racquets, golf, or swimming teams in
high school or preparatory school.
The Mary McCusker Niemczewski Scholarship
was established in 2005 by Christopher M.
Niemczewski ’74 to honor his mother and is
awarded on the basis of academic merit and
financial need.

6 Financial Aid
a preference for classics students, particularly
The John H. Nixon Scholarship was established
those studying ancient history or philosophy.
by John H. Nixon ’35, to assist Third World
students, especially those who plan to return to
The Page-Pixton Scholarship fo r Foreign Study
is awarded on the basis of financial need each
their country of origin.
year to rising juniors or seniors who seek
The Donald E. Noble Scholarship was
through foreign study experience to prepare
established in 2002 by the Donald E. and Alice
M. Noble Charitable Foundation and is awarded themselves to become effective leaders of a
more inclusive, generous, and peaceful world.
on the basis of academic merit and financial
need. The scholarship is renewable.
The Tory Parsons ’63 Scholarship-was
The Helen North Scholarship was established in established in 1991 in his memory by a member
of the Class o f 1964 to provide scholarship aid
2002 by Maureen Cavanaugh ’75 and
to students with demonstrated need.
Christopher Plum ’75 in honor o f Helen F.
North, who, at the time of her retirement from
The Sibella Clark Pedder '64 Endowment •was,
Swarthmore in 1991 was the Centennial
established in 2005 to enable American students
Professor of Classics and had been a member of through foreign study to develop deeper
the College faculty for 43 years. Author,
understanding of, and improved facility with, a
traveler, lecturer, and beloved friend, Helen
global world. The income from the fund is
North has always been committed to teaching in awarded only to students who qualify for
a culturally diverse educational community.
financial aid on the basis of their need.
The scholarship is awarded on the basis of
The J. Roland Pennock Scholarships were
academic merit and financial need with
established by Ann and Guerin Todd ’38 in
preference given to students interested in the
honor of J. Roland Pennock ’27, Richter
classics. The scholarship is renewable.
Professor Emeritus of Political Science. Income
The Edward L. Noyes ’31 Scholarship has been
from this endowment is to be used to award
endowed in his memory by his wife, Jean
four scholarships on the basis of merit and
Walton Noyes ’32, his three sons, and his many
need, preferably to one scholar in each class.
friends. The scholarship is available to an
The Perry Family Scholarship. Four
incoming first-year student, with preference
generations of the Perry family have attended
given to those from the Southwest, especially
Swarthmore College. At Swarthmore, the
Texas. It is awarded on the basis of need and
Perrys pursued diverse academic paths and
merit to students with broad interests and is
participated in team sports. After graduation,
renewable.
they became educators, physicians, and
The Nancy Triggs Ohland ’55 Scholarship was
scientists. The Perry Family Scholarship will be
established in her memory in 2006 by husband
awarded with preference to a well-rounded
Theodor C. Ohland and children Karen J.
premedical student who demonstrates strong
Ohland ’83, Matthew W. Ohland ’89, and Erik
academic achievement along with an interest in
D. Ohland. The Nancy Triggs Ohland ’55
student life and community service. It will be
awarded to a student entering his or her junior
Scholarship is awarded on the basis of
academic merit and financial need with
year and may be renewed.
preference given to a student with a strong
The Winnifred Poland Pierce Scholarship Fund
record of community service.
was established in 1988. The scholarship is
The Mark L. Osterweil '94 Memorial
awarded on the basis of merit and financial
Scholarship was established by his family and
need and is renewable. Preference is given to
friends. Mark was an ardent student of
students who are the first generation in their
European and American history with a special
families to attend college.
interest in the economic, intellectual, political,
The Cornelia Chapman and Nicholas O.
and social relationships and connections
Pittenger Scholarship, established by family
between the United States and other countries,
and friends, is awarded to an incoming firstpeoples, and cultures. Preference in awarding
year man or woman who ranks high in
the Mark L. Osterweil ’94 Memorial
scholarship, character, and personality and
Scholarship will be given to American or
needs financial assistance.
foreign students whose studies o f history are
The Frances Hughes Pitts Scholarship was
consistent with Mark’s wide-ranging interests.
established in 2003 by George R. Pitts ’72 in
The Martin Ostwald Scholarship was
honor and memory of his mother. The
established in 2005 by Christopher Plum ’75 in
scholarship is awarded on the basis of academic
memory of his beloved wife, Maureen
merit and financial need with a preference
Cavanaugh ’75. The scholarship is named in
given to students with an interest in the
honor of Martin Ostwald, the Swarthmore
sciences. The scholarship is renewable.
classics professor who had a tremendous
The Anthony Beekman Pool Scholarship. This
lifelong impact on Maureen’s development as a
scholarship is awarded to an incoming first-year
classics and legal scholar. It is awarded on the
basis of academic merit and financial need with

6 Financial Aid
man of promise and intellectual curiosity. It is
given in memory of Tony Pool ’59.
The Ramon L. Posel Scholarship Fund was
established in 2005 and is awarded on the basis
of academic merit and financial need.
The Richard ’36 and Helen ShilcockPost ’36
Scholarship, established in 1995 by Helen
Shilcock Post ’36, Bill ’61 and Suzanne Rekate
Post ’65, Carl ’66 and Margery Post Abbott ’67,
Barbara Post Walton, Betsy Post Falconi,
Richard W. ’90 and Jennifer Austrian Post ’90
and their families, is awarded to a well-rounded
first-year student who demonstrates merit, need,
and an interest in athletic endeavors. It is
renewable.
The Elizabeth Carver Preston, Class o f1934,
Memorial Scholarship was established in 2001
by the family of Elizabeth “Beth” Preston in
recognition of her devotion to Swarthmore
College. For Beth, who was a scholarship
student, Swarthmore College opened a new
world, stimulating her intellectually and
introducing her to lifelong friends, including
her husband. Her commitment to die College
continued after graduation with years of
participation in College events and service as an
alumna, including several terms on the Board of
Managers. Her heartfelt enthusiasm about
Swarthmore encouraged numerous young
people to consider the College for themselves.
In this scholarship, Beth’s spirit lives on by
enabling others to experience the college life
she so cherished. The Preston Scholarship is
renewable and awarded on the basis of
demonstrated financial need.
The Henry L. Price Jr., M.D., '44 Scholarship
in Natural Sciences was established in 1994 by
Hal and Meme Price and is awarded to a
student who has declared the intention to
choose a major in the Division of Natural
Sciences excluding engineering. It is awarded
on the basis of merit and need and is renewable.
This scholarship is in memory of Dr. Price’s
parents, Sara Millechamps Anderson and Henry
Locher Price.
The Martin S. and Katherine D. Quigley
Scholarship was established by their son, Kevin
F.F. Quigley ’74, in honor of his parents’ steady
commitment to family, lifetime learning, and
international understanding. The scholarship is
awarded each year on the basis of academic
merit and financial need and is renewable.
Preference is given to outstanding international
students attending Swarthmore.
The Jed S. R akoff ’64 Scholarship was created
by an anonymous donor in 2005, in recognition
of the benefits of an independent judiciary. It is
awarded on the basis of academic merit and
financial need, with preference for students who
have demonstrated an interest in public affairs.
The scholarship is renewable.

The Raruey-Chandra and Niyomsit
Scholarships are given by Renoo Suvamsit ’47
in memory of his parents. They are given in
alternate years: the Raruey-Chandra
Scholarship to a woman for her senior year, and
the Niyomsit Scholarship to a man for his
senior year, who has high academic standing
and real need for financial aid. Preference is
given to a candidate who has divorced or
deceased parents.
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.
The Lewis M. Robbins ’40 Scholarship was
established by Lewis M. Robbins ’40 in 2002. It
is awarded on the basis of academic merit and
financial need and is renewable.
The Michael J. Robbins Living Memorial
Endowed Scholarship was established
anonymously in 2007 to celebrate the memory
of Michael J. Robbins and to recognize the
important role scholarships play in assisting
talented students with substantial financial need
to receive a Swarthmore College education.
This scholarship is awarded on the basis of
academic merit and financial need and is
renewable.
The Louis N. Robinson Scholarship was
established during the College’s Centennial
year by the family and friends of Louis N.
Robinson. Mr. Robinson was for many years a
member of the Swarthmore College faculty and
founder of the Economics Discussion Group. A
member of the junior or senior class who has
demonstrated interest and ability in the study of
economics is chosen for this award.
The Edwin P. Rome Scholarship provides
financial assistance to worthy students with
need. It was established in memory of Edwin P.
Rome ’37 by his wife, Mrs. Rita Rome, and The
William Penn Foundation, on whose board he
served.
The Matthew Rosen ’73 Scholarship was
established in 2004 and is awarded on the basis
o f academic merit and financial merit.
The Alexis Rosenberg Scholarship Fund,
established by The Alexis Rosenberg
Foundation, provides aid for a first-year
student. It is awarded 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 given to an economics
major. It is renewable.
The Charles F. C. R u ff ’60 D istrict o f Columbia
Scholarship memorializes distinguished
alumnus Charles F.C. Ruff ’60, who died in
2000. Preference is given to students with

6 Financial Aid
financial need who live in the District of
Columbia.
The David Barker Rushmore Scholarship,
established in honor of David Barker
Rushmore, Class of 1894, by his niece
Dorothea Rushmore Egan ’24, is awarded
annually to a worthy student who plans to major
in engineering or economics.
The Carl E. Russo '79 Business Scholarship
financially supports rising sophomores, juniors,
and seniors with a strong and expanding interest
in business and entrepreneurship. It is awarded
on the basis of financial need and academic
merit and is renewable.
The Professor Bernard “Bemie ” Saffian
Scholarship was created in 2005 by students,
colleagues, and friends in honor and memory of
Bemie Saffran, distinguished economist, gifted
teacher, international mentor, raconteur, and
treasured member of the Swarthmore College
faculty from 1967 to 2004. It is awarded on the
basis of merit and financial need, with
preference given to economics majors with an
interest in public policy. The scholarship is
renewable.
The William B. Sailer ’82 Scholarship was
created in 2004 and is awarded on the basis of
academic merit and financial need.
The RichardB. Saltzman ’77 Scholarship was
established in 2006 by Richard B. Saltzman
’ll . This scholarship is awarded on the basis of
academic merit and financial need and is
renewable.
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 interests, however, will not be excluded
from consideration. Awarded in honor of
Katharine Scherman ’38, it is renewable.
The Peter ’57 and David ’58 Schickele
Scholarship was established by an anonymous
donor in 2001. Named for Peter ’57 and in
memory of his brother David ’58, it is awarded
on the basis of academic merit and financial
need. Preference is given to students from the
Native American community in the plains,
desert, and mountain states west of the
Mississippi River.
The Schmidt/Lyman Scholarship was
established in 2005 and is awarded on the basis
of academic merit and financial need. The
scholarship is renewable.
The Walter Ludwig Schnaring Scholarship was
established in 1998 by a gift from the estate of
Helen Hillbom Schnaring, in memory of her
husband. This renewable scholarship is
unrestricted.
The Schneck Fam ily Scholarship was
established in 2001 by Jennifer Schneck. It is

awarded on the basis of academic merit and
financial need. The scholarship is renewable.
The Howard A. Schneiderman ’48 Scholarship,
established in 1991 by his family, is awarded to
a first-year student and is renewable. Preference
is given to students with interest in the
biological sciences.
The Schoenbaum Family Scholarship was
established in 2003 and is awarded on the basis
of academic merit and financial need and is
renewable. Preference shall be given to firstgeneration college students.
The Gustavo R. Schwed '84 and Lucy E.
Harrington '85 Scholarship was established in
2006 by Gus Schwed and Lucy Harrington. The
scholarship is awarded on the basis of academic
merit and financial need and is renewable.
Preference shall be given to economically
disadvantaged students who represent the first
generation in their families to attend college.
The Joe and Terry Shane Scholarship was
created in honor of Joe Shane ’25, who was
vice president of Swarthmore College’s
Alumni, Development, and Public Relations
from 1950 to 1972, and his wife, Terry, who
assisted him in countless ways in serving the
College. It was established by their son, Larry
Shane ’56, and his wife, Marty Porter Shane
’57, in remembrance of Joe and Terry’s warm
friendship with generations of Swarthmore
alumni. This award is made to a first-year
student on the basis of merit and need. It is
renewable.
The Roy J. '70 and Linda G. Shanker
Scholarship was established in 2006. This
scholarship is awarded on the basis of academic
merit and financial need and is renewable.
The Leonard Shapiro Scholarship was
established in 2004 by his son, Robin Marc
Shapiro ’78. The award assumes both academic
excellence and financial need and is awarded to
a first-year student who shows great promise.
Preference will be given to a student who is the
first generation of his or her family to attend a
college or university in the United States. The
scholarship is renewable.
The Felice K. Shea '43 Scholarship was
established in 2004 by an anonymous donor and
honors the Honorable Felice K. Shea, who has
dedicated her life to issues of justice and public
service throughout her 25 years on the bench
and her work with the Legal Aid Society of
New York. The scholarship is awarded on the
basis of academic merit and financial need with
preference given to a student looking toward a
career in public service. The scholarship is
renewable.
The Philip Shen and Sylvia Lo Shen
Scholarship was established in 2006 by an
anonymous donor to honor the parents of the
donor’s classmate Kairos Shen ’87. This

6 Financial Aid
scholarship is awarded on the basis of academic
merit and financial need and is renewable.
Preference shall be given to Chinese students
who are not U.S. citizens and students
interested in religious studies.
The Florence Creer Shepard '26 Scholarship,
established by her husband, is awarded on the
basis of high scholastic attainment, character,
and personality.
The William C. and Barbara Tipping Sieck
Scholarship was established in 1980 by the
Siecks and is awarded annually to a student
showing distinction in academics, leadership
qualities, and extracurricular activities and who
indicates an interest in a career in business.
The Gary J. Simon ’79. Scholarship was
established in 2002. It is awarded on the basis
of academic merit and financial need and is
renewable.
The Daniel M. Singer ’51 Endowed Scholarship
was established in 2005 by Maxine Frank
Singer ’52 in honor of her husband. This
scholarship is awarded on the basis of academic
merit and financial need and is renewable.
The Nancy Baxter Skallerup Scholarship,
established by her husband and children, is
awarded to a first-year student with financial
need. It is renewable.
The Ann Brownell Sloane ’60 Scholarship was
established by Ann Brownell Sloane ’60.
Preference is given to a student majoring in
history.
The William W. Slocum '43 Scholarship was
established in 1981 and is awarded to a
deserving student on the basis of merit and
need.
The Courtney C. Smith Scholarship is for
students who best exemplify the characteristics
of Swarthmore’s ninth president: intellect and
intellectual courage, natural dignity, humane
purpose, and capacity for leadership. Normally,
the award will be made to a member of the firstyear class on the basis of merit and need. It is
renewable. Holders of this scholarship gain
access to a special 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 16 years of
stewardship of the College’s affairs and his
tragic death in its service.
The W. W. Smith Charitable Trust provides
scholarships to qualifying students with
preference given to students from the Delaware
Valley.
The Elizabeth Thom Snipes Scholarship was
established in 2004 by Jim Snipes ’75 and is
awarded on the basis of academic merit and
financial need with preference given to students
majoring in religion or philosophy. The
scholarship is renewable.

The Harold E. and Ruth Calwell Snyder
Premedical Scholarship is the gift o f Harold E.
Snyder ’29. It provides support up to full tuition
and fees for junior or senior premedical
students and is awarded on the basis of merit
and need.
The Cindy Solomon Memorial Scholarship is
awarded with preference given to a young
woman in need of financial assistance and who
has special talent in poetry or other creative and
imaginative fields.
The Frank Solomon Memorial Scholarship was
created in 1955. The scholarship is awarded on
the basis o f academic merit and financial need
and is renewable.
The Frank Solomon Jr. ’50 Scholarship was
established in 2004 and is awarded on the basis
of academic merit and financial need.
The Helen Solomon Scholarship is given in her
memory by her son, Frank Solomon Jr. ’50. It is
awarded to a first-year student on the basis of
merit and need and is renewable.
The Babette S. Spiegel Scholarship Award,
given in memory o f Babette S. Spiegel ’33, is
awarded to a student showing very great
promise as a creative writer (in any literary
form) who has need of financial assistance. The
English Department determines those eligible.
The William T. '51 and Patricia E. Spock
Scholarship was established in 2000 by Thomas
E. ’78 and Linda M. Spock. This renewable
scholarship is awarded with preference given to
a man or woman majoring in mathematics or
the fine arts.
The Harry E. Sprogell Scholarship was
established in 1981 in memory of Harry E.
Sprogell ’32 in honor of his class’s 50th
reunion. It is awarded to a junior or senior with
financial need who has a special interest in law
or music.
C. V. Starr Scholarship Fund, established by
The Starr Foundation as a memorial to its
founder, provides scholarship assistance on the
basis of merit and need.
The David Parks Steelman Scholarship Fund,
established in his memory in 1990 by C.
William ’63 and Linda G. Steelman, is awarded
annually to a deserving male or female student
on the basis of merit and need, with preference
given to someone showing a strong interest in
athletics.
The Stella Steiner Scholarship, established in
1990 by Lisa A. Steiner ’54, in honor of her
mother, is awarded to a first-year student on the
basis o f merit and need. This scholarship is
renewable.
The Anne C. Stephens and Janaki Ramaswamy
Scholarship was established in 2006 by
Christianna Strohbeck ’80 and Ramaswamy
Murari. The scholarship is awarded on the basis
o f academic merit and financial need and is

6 Financial Aid
renewable. Preference is given to students who
demonstrate a commitment to teaching or to
counseling to develop the human and
intellectual potential of others.
The Morris and Pearl Donn Stem light
Scholarship was established by their son Peter
D. Stemlight ’48 in 2005 and is awarded on the
basis of academic merit and financial need.
The Thomas D. and Kathleen B. Stoddard '87
Scholarship was established in 2004. This gift
of restricted endowment funds is awarded on
the basis of academic merit and financial need.
The Clarence K. Streit Scholarship is awarded
to a student entering the junior or senior year
and majoring in history. Preference is given to
persons, outstanding in initiative and
scholarship, who demonstrate a particular
interest in American pre-Revolutionary War
history. This scholarship honors Clarence K.
Streit, author of Union Now: A Proposalfo r an
Atlantic Federal Union o f the Free, whose
seminal ideas were made public in three Cooper
Foundation lectures at Swarthmore.
The Swarthmore College Asian Scholarship
Fund was established in 2003 by Ahna Dewan
’96; Terence Graham ’94; Bruce Wook Han
’86; George Hui ’75; Min Lee ’00; Thomas Lee
’73; Benjamin Su ’96; Mark Tong ’99; Quoc T.
Trang ’93; Stephanie Wang ’99; and Michael
Yu ’88. The scholarship is awarded on the basis
of financial need and academic excellence (or
potential of academic excellence) to
Swarthmore College students of Asian ancestry
(excluding U.S. nationals).
The Katharine Bennett Tappen, Class o f 1931,
Memorial Scholarship was established in 1980
and is awarded to a first-year student. The
scholarship is renewable for four years at the
discretion of the College. Preference is given to
a resident of the Delmarva Peninsula.
The Newton E. Tarble Award, established by
Newton E. Tarble, Class of 1913, is granted to a
first-year man who gives promise of leadership,
ranks high in scholarship, character, and
personality, and resides west of the Mississippi
River or south of Springfield, 111.
The Julia Fishback Terrell '45 Scholarship was
established in 2004 by Burnham Terrell ’45 in
honor and memory of Julia Terrell ’45. The
scholarship is awarded on the basis of academic
merit and financial need with a preference
given to students with potential for service to
the College. The scholarship is renewable.
The Phoebe Anna Thome Memorial
Scholarship was established by a Thome family
member in 1911. Preference is given to
members of the New York Quarterly Meeting
of the Religious Society of Friends. The
scholarship is renewable.
The D avid Todd '38 Scholarship was
established in 2004 in his memory by his

daughter Rebecca Todd Lehmann ’64 and her
husband Scott K. Lehmann ’64. The scholarship
is awarded on the basis of academic merit and
financial need with preference to a student in
the natural sciences.
The Jean Goldman Todd & Alden Todd '39
Endowed Scholarship was established in 2002
by writer and editor Alden Todd. The late Jean
Goldman Todd was a research biologist
specializing in tissue culture. The scholarship is
awarded on the basis of academic merit and
financial need with preference given to students
concentrating in the life sciences. The
scholarship is renewable.
The Patricia Trinder Scholarship is awarded on
the basis of academic merit and financial need
and is renewable. This scholarship was created
in 2006 to honor the memory of Pat Trinder,
Recruitment Manager and Assistant Director of
Career Services (1988-2003), and secretary to
the Chairman of Athletics (1979-1988). Pat’s
long career at the College was dedicated to
reaching out, serving, supporting, encouraging,
and being a friend to students as they went
about navigating life at Swarthmore. She is
remembered for her compassion, her biggerthan-life personality and her warmth toward
others. The donors to this scholarship hope it
will be awarded to a student who exemplifies
this spirit.
The Audrey Friedman Troy Scholarship,
established by her husband, Melvin B. Troy
’48, is awarded to a first-year man or woman.
The scholarship is renewable. Prime
consideration is given to the ability of the
prospective scholar to profit from a Swarthmore
education and to be a contributor to the College
and ultimately to society.
The Jane Hausman and Geoffrey M.B. Troy '75
Scholarship, established in 1999, is awarded
annually to a deserving student on the basis of
merit and need, with preference given to art
history majors.
The Robert C. and Sue Thomas Turner
Scholarship is awarded to a deserving student
on the basis of merit and financial need.
The Vaughan-Berry Scholarship was
established by Harold S. Berry ’28 and
Elizabeth Vaughan Berry ’28 through life
income gifts to provide financial assistance to
needy students.
The Ellen V. Weissman '72 Scholarship was
created in 2000. It is awarded annually on the
basis of academic merit and financial need. The
scholarship is renewable.
The Stanley and Corinne Weithom Scholarship
was established in 1981. It is awarded with
preference given to a student who has expressed
a serious interest in the area of social justice
and civil rights. The scholarship is renewable.

6 Financial Aid
The Suzanne P. Welsh Scholarship was created
by an anonymous donor in recognition of
outstanding administrators at Swarthmore
College in 2000. The Welsh fund was
established in honor of Suzanne P. Welsh, who
joined the College staff in 1983 and became its
treasurer in 1989 and Vice President for
Finance and Treasurer in 2002. The fund is
awarded on the basis of academic merit and
financial need and is renewable.
The David ’51 and Anita Wesson ’51
Scholarship was established on the occasion of
their 50th reunion in honor of their parents,
Eleanor and Castro Dabrouhua and Marion and
Philip Wesson. It is awarded to a first-year
student on the basis of academic merit and
financial need and is renewable. Preference is
given to a student who is the first in his or her
family to attend college.
The Dan and Sidney West Scholarship was
established in 2003 by an anonymous donor to
reflect the appreciation, respect, and affection
that the Swarthmore College community holds
for the Wests and to honor their significant
accomplishments at institutional, community,
and personal levels. In 2007 Dan and Sidney
added funds to this endowment. The
scholarship is awarded on the basis of financial
need and academic merit with a preference for
students from Arkansas, Oklahoma, or Texas.
The scholarship is renewable.
The Thomas H. White and Paul M. White
Scholarship provides financial aid for a
deserving student.
The Widdicombe Family Scholarship was
established in 2006 by Stacey ‘Toby”
Widdicombe III ’74, Gerard C. Widdicombe,
and Elizabeth A. Widdicombe in honor of their
parents. This scholarship is awarded on the
basis of academic merit and financial need and
is renewable.
The Frederick J. WiestJr. ’37 and Elizabeth S.
Wiest ’38 Scholarship was established in 2006
and is awarded on the basis of academic merit
and financial need.
The Rachel Leigh Wightman Scholarship was
created by Anne Bauman Wightman ’82 and
Colin W. Wightman ’82 in memory of their
daughter. It is awarded to a gentle person whose
quiet, unrelenting love of learning inspires
similar passion in those around them. The
scholarship is awarded on the basis of need to a
worthy student and is renewable.
The Erik Joseph Wilk ’90 Scholarship was
established in 2005 and is awarded on the basis
of academic merit and financial need with a
preference for someone with sensitivity toward
diversity and tolerance toward other cultures
and sexual orientations.
The E lm er L. W inkler Scholarship Fund,
established in 1980 by a member o f the Class o f

1952, is awarded annually to a deserving
student on the basis of merit and need.
The Ned Winpenny ’74 Memorial Scholarship
was established in 2000 by an anonymous
donor. It is awarded on the basis of academic
merit and financial need. The scholarship is
renewable.
The Robert W olf '39 Scholarship was endowed
in his memory by his sisters, Ruth Wolf Page
’42 and Ethel Wolf Boyer ’41. It is awarded
each year on the basis of need and merit to a
junior or senior majoring in chemistry or
biology. The scholarship is renewable.
The Letitia M Wolverton Scholarship Fund,
given by Letitia M. Wolverton o f the Class of
1913, provides scholarships for members of the
junior and senior classes who have proved to be
capable students and have need for financial
assistance to complete their education at
Swarthmore College.
The Frances '28 and John Worth ’30
Scholarship was established by Frances
Ramsey Worth in 1993 and is awarded to a
first-year student with strong academic
credentials and financial need. The scholarship
is renewable.
The David Wright ’65 Scholarship was
established in 2005 and is awarded on the basis
of academic merit and financial need.
The Elizabeth Cox Wright Endowed
Scholarship was established in 2006 by Pamela
Taylor Wetzels ’52 to honor an outstanding,
beloved teacher known for instilling a love of
Shakespeare in her students and holding poetry
seminars in her home. Elizabeth Cox Wright
came to Swarthmore College as an Instructor of
English in 1930 and retired as a Professor
Emerita of English in 1964. She died in 1973.
This scholarship is awarded on the basis of
academic merit and financial need and is
renewable.
The Harrison M. Wright Scholarship was
created by friends, colleagues, and former
students of Harrison M. Wright, Isaac H.
Clothier Professor of History and International
Relations, upon the occasion of his retirement
from the College. The annual scholarship
supports a student 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 Richard A. Yanowitch '81 Scholarship was
established in 2002 and reflects the donor’s
encouragement of student interest in
international relations and cross-cultural
development. It is awarded on the basis of
academic merit and financial need with
preference given to African Americans and

6 Financial Aid
other minority groups. It is hoped that during
his or her time at the College, the Yanowitch
scholar will study history, languages, and
international cultures. The scholarship is
renewable.
The income from each of the following funds is
awarded at the discretion of the College.
The Barcus Scholarship Fund
The Belville Scholarship
The Alphonse N. Bertrand Fund
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 o f 1913 Scholarship Fund
The Class o f 1914 Scholarship Fund
The Class o f 1915 Scholarship Fund
The Class o f 1917 Scholarship Fund
The Susan P. Cobbs Scholarship
The Cochran Memorial Scholarship Fund
The Sarah Antrim Cole 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
Edna Flaig Evans Endowment
The Eleanor Flexner Scholarship
The Joseph E. Gillingham Fund
The Stella and Charles Guttman Foundation
Scholarships
The Hadassah M L. Holcombe Scholarship
The J. Philip Herrmann Scholarship
The A. Price Heusner Scholarship
The Rachel W. Hillbom Scholarship
The Aaron B. Ivins Scholarship
The William and Florence Ivins Scholarship
The George K. and Sallie K. Johnson
Scholarship Fund
The Howard Cooper Johnson Scholarship
The Kappa Kappa Gamma Scholarship
The Floyd C. and Virginia Burger Knight '39
Fund
The Jessie Stevenson Kovalenko Scholarship
Fund
The John Lafore Scholarship
The E. Hibberd Lawrence Scholarship Fund
The Thomas L. Leedom Scholarship Fund
The Sarah E. Lippincott Scholarship Fund
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 5s 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 Shew Scholarship
The Annie Shoemaker Scholarship
The Sarah W Shreiner Scholarship
The Walter Frederick Sims Scholarship Fund
Virginia L. and Robert C. Sites Scholarship
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 Titus Scholarships Fund
The Daniel Underhill Scholarship Fund
The William Hilles Ward Scholarships
The Deborah F. Wharton Scholarship Fund
The Samuel Willets Scholarship Fund
Thel.V. Williamson Scholarship
The Edward Clarkson Wilson and Elizabeth T.
Wilson Scholarship Fund
The Mary Wood Scholarship Fund
The RoselyndAtherholt Wood ’23 Fund

7 College Life
7.1 Statement of Student Rights,
Responsibilities, and Code of
Conduct
7.1.1 Preamble
Under Objectives and Purposes of this
publication (see section 1.1), it is stated that
“The purpose of Swarthmore College is to
make its students more valuable human beings
and more useful members of
society... .Swarthmore seeks to help its students
realize their fullest intellectual and personal
potential combined with a deep sense o f ethical
and social concern.” Although the College
places great value on freedom o f expression, it
also recognizes the responsibility to protect the
structures and values of an academic
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
includes 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 to only the conduct of
matriculated students occurring on Swarthmore
College property or at College-sanctioned
events that occur off campus. In situations in
which both the complainant and accused are
matriculated Swarthmore students, however,
College policies and jurisdiction may apply
regardless of the location of the incident. In the
event that a student organization violates a
College regulation, the organization, as well as
its individual members, can be held accountable
for the violation and sanctioned by the College.
Finally, students should realize they have the
responsibility to ensure that their guests do not
violate College policies, rules, and regulations
while visiting and that students may be subject
to disciplinary action for misbehavior o f their
guests.
A complaint against a student may be made to
the deans by a student, a public safety officer, a
member 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
initiating proceedings in the criminal or civil
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 system
must be obeyed or additional penalties will be
levied. For a description of the College’s
judicial process, please see the section 7.2:
Student Judicial System.
7.1.2 Academic and Personal Integrity
Academic Freedom and Responsibility
The following is excerpted from the Handbook
fo r Instructional S ta ff (Section II.A.2):
Swarthmore College has long subscribed to the
fundamental tenets of academic freedom
articulated in the 1940 Statement o f Principles
on Academic Freedom and Tenure by the
American Association of University Professors.
This doctrine 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 A.A.U.P.
publications.
Membership in the academic community
imposes 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 that
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.
Students are entitled to an atmosphere
conducive to learning and to even-handed
treatment in all aspects of the teacher-student
relationship. Faculty members may not refuse
to enroll or teach students on the grounds of
their beliefs or the possible uses to which they
may put the knowledge to be gained in a course.
The student should not be forced by the
authority inherent in the instructional role to
make particular personal choices as to political
action or his own part in society. Evaluation of
students and the award of credit must be based
on academic performance professionally judged
and not on matters irrelevant to that
performance, such as personality, race, religion,
degree of political activism, or personal beliefs.
If a student has a grievance against a faculty
member that cannot be resolved directly with

7 College Life
the faculty member involved, the student should
take her or his concerns to the department chair.
If the grievance remains unresolved, the student
should contact the provost
Academic Misconduct
The following procedures were adopted by the
faculty on Feb. 16,2001, and are excerpted
from the Handbookfo r Instructional S taff
(Section II.B.7):
I. Considering Academic Misconduct Cases
i. Academic misconduct is defined as a
violation of the College’s standards of academic
integrity whether these violations are
intentional or unintentional.
ii. The College Judiciary Committee (CJC)
will adjudicate academic misconduct cases.
iii. In academic misconduct cases, the dean of
the College, who chairs the CJC, acts as a
neutral procedural facilitator, not as an advocate
or a judge. The dean of the College, as chair,
and the associate dean for student affairs, as
observer, are ex officio, nonvoting members of
CJC.
II. Procedures
i. An instructor who has good evidence to
suspect a student or students of academic
misconduct (e.g., cheating on an examination;
plagiarism on a paper, lab reports, problem sets,
or honors work) will, at the instructor’s
discretion, consult the department chair about
the case. Mere suspicion on the part o f a faculty
member that the student’s work does not sound
right is normally not by itself sufficient grounds
to bring a case forward in the absence of good
evidence. Good evidence may include, but is
not limited to, the following:
a. Some of the student’s work coincides
with or closely paraphrases a source that is not
properly acknowledged. Sources that must be
acknowledged include, but are not limited to,
books, articles in books, journal articles, Web
pages, graphs, charts, tables, data sets, etc. in
any of the sources just mentioned. Proper
acknowledgment must indicate both the source
and how it served as a source for any specific
portions of the student’s work that have been
based on it.
b. Glaring coincidences in the work of
students on examinations, papers, problem sets,
etc., where cooperation in producing the work
was not permitted.
ii. In any event, the instructor will meet with
the student (or students) to present evidence to
the student and may, at the instructor’s
discretion, invite the department chair to be
present.
iii. After this meeting, if the instructor’s
suspicions are not allayed, the instructor will
submit a report to the College’s associate dean
for student life. The report will include a

narrative of the incident and evidence
supporting the charge.
iv.
The associate dean will provide copies of
the report to all faculty members of the CJC
including alternates and will call a preliminary
meeting of the faculty members of the CJC for
the purpose of determining the merits of the
case. If in the judgment of this group there are
sufficient grounds to warrant a hearing, the
associate dean will schedule the hearing at a
time mutually convenient to the committee
members of the CJC and the student charged
with academic misconduct. The associate dean
will inform the student of the charge and his or
her right to have a support person present at the
hearing. The support person may be a fellow
student, a faculty member, or a member of the
staff. Normally, all evidence to be considered
must be submitted by the accuser and the
defendant to the associate dean for student life
before the hearing.
III. Sanctions
i. The CJC will consider the case, make a
finding of guilty or not guilty on the basis of the
preponderance of the evidence, and determine
an appropriate sanction if a finding o f guilty is
reached.
ii. Before the sanction is determined, the
associate dean will provide the committee with
an updated summary of the previous years’
cases and their disposition.
iii. In determining a sanction, the committee
will consider all the circumstances of the case,
including the intent of the student, the character
and magnitude of the offense, the considered
evidential judgment of the faculty member
bringing the accusation, and mitigating
circumstances. It is the opinion of the faculty
that for an intentional first offense, failure in the
course normally is appropriate. Suspension for
a semester or deprivation of the degree in that
year may also be appropriate when warranted
by the seriousness of the offense.
iv. For a second offense, the penalty normally
should be expulsion.
IV. Appeals
A request for an appeal may be brought to the
president and the provost within 10 days
following a guilty decision by the CJC but only
on the grounds of new evidence or procedural
error. If the president and the provost decide
that this new information warrants an appeal,
they will appoint a new committee o f two
faculty members and two students to review the
case. The decision of the appeal committee is
final. The committee may confirm the decision
of the CJC, reduce or increase the sanctions, or
dismiss the original charges.

7 College Life
V. Informing Faculty and Students About
Swarthmore 's Academic Misconduct Policy
The integrity of a liberal arts education depends
on the principle of academic integrity.
Educating the community about die Academic
Misconduct Policy is essential to the
educational goals of the College.
Both students and faculty will be regularly
informed about the College’s Academic
Misconduct Policy in a variety of ways
including by their instructors or advisers, by the
Dean’s Office, and by means of statements in
such places as the College catalog, faculty and
student handbooks, the College Web site,
departmental or divisional handouts, and so
forth. Discussion of the policy may also be part
of such sessions as orientation for first-year
students in the fall, orientation for new faculty,
and in writing associate and student academic
mentor training. Students must finally take the
responsibility for understanding the rules with
respect to proper citation of sources and the
College’s academic misconduct policy.

semester, the student need only obtain the
permission of the professor teaching the current
course involved.

Library/Educational Materials Ethics
Students may not hinder the educational
opportunity of other students by behavior such
as removing, hiding, or defacing educational
materials.
Inform ation Technology Acceptable Use
Policy
Use of the Swarthmore College computer
systems and networks is governed by the
general norms of responsible community
conduct described in the student, faculty, and
staff handbooks; by local, state and federal
laws; and by College policies specific to use of
the computer systems and networks, which are
described in the following sections.
Swarthmore College normally grants access to
its computing network and systems to currently
enrolled students, to current and emeriti faculty,
and to currently employed staff. By users, this
document refers to all who use the computers,
networks, and peripherals owned or operated by
Standard Citation Practices
Writers may refer to a handbook on scholarly
the College, or who gain access to third-party
computers and networks through the College’s
writing for information about correct citation
procedures. The MLA Handbook is particularly
system.
useful because it also provides examples of
Individuals with access to the Swarthmore
plagiarism. Supplementary departmental
College network have the following obligations
regulations governing joint projects and so forth and responsibilities:
may be found on file in departmental offices.
1. To respect other people and the College’s
The informal nature of some writing may
intellectual environment. Use of the network
obviate the necessity of rigorously formal
may not violate federal, state, or local law,
citation but still requires honest attribution to
including the laws of defamation, forgery,
original authors of all borrowed materials.
copyright/trademark infringement, and
Students should consult with instructors
harassment. The copying or serving of
whenever there is doubt as to proper
copyrighted material such as music, movies,
documentation.
and other multimedia is strictly forbidden.
Fear of being charged with plagiarism need not
2. To protect each individual account from
inhibit anyone from appropriately using
unauthorized use by others. Every account is
another’s ideas or data in a piece of writing.
provided for the use of a specific individual and
Even direct quotation frequently serves as an
may not be shared with nor loaned to others.
effective device in developing an argument.
Additionally, office computers are generally
Academic honesty requires only that writers
assigned to specific individuals for Collegeproperly acknowledge their debts to other
related work. Staff must obtain permission
authors at least by means of quotation marks,
before using a computer not assigned to them,
footnotes, and references, if not also with inparticularly when the use is personal.
text phraseology like “Einstein argued in 1900
3. To respect the integrity of other user’s
that...” or “As Melville implies in Chapter 3 of
accounts. Individuals must not use another
Moby-Dick....” Such usage is fully within the
person’s user ID without express permission or
tradition of forthright academic work.
attempt to decode passwords or to access
information illegitimately. For example,
Submission of the Same Work in More
sending electronic mail under another persons
Than One Course
When submitting any work to an instructor for a name (forged e-mail) is a violation o f this
course, it is assumed that the work was
policy.
produced specifically for that course.
4. To avoid engaging in any activity that may
Submission of the same work in more than one
reasonably be expected to be harmful to the
course without prior approval is prohibited. If
systems operated by the College including not
the courses are being taken concurrently,
attempting to disrupt, gain unauthorized access
approval of the professors for both courses is
to, or damage computing and network systems
required. If a student wishes to submit a paper
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7 College Life
Swarthmore College, or to use the College’s
computing resources to disrupt, infiltrate or
damage systems belonging to others on campus
or around the world. When system vulnerability
is discovered, users are expected to report it to
Information Technology Services (ITS).
5. To avoid excess use of shared resources,
whether through monopolizing systems,
overloading networks, misusing printer or other
resources, or sending spam or unsolicited mass
electronic mail.
Violations of these guidelines that come to the
attention of ITS will be referred as appropriate
to the offices of the Dean, Provost, or Human
Resources. Where appropriate, ITS may
temporarily withhold services from students,
faculty or staff while referring the case in a
timely manner to the appropriate College office.

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 violence
or other threatening behavior directed toward
another person or group that reasonably leads
the person or persons in the group to fear for
their physical well-being constitutes
intimidation and is prohibited. Anyone who
attempts to use intimidation or retaliation
against someone who reports an incident, brings
a complaint, or participates in an investigation
in an attempt to influence the judicial process
will be subject to serious sanctions.

Harassment
The College seeks to sustain an environment in
False Information, Misrepresentation,
which harassment has no place. Those who
and Identification
harass others will be subject to serious
A student may not knowingly provide false
sanctions.
information or make misrepresentation to any
Definition, principles, and criteria. Harassment
College office. Students are obligated to
can take many forms, and it needs to be
provide College personnel with accurate
emphasized that harassment can be and often is
identification on request.
nonphysical, including words, pictures,
gestures, and other forms of expression. To
Forgery, Fraud, and Unauthorized
count as harassment, such expression must be
Possession
reasonably regarded as (a) taunting,1vilifying,2
In addition to the forgery, alteration, or
or degrading3 whether (b) directed at
unauthorized possession or use of College
individuals or groups (subject to the
documents, records, or instruments of
clarification and qualification below) and (c)
identification, forged communications (paper or
where reasonable people may suppose that such
electronic mail) are prohibited.
expression harms its target(s) by substantially
7.1.3 Violence, Assault, Intimidation, and interfering with their educational opportunities,
Harassment (for sexual violations, see
peaceful enjoyment of residence and
section 7.1.4: Sexual Misconduct.)
community, or terms of employment. Further,
Swarthmore College seeks to maintain an
to count as harassment subject to possible
environment of mutual respect among all its
formal grievance procedures, such expression
members. All forms of violence, assault,
must (d) be taken either with the intent to
intimidation, and harassment, including that
interfere with the protected interests mentioned
based on sex, race, color, age, religion, national
in (c), earlier, or with reckless disregard to the
origin, sexual orientation, gender identity or
nature of the conduct. Such intent or
expression, disability or any other legally
recklessness must be inferred from all the
protected status, undermine the basis for such
circumstances. Finally, (e) such expression
respect and violate the sense of community vital must be repeated and persistent. To be
to the College’s educational enterprise. This
“repeated and persistent,” the offending conduct
statement of policy should not be taken to
must have been brought to the attention of the
supersede the Colleges commitment to
defendant (though not necessarily by the
academic freedom, which it hereby reaffirms.
complainant), be o f the same kind, and
The reasoned expression of different views
repeated. There are two reasons for adding (e):
plays a particularly vital part in a college
first, the College wishes to have the opportunity
community. Freedom of expression,
to educate those who may not realize that
fundamental to an exchange of views, carries
certain expression constitutes harassment;
with it corollary responsibilities equally basic to second, by requiring that the expression be
reasoned debate.
Derisive, mocking, ridiculing, or jeering expression.
Forceful defaming or degrading expression with intent to make the target of the offending
expression vile or shameful or recklessly disregarding the effects o f one’s expression in these
respects.
Subjecting one to public shame that normally causes feelings of inferiority or loss of self-respect.

7 College Life
repeated and persistent, the College helps
establish 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 harassing expression. This strict
criterion for possible formal grievance
procedures must be imposed to ensure that the
College does nothing that would tend to
diminish free expression or compromise
principles of academic freedom in the vigorous
and often contentious examination and criticism
of ideas, works of art, and political activity that
marks Swarthmore College.
Because groups have been included in (b),
earlier, the following clarification and
qualification is in order. If expression that
would be regarded as harassing if directed at an
individual is directed at a group—where no
individuals are specifically named or referred to
as targets—any member of that group will have
an adjudicative complaint only i f it can be
established that a reasonable person would
regard that offending expression as harassing
each and every member of the group as
individuals.
Stalking
Stalking is a form of harassment, which,
following the Pennsylvania Criminal Code,
occurs when a person engages in a course of
conduct or repeatedly commits acts toward
another person, including following the person
without proper authority, under circumstances
that demonstrate either of the following: placing
the person in reasonable fear o f bodily injury or
reasonably causing substantial emotional
distress to the person.
7.1.4 Sexual Misconduct
Sexual misconduct represents a continuum of
behaviors ranging from physical sexual assault
and abuse to sexual harassment and
intimidation and is a serious violation of the
College’s code of conduct. Both women and
men can be subject to and can be capable of
sexual misconduct. It can occur between two
people whether or not they are in a relationship
in which one has power over the other or are of
different sexes.
Charges of sexual misconduct may be handled
according to either informal or formal
procedures. Regardless of whether or not
options for resolution are pursued within the
College system, complainants always have the
option of filing charges in civil or criminal
court. It is important to note that discussing
concerns with or seeking clarification or
support from the gender education adviser, a
dean, or others does not obligate a person to file
a formal complaint initiating judicial
procedures. The gender education adviser will

register each request for assistance in resolving
a case involving charges of sexual misconduct,
whether formal or informal. These records will
be kept confidential to the extent permitted by
law.
Sexual Assault and Abuse
Students are prohibited from engaging in sexual
assault or abuse of any kind.
Definition. Sexual assault is defined as any
sexual contact that occurs without the consent
of the other person. Specifically, it is intentional
physical contact with an intimate part of the
body or with clothes covering intimate body
parts without the consent of the person touched.
Sexual assault includes but is not limited to
sexual penetration of an unwilling person’s
genital, anal, or oral openings; touching an
unwilling person’s intimate parts such as
genitalia, groin, breasts, lips, buttocks, or the
clothes covering them; or forcing an unwilling
person to touch another person’s intimate parts
or clothes covering them. When sexual assault
occurs repeatedly between individuals, it is
referred to as sexual abuse.
Consent. Students have the responsibility to
ensure that any sexual interaction occurs only
with mutual consent; If a person indicates that
she/he does not want sexual contact, then any
further sexual contact is considered to be
without the person’s consent. If the person has
agreed to sexual interaction, she or he has the
right to change her/his mind and indicate that
she/he no longer wants to continue the
interaction. A person has the right to indicate
she/he does not want any further sexual contact
no matter how much sexual interaction has
already taken place. Valid consent cannot be
obtained from someone who is asleep,
unconscious, coerced, or is otherwise unable to
give informed, free, and considered consent. It
must be emphasized that the consumption of
alcohol and other drugs may substantially
impair judgment and the ability to give consent.
Those who willingly permit themselves to
become impaired by alcohol or other drugs may
be putting themselves at greater risk, but this
impaired state provides no defense for those
who take advantage of people w h o s e judgment
and control are impaired.
Sexual Harassment
The following definition is based on that
formulated by the Federal Equal Opportunity
Commission. Sexual harassment, a form of
discrimination based on sex, gender, or sexual
orientation, clearly endangers the environment
of mutual respect and is prohibited. Because
behavior that constitutes sexual harassment is a
violation 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 sexual

7 College Life
harassment has the right to initiate legal
proceedings in criminal or civil court in
addition to or in lieu of a complaint pursuant to
this policy.
Definition. Sexual harassment is of two basic
types: (1) any action, verbal expression, usually
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 environment
for a student or College employee, by focusing
on that person’s gender. A hostile environment
is defmed as one that interferes with the ability
to learn, exist in living conditions, work (if
employed by the College), or have access and
opportunity to participate in all and any aspect
of campus life (harassment creating a hostile
environment); (2) 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
employment, or submission to or rejection of
such conduct is used as the basis for academic
or employment decisions affecting that
individual (quid pro quo harassment).
Because at Swarthmore it is not unusual for
students to supervise other students or for
students to have actual or perceived power or
influence over another student’s academic
performance (e.g., student graders, student
laboratory assistants, and student writing
associates), there can exist a power imbalance
between students that makes it possible for quid
pro quo harassment to occur between them.
Descriptions. Sexually harassing behaviors
differ in type and severity and can range from
subtle verbal harassment to unwelcome
physical contact. Sexual harassment includes
but is not limited to (1) unwelcome verbal or
physical advances, persistent leers, lewd
comments; (2) the persistent use of irrelevant
references that insult or degrade a person’s
gender or the use of sex stereotypes to insult or
degrade; (3) 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 otherwise do. Coercion need not
involve physical force.
Scope and resolution. There is a wide range of
behaviors that falls within the general definition
of sexual harassment and many differing
notions of what behaviors are and are not
acceptable. 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 to be deemed
harassment. If it is unclear that the behavior
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 adviser, a
dean, the equal opportunity officer, 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
contact with the harasser in ways he or she is
unwilling to do. Instead, the grievant can
consider 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
harassment, 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 adviser, a dean, the equal opportunity
officer, or another person trained in this area.
It is important to remember that any member of
the community can be guilty of sexually
harassing 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 authority or is threatening,
procedures are in place to respond and to
provide support throughout the resolution
process.
Support
Support is available through the gender
education adviser, a group of trained faculty
and staff members comprising the Sexual
Misconduct Advisers and Resource Team
(SMART), and the deans for students who think
that they have been subjected to any form of
sexual misconduct. Consultation with any of
these individuals in no way limits a student’s
options for resolution nor commits the student
to a particular course of action. The College
also provides support when requested through
the Dean’s Office to those students charged
with sexual misconduct. There are specific
rights for complainants o f sexual misconduct
and for those students accused of sexual
misconduct; these rights are listed in detail in
the Student Handbook. In addition, students are
encouraged to discuss their concerns with a
dean when deciding whether to file a formal
complaint.

7 College Life
Related Policies
The College also has sexual misconduct
policies as they relate to staff-student behavior
and faculty-student behavior. The College
policy governing staff and the related grievance
procedure can be found in the S ta ffHandbook.
The College policy governing faculty and the
related grievance procedure can he found in the
Handbookfo r Instructional Staff.
7.1.5 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 o f moderation and
decorum with respect to drink is a student
obligation. In addition to accountability for
specific behavior and guidelines described in
the College policy on alcohol and other drugs, it
is important to note that being under the
influence of alcohol or other drugs is not an
excuse for violation of the Statement o f Student
Rights, Responsibilities, and Code o f Conduct
and does not reduce a student’s accountability.
For a complete description of the College’s
Alcoholic Beverage Policy guidelines, please
see the section in the Student Handbook.
The use, possession, or distribution of injurious
drugs or narcotics without the specific
recommendation 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),
provided that the door remains closed.
Climbing on College Buildings or
Structures
Climbing on any College building or being
present on building roofs is not allowed. In
unusual circumstances, arrangements to climb
designated locations may be coordinated
through the Public Safety Department.
Fires, Fire Safety Equipment, and
Alarms
Tampering or interference with, as well as
destniction or misuse of, fire safety and fire
prevention equipment is prohibited and is a
violation of state law. An automatic fine of
$125 for each piece of equipment plus the cost
of replacement of equipment is charged to any
student violating this regulation, and further

disciplinary action may be taken. Any student
who causes an alarm to be set off for improper
purposes is liable for the expenses incurred by
the fire department(s) in responding to the
alarm. If no individuals accept responsibility
when a violation o f this policy occurs in a
residence hall, all residents of that residence
hall are subject to fines and charges for costs
incurred by the College and/or fire
department(s). Open flames are not permitted in
residence halls. Any student with an open flame
(e.g., candle or incense) will be subject to a
$500 fine. Students are financially responsible
for any damages resulting from reckless
conduct or violation o f college rules regulating
residence hall safety.
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
ammunition or hand-loading equipment and
supplies for the same are not allowed in any
student residence or in any College building.
Requests for exceptions must be made to the
dean. No student may possess or use fireworks
on Swarthmore College property or its
environs.
Reckless Conduct
Conduct that places oneself or another in
imminent danger o f 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.
7.1.6 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
student 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 responsibility, payment for damages
will be divided 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)
accepts) responsibility, the sponsoring students

7 College Life
and/or organization will be held accountable for
the money for replacement or repair of the
damaged 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 studentadministration group.
7.1.7 Guests
Friends of Swarthmore students are welcome on
campus. If a guest of a student will be staying
in a residence hall overnight, the resident
assistant must he 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
accountable for any violation of the code of
conduct or other rules of the College committed
by a guest.
7.1.8 Disorderly Conduct
Students at Swarthmore College have the right
to express their views, feelings, and beliefs
inside and outside the classroom and to support
causes publicly, including by 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 orderly and
essential operations of the College. Disorderly
conduct is not permitted.
Violation of the orderly operation of the
College includes but is not limited to (1)
excessive noise, noise, once identified, which
interferes with classes, College offices, dorm
neighbors, or other campus and community
activities; (2) unauthorized entry into or
occupation of a private 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 passageway.
7.1.9 Violation of Local, State, or Federal
Law
Violation of the laws of any jurisdiction,
whether local, state, federal, or (when on
foreign study) foreign, may, at the discretion of
the dean, subject a student to College
disciplinary action. A pending appeal of a
conviction shall not affect the application of
this rule.

7.2 Student Judicial System
The formal judicial system at Swarthmore
College has two main components: (1)
adjudication by individual deans of minor

infractions of College regulations, where a
finding of guilt would result in a sanction less
severe than suspension; and (2) adjudication by
the CJC of serious infractions of College
regulations, including all formal charges of
academic dishonesty, assault, harassment, or
sexual misconduct. The CJC 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 CJC, the deans will keep records
of the violation(s) and of the sanctions)
imposed on a student. Sanctions are cumulative,
increasing in severity for repeat offenders.
Notational sanctions are recorded permanently
on the back of the student’s record card but do
not appear on the face of the academic record.
Therefore, an official transcript of an academic
record, which is a copy of the face of the record
card, does not reflect notational sanctions. Nonnotational sanctions are not so recorded but are
entered into the student’s personal file as a
separate letter that is destroyed at the time of
the student’s 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
interpersonal 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 Dean’s Office or in the
Student Handbook.

7.3 Housing
Swarthmore is primarily a residential college,
conducted on the assumption that the close
association of students and instructors is an
important element in education. Most students
live in College residence halls. New students
are required to live in the residence halls.
7.3.1 Residence Halls
Sixteen residence halls, ranging in capacity
from 8 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 Alice
Paul; Dana; Hallowell; David Kemp (the gift of
Giles Kemp ’72 and Barbara Guss Kemp, in
honor of Giles’ grandfather); Kyle House
(named in honor of Fred and Elena Kyle ’55);
Lodges; Mary Lyon; Mertz Hall (the gift of
Harold and Esther Mertz); Palmer; Pittenger;
Roberts; the upper floors in the wings of Parrish
Hall; Wharton Hall (named in honor of its
donor, Joseph Wharton, a 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

7 College Life
aunts); Woolman House; Worth Hall (the gift of
William P. and J. Sharpies Worth, as a
memorial to their parents).
A mixture of classes lives in each residence
hall. About 90 percent of residence hall areas
are designated as coeducational housing either
by floor, section, or entire building. The
remaining areas are single-sex housing.
Although single-sex options are offered, they
are not guaranteed. Students should not expect
to live in single-sex housing for all four years.
In these single-sex sections, students may
determine their own visitation hours up to and
including 24-hour visitation.
First-year students are assigned to rooms by the
deans. Efforts are made to follow the
preferences indicated and to accommodate
special needs, such as documented disabilities.
Other students choose their rooms in an order
determined by lot or by invoking special
options—among these are block housing,
allowing friends to apply as a group for a
section of a particular hall. There is also the
opportunity to reside 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,
whereas juniors and seniors have a wider
selection of room types. All students are
expected to occupy the rooms to which they are
assigned or which they have selected through
the regular room choosing process unless
authorized by the deans to move.
New students are required to live in College
housing for their first two semesters. After their
first year at the College, students are permitted
to live in non-College, off-campus housing.
Resident assistants, selected from the junior and
senior classes, are assigned to each of the
residence hall sections. These leaders help
create activities for students, serve as support
advisers to their hallmates, and help enforce
College rules for the comfort and safety o f the
residents.
Residence halls remain open during October,
Thanksgiving, and spring breaks but are closed
to student occupancy during winter vacation.
No meals are served during October and spring
breaks. At the end of the fall semester, students
are expected to vacate their rooms within 24
hours after their last scheduled examinations.
Freshmen, sophomores, and juniors are
expected to leave immediately after their last
examination in the spring so that their rooms
may be prepared for use by commencement
visitors. Storage areas are provided in each
residence hall, plus a limited-access storage
room for valuables.
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 on the housing Web
site www.swarthmore.edu/housing.xml.
7.3.2 Swarthmore Dining Services
Swarthmore’s Dining Services oversees the
main dining facility in Sharpies Dining Hall, the
Mary Lyon’s Breakfast Room, Essie Mae’s
Snack Bar, the Kohlberg coffee bar, and the
science center coffee bar.
All students living in campus housing must
participate in the college’s meal plan. Three
meal plans are available. The 20-meal plan
allows a student access to the dining hall for
one meal per meal period, totaling 20 per week.
The 14-meal plan and the 17-meal plan allow
students to eat 14 meals with $125 in declining
balance points or 17 meals with $65 in points.
The 14 and 17-meal plans allow two meals to
be used for any given meal to enable students to
bring a guest. Points are used like cash in any
Dining Services facility. Unused meals do not
carry over to the next week, and unused points
do not carry over to the next semester.
Students living off campus may subscribe to the
meal plans, or they may purchase a debit card
or a five-meal plan from the Dining Services
office in Sharpies. The debit card may be
purchased in any amount and renewed at any
time. The five-meal plan allows access to
Sharpies for five lunches per week at a rate
discounted from the cash entry fee. The fivemeal plan costs $315 per semester. Off-campus
students should report to the Dining Services
office in Sharpies for payment and details.
Sharpies Dining Hall is open Monday through
Friday, 7:30 a.m. to 7:15 p.m.; Saturday, 7:30
a.m. to 6:30 p.m.; and Sunday, 11 a.m. to 6:30
p.m. Guest prices are the following: breakfast,
$3.75; lunch, $5.50; and dinner, $7. Unlimited
servings are permitted, but take-out is not.
Although a sincere effort is made to meet the
dietary needs of all students, not all special
requirements can be accommodated. Kosher
meals are not available in the dining hall.
Essie Mae’s Snack Bar is located on the first
floor of Tarble in Clothier and is open Monday
through Friday, 8 a.m. to 10 p.m.; and Saturday
and Sunday, 7 to 10 p.m. Customers pay cash,
or students may use a meal equivalency at the
following rates: breakfast, Monday through
Friday, 8 to 10 a.m., $2.25; lunch, Monday
through Friday, 1 to 4 p.m., $3.25; dinner, every
day, 7 to 9:30 p.m., $4.
Kohlberg coffee bar and the science center
coffee bar are located in the commons of their

7 College Life
respective buildings. They are open Monday
through Thursday, 8 a.m. to 10 p.m., and
Friday, 8 a.m. to 4 p.m. Friday evening and
weekend hours are announced via campus email. Gourmet coffee, sandwiches, sushi, and
fresh pastries may be purchased with cash or
declining balance points.
Mary Lyon’s Breakfast Room is located in the
Mary Lyon Building. Breakfast is served
Monday through Saturday by and for its
residents.
Swarthmore students can obtain passes to eat at
the Bryn Mawr and Haverford college dining
halls. Students can also arrange to have raw
ingredients packed for cook-outs and special
meals as a substitute for meals. Please see the
dining hall staff for details.
Students eating in Sharpies Dining Hall must
present their college picture identification card
for every meal. Absolutely no meal credit is
given at Essie Mae’s, and no points may be
used at any dining services facility without a
college picture ID. These policies are in effect
to protect each student’s personal meal plan
account.

7.4 Student Centers
7.4.1 Tarble Social Center
Through the original generosity of Newton E.
Tarble of the Class of 1913 and his widow,
Louise A. Tarble, the Tarble Social Center in
Clothier Memorial Hall opened in April 1986.
The facility includes a snack bar, the College
Bookstore, Paces, an all-campus space, meeting
rooms, a game room, the Swarthmore College
Computer Society media lounge and the offices
ofthe Student Budget Committee, the Social
Affairs Committee (SAC), Debate Society, and
Rattech.
7.4.2 Other Centers
The Women’s Resource Center (WRC) is 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 multiple
interests and concerns. The resources of the
center include a library, kitchen, various
meeting spaces, computer, and phone. The
WRC also sponsors events throughout the year
that are open to any member of the College
community.
The Black Cultural Center (BCC), located in
the Caroline Hadley Robinson House, provides
a library, classroom, computer room, TV
lounge, kitchen, all-purpose room, a living
room/galleiy, two study rooms, and
administrative offices. The BCC offers
programming, activities, and resources designed
to stimulate and sustain the cultural, intellectual
and social growth of Swarthmore’s black
students, their organizations and community.
Further, the BCC functions as a catalyst for

change and support to the College’s effort to
achieve pluralism. The BCC’s programs are
open to all members of the College community.
The BCC is guided by the director, Tim Sams,
with the assistance of a committee of black
students, faculty, and administrators. See the
BCC’s Web site at
www.swarthmore.edu/bcc.xml, or contact us at
(610) 328-8456.
The Intercultural Center (IC) is a multipurpose
center devoted to developing greater awareness
o f Asian American, Latino/Hispanic,
gay/lesbian/bisexual, and Native American
contributions to Swarthmore College as well as
the broader society. The IC provides a
supportive environment where students are
welcome to discuss and understand the
educational, political, and social concerns that
affect them. 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 campus groups and
departments, the IC increases diversity and
respect for differences at all levels of campus
life. The Resource Center will include Asian
American, Hispanic/Latino/a, Native American
and queer books, journals, films, videos,
scholarships, academic resources, and alumni
outreach information such as the alumni
database, alumni mentor program, and alumni
speaker series. The IC center and its programs
are coordinated by Director Rafael Zapata. See
the IC Web site at
www.swarthmore.edu/ic.xml, or telephone
(610) 328-7360.
The director, interns, and the administrative
assistant are responsible for the center’s
programming and operation. The IC is located
in the far southern comer 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.
Fraternities. There are two fraternities at
Swarthmore: Delta Upsilon, affiliated with a
national organization, and Phi Omicron Psi, a
local association. Although they receive no
College or student activity funds, the
fraternities supplement social life. They rent
lodges on campus but have no residential or
eating facilities. In recent years, about 6 percent
of male students have decided to affiliate with
one of the fraternities.

7.5 Religious Advisers
Religious advisers are located in the Interfaith
Center in Bond Hall and currently consist of
Jewish, Catholic, and Protestant professionals.
The advisers and the Interfaith Center provide
members of the Swarthmore community

7 College Life
opportunities and resources, in an atmosphere
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 interfaith
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,
participating 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
Swarthmore students.

7.6 Health
7.6.1 Worth Health Center (WHC)
The WHC services are available 24 hours a day,
7 days a week when the College is in session.
The center, a gift of the Worth family in
memory of William Penn Worth and Caroline
Hallowell, houses the Health Service’s
outpatient treatment facilities, offices of the
Counseling and Psychological Services (CAPS)
staff, and rooms for students who require non­
hospital level infirmary care. CAPS is
administered separately from the Health
Services and is housed in the building’s North
Wing. Both the WHC and CAPS offer their
services free of charge.
7.6.2 Student Health Services
The WHC team includes nurses, nurse
practitioners, a nutritionist who also performs
acupressure, support staff, an HIV test
counselor, internists, an adolescent physician,
orthopedist, and gynecologists who are
contracted through Crozer-Chester Medical
Center (CCMC). We also contract with a
masseuse who charges on a fee-for-service
basis. Should a student require in-hospital
treatment, a College physician will usually
oversee the care if admitted to CCMC.
Physicians and nurse practitioners hold hours
every weekday at the College, and students may
consult them without charge. Students should
report any illness to the WHC staff but are free
to seek treatment at another facility if they
prefer to do so. Also, the WHC staff members
are willing to coordinate care with personal
health care providers, when given permission
by the student.
Students may make appointments with health
care providers at scheduled times during the
week. When school is in session a registered
nurse will interview and evaluate the health
needs of the sick student. Through this easy
access to care students are given important
health information, scheduled to see a health
care provider or treated and released based on

the level of illness or injury. And should
students need medical care on a more urgent
basis, a nurse is in the building 24 hours a day,
seven days a week.
The WHC staff members work closely with the
Physical Education and Athletics Department.
Students who must defer from a portion of the
physical education requirement (such as the
swim requirement) and those who need
accommodations or alterations in academic
programming must provide medical
documentation to the WHC director and the
dean who works with disabled students. Both
will evaluate the request and make a
recommendation for an alternative plan.
We respect a student’s right to confidentiality,
do not share personal information about a
student but encourage a student to speak with
parents when his/her care becomes more
complicated.
In supporting the College’s mission, our
department is highly committed to providing
comprehensive and clinically exceptional care
to students. We invite student and parent
feedback as part of our review and assessment
processes.
For more detailed information and forms,
especially those for new students, visit the Web
site at www.swarthmore.edu/health.xml.
7.6.3 Insurance
Students may consult the medical facilities of
the College when ill or injured in athletic
activities or otherwise, free of charge. The
College cannot assume financial responsibility
for medical, surgical, or psychological expenses
incurred when seeking or referred for care
elsewhere. For this reason, students are
responsible for these expenses and need to be
insured through family or other plans. Insurance
plans should provide some coverage for
prescription medications. For those who have
no health insurance or whose insurance does
not meet our specifications, a functional yearly
plan beginning Aug. 17,2008, to Aug. 17,
2009, is offered. Students receiving financial
aid may have a portion of the premium cost
defrayed.
Students and family are responsible for medical
expenses incurred while students are enrolled at
the College. Students who have no insurance or
inadequate insurance coverage must enroll in
the College health plan offered to all students.
The College provides health insurance for
students who are actively participating in
intercollegiate and club sports. For further
information, please consult the Administrative
Assistant/Student Insurance Consultant
(health@swarthmore.edu). All athletes with
questions related to sports injuries should
contact Marie Mancini
(mmancin 1@swarthmore.edu).

7 College Life
7.6.4 Counseling and Psychological
Services
Services for students include counseling and
psychotherapy, after-hours emergency-on-call
availability, consultation regarding the use of
psychiatric drugs in conjunction with ongoing
psychotherapy, psychological testing, and
educational talks and workshops. Counseling
and Psychological Services (CAPS) participates
in training resident assistants and provides
consultation to staff, faculty, and parents.
CAPS comprises a diverse group of
psychological, social work, and psychiatric
professionals. The director and staff collectively
provide regular 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.
Treatment at CAPS is conducted within a
policy of strict confidentiality. Where there may
be a significant question of imminent threat to
someone’s life or safety, CAPS reserves the
right to break confidentiality in order to ensure
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
withdrawal for health-related reasons may be
found in section 9.5: Student Leaves of
Absence, Withdrawal, and Réadmissions.
For more detailed information about CAPS,
visit the Web site at
www.swarthmore.edu/caps.xml.

7.7 Student Advising
7.7.1 Academic Advising
Each first-year student is assigned to a faculty
member or administrator who acts as the
student’s academic adviser. When students are
accepted by a major, normally at the end of the
sophomore year, the advising responsibility
shifts to the chair, or chair’s designate, of the
student’s major department. Requests for a
change of adviser in the first two years will be
finely granted (for example, when a student’s
substantive interests change) subject only to
equity in the number of advisees assigned to
individual advisers.
The deans hold overall responsibility for the
advising system. They are available to all
students for advice on any academic or personal
matter and for assistance with special needs,
such as those arising from physical disabilities.
Students who wish to link their interest in social
service and social action to their academic
programs are encouraged to take advantage of

the advising offered by staff of the Lang Center
for Civic and Social Responsibility.
7.7.2 Academic Support
Various forms of academic support are
available to help all students succeed in their
coursework. These include a peer Student
Academic Mentoring (SAM) program, tutors,
special review sessions and climes attached to
introductory courses in the natural sciences and
economics, a mathematics lab, study skills
workshops, and training sessions on topics such
as time management, note taking, reading, and
test taking. No fees are required for any of these
services.
Particular support is available to help students
develop their writing skills. Writing associates
(WAs) are students who have been specially
trained to assist their peers with all stages of the
writing process. WAs are assigned on a regular
basis to selected courses, and they are located in
the Writing Center in Trotter Hall. All students
have access to the Writing Center as needed and
can receive help on a drop-in basis.
7.7.3 Career Services
Career Services is an important part o f student
life at Swarthmore. The primary role of Career
Services is to counsel students and alumni as
they explore career directions and equip them
with the information they need to make good
decisions. Emphasizing the importance of
career development as preparation for life, our
mission as educators is to help students gain
self-understanding and connect what they know
about their interests, values and skills with
knowledge about careers and life beyond
Swarthmore. In support of that mission, we
provide career counseling for students and
alumni; drop-in career advising sessions for
students, supported by our Career Peer
Advisors (CPAs); group workshops on career
topics including job and internship searching,
networking, resume writing and graduate school
admission; online job and internship postings;
and a wide range of career-related events and
programming including on-campus recruiting,
alumni-student networking events, employer
site visits, internships and externships,
interview days and career fairs in New York,
Philadelphia and Washington, D.C.
We offer individualized attention to students
who are seeking career direction, considering
majors, exploring internships, job searching or
applying for graduate school. Our staff of
Career Counselors and Career Peer Advisors
help students develop knowledge of themselves
and their life options, advance their career
planning and decision-making abilities, and
develop skills related to their intemship/job
search and graduate/professional school
admission. Individual counseling and group
sessions encourage students to expand their

7 College Life
career options through exploration of their
values, skills, interests, abilities, and
experiences. Developmental programs
including a noncredit Career Development
course are available for all students, regardless
of their academic discipline or year.
Exploration of career options is encouraged
through summer internships and summer jobs,
externships during winter break, and
opportunities that take place during a semester
or year away from campus. Students may
receive assistance in researching, locating, and
applying for internships, employment, and
graduate school admission and receive advice in
how to gain the most they can from these
experiences. Students are particularly
encouraged to test options by participating in
the alumni-sponsored Externship Program. This
program provides on-site experience in a
variety of career fields by pairing students with
an alumnus/a to work on a mutually planned
project during one week of winter break.
Career programming includes alumni career
panels, presentations, workshops and employer
information sessions; the Alumni Dinner Series,
Life After Swarthmore, and the annual Student
Alumni Networking Dinner and Etiquette
Dinner; attendance at career fairs and recruiting
consortia interview days. The office cooperates
with Alumni Relations and the Alumni Council
to put students in touch with a wide network of
potential mentors and the offices co-sponsor the
annual Lax Conference on Entrepreneurship.
The Career Services library in Parrish Hall 135
includes many career development publications
as well as internship directories. The office
hosts on-campus recruiting by representatives
from for-profit, government and nonprofit
organizations, as well as graduate and
professional schools. Our eRecruiting and
UCAN sites provide comprehensive on-line
databases of internship and job listings and
eRecruiting includes a career events calendar
and resume deadlines for employers recruiting
on campus. Career Services also maintains a
comprehensive Web site accessible at
www.swarthmore.edu/careerservices.xml to
make information about activities and programs
available to students and alumni.
Recommendation files are compiled for
interested students and alumni to be sent to
prospective employers and graduate admissions
committees.

7.8 Statement of Security
Policies and Procedures
Swarthmore College’s Statement of Security
Policies and Procedures is written to comply
with the (Pa.) College and University Security
Information Act: 24 P.S., Sec. 2502-3©, and the
federal Jeanne Clery Disclosure of Campus
Security Policy and Campus Crime Statistics

Act. This annual report includes statistics for
the previous 3 years concerning reported crimes
that occurred on campus, in certain off-campus
buildings owned or controlled by Swarthmore
College, and on public property within or
immediately adjacent to and accessible from the
campus. The report also includes institutional
policies concerning campus security, such as
policies concerning alcohol and drug use, crime
prevention, the reporting o f crimes, sexual
assault, and other matters. To obtain a full copy
o f this document, or to discuss any questions or
concerns, contact Owen Redgrave, director of
public safety.

7.9 Cocurricular Activities
7.9.1 Student Council
The Student Council is the chief body of
student government and exists to serve and
represent the students of Swarthmore College.
Its 11 members are elected semiannually. Tbe
powers and responsibilities of the Student
Council are (1) the administration of the
Student Activities Account; (2) the appointment
o f 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
administration of student organizations; (5) the
operation of just elections; (6) the execution of
referendums; (7) the representation of the
student body to the faculty, staff, and
administration, and to outside groups, as
deemed appropriate; and (8) the formulation of
rules needed to exercise these powers and to
fulfill these responsibilities. The Student
Council provides a forum for student opinion
and is willing to hear and, when judged
appropriate, act upon the ideas, grievances, or
proposals of any Swarthmore student.
Major committees of the Student Council
include the Appointments Committee, Student
Budget Committee, Student Groups Committee,
and Social Affairs Committee. The fivemember Appointments Committee selects
qualified student applicants for positions on
student, faculty, and administration committees.
The Student Budget Committee, made up of 10
appointed members, a treasurer, and two
assistant treasurers, allocates and administers
the Student Activity Fund. The six-member
Student Groups Committee oversees,
administers, and guides the chartering process
for student organizations. The Social Affairs
Committee allocates funds to all campus events,
maintains a balanced social calendar, and is
responsible for organizing formais and various
other activities that are designed to appeal to a
variety of interests and are open to all students
free of charge. The Social Affairs Committee
consists of 10 appointed members and two
hired student co-directors.

7 College Life
7.9.2 Music
The Music and Dance Department offers
several musical ensembles led by college
faculty. These are the College Chorus, the
College Orchestra, the Jazz Ensemble, the Wind
Ensemble, and Gamelan Semara Santi (a
traditional Indonesian percussion orchestra).
Each group rehearses 3 hours a week and
normally performs once per semester. Student
members of these groups may elect to receive
0.5 academic credit every semester that they
participate. Information regarding audition
requirements and the rehearsal and concert
schedules may be obtained from the Music
Department’s Web site or the department’s
administrative coordinator.
The department also administers the Elizabeth
Pollard Fetter chamber music coaching
program. Instrumentalists and singers involved
in this program form chamber music groups,
receive coaching by experienced professional
musicians, and perform at several concerts each
year in Lang Concert Hall. These concerts also
provide opportunities for student composers to
have their works performed. For more
information, consult the Music Program’s Web
site. The department also welcomes
applications from highly qualified student
musicians to give solo recitals in Lang Concert
Hall.
The College offers academic credits in
conjunction with subsidies to support private
instrumental and vocal lessons for qualified
students; refer to chapter 11: Awards and
Prizes, chapter 12: Fellowships, and Music and
Dance: MUSI 048.
Practice and performance facilities in the Lang
Music Building include 16 practice rooms (all
of which have at least one piano), a concert hall
and a rehearsal hall (each with its own concert
grand), two organs, and one harpsichord. The
Underhill Music and Dance Library has an
excellent collection of books, scores, and video
and audio recordings.
The William J. Cooper Foundation presents a
distinguished group of concerts each year on
campus. The Music and Dance Department
administers a separate series of public concerts.
Orchestra 2001, an acclaimed professional
ensemble devoted to the performance of
contemporary music, is in residence at the
College. Under the direction of Professor of
Music Emeritus James Freeman, the group
gives an annual series of four or five concerts in
the Lang Concert Hall, exploring music of the
present time and often including recent works
by composers at the College. World-renowned
soloists are featured, and student musicians are
often invited to perform with the ensemble.

7.9.3 Dance
The Swarthmore College Dance Program in the
Music and Dance Department, directed by
Stephen Lang Professor of Performing Arts
Sharon E. Friedler, strives to foster a
cooperative atmosphere in classes and
performance situations.
The Swarthmore College dancers and the Dance
and Drum Ensemble and the Swarthmore
College Taiko Ensemble regularly perform
public concerts with works choreographed by
students, the dance faculty, and other
professional choreographers.
Each year, there is a series of formal concerts at
the end of each semester as well as informal
performances throughout the year. In
conjunction with the William J. Cooper
Foundation, the Dance Program brings
outstanding professional dance companies to
campus for short-term residencies. These
residencies typically last from 3 days to 2
weeks and include master classes, lectures, and
performances. In addition, the program
regularly hosts guest choreographers who work
with student ensembles in technique and
repertory classes.
Scholarships for summer study are available to
dance students through funds provided by the
Friends of Music and Dance. The Halley Jo
Stein Award for Dance and the Melvin B. Troy
Award for Composition are also awarded
annually by the program.
The student organizations Rhythm ’N Motion
and Terpshichore also create choreography and
perform. The Physical Education and Athletics
Department sponsors a class in folk dance.
7.9.4 Theater
Professor Allen Kuharski is chair of the Theater
Department. Interested students should consult
the departmental statement for theater.
The Theater Department provides a variety of
cocurricular opportunities for interested
students. Students interested in acting are
encouraged to participate in student-directed
projects in the program’s directing workshops
(THEA 035 and 055), senior honors thesis
productions, 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 functions. The Lang Performing Arts
Center Office is another potential source of
theater-related student employment. For
information, contact James Murphy.
Professional internships are strongly
recommended to theater majors and minors and
are available at theaters throughout the
Philadelphia area and around the country.
Students should consult the theater faculty for
advice about applying.

7 College Life
In conjunction with the William J. Cooper
Foundation, the Theater Department typically
sponsors various public events, such as
performances, workshops and symposia. The
department regularly invites outstanding
professional companies to campus for short­
term residencies of 1 to 2 weeks in which
public performances are combined with
intensive workshops with the visiting artists.
The Drama Board, a student organization, also
sponsors classes, workshops, and performances.
In the summer, the department makes its
facilities available to a variety of professionally
active alumni for rehearsals and workshops
while in residence on the campus. Current
students may become involved in a variety of
ways with this work. Interested students should
contact the department chair.
7.9.5 Athletics
Swarthmore’s athletic policy is based on the
premise that any sports program must be
justified by the contributions that 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
student the opportunity to participate in a wide
range o f sports. Within the limits of finance,
personnel, and facilities, College staff members
think that it is desirable to have as many
students as possible competing on its
intercollegiate, club, or intramural teams. Many
faculty members serve as advisers for several of
the varsity athletic teams. They work closely
with the teams, attending practices and many of
the scheduled contests. For more information
on athletics, see the section on Physical
Education and Athletics.
7.9.6 Extracurricular Activities
Students are encouraged to get involved in
extracurricular activities at Swarthmore. More
than 100 clubs and organizations span a broad
range of interests such as community service;
athletics; political action; and religious,
cultural, and social activities. If there isn’t a
club or organization that meets a student’s
interest, he or she may form one with the
guidance of Student Council. The College is
committed to student learning in and out of the
classroom and thus supports the personal and
leadership development of students through
extracurricular activities.
7.9.7 Publications and Media
The Phoenix, the weekly student newspaper; the
Halcyon, the College yearbook; The Daily
Gazette, a Web based news service; and
WSRN, the campus radio station, are
completely student-run organizations. Several
other student publications include literary
magazines and newsletters. For more
information, contact the student publications

coordinator. The current list of publications can
also be found in the Guide to Student Life.

7.10 Programs for Service,
Activism, and Outreach
7.10.1 Eugene M. Lang Center for Civic
and Social Responsibility
The Lang Center is a hub for activities that
support Swarthmore’s mission to “help students
realize their fullest intellectual and personal
potential combined with a deep sense of ethical
and social concern.” Its five-person staff offers
special advising as well as administrative,
financial, and logistic support for a wide range
of opportunities to make connections between
campus and community partners seeking
positive social change. Center staff members
work with individual students as well as with
organized student groups and also have
important working relationships with the
Foreign Study and Career Services offices. The
center offers workshops and special programs
to prepare students for work in communities as
well as to provide opportunities for reflection
on those experiences, especially in relation to
their academic programs and to their plans for
civic engagement after graduation. The center’s
staff also works with members of the faculty
who wish to include community-based learning
in their courses and seminars. The Lang Center
includes a resource room with extensive
information about opportunities for service and
advocacy, staffed by Lang Center Student
Associates. The following programs are
supported and coordinated by the Lang Center:
Lang Opportunity Scholarships. These are
awarded to up to six students during first
semester of their sophomore year. Scholars are
selected after a competition that involves a
written application, an interview, and review of
the students’ previous experiences in service
and social action. The scholarship includes a
guaranteed summer internship and the
opportunity to apply for a substantial grant that
supports implementation o f a major project.
Lang Center staff work closely with Lang
Opportunity scholars as they develop and carry
out their projects.
The Eugene M. Lang Visiting Professorship for
Issues o f Social Change. This professorship was
endowed in 1981 by Eugene M. Lang ’38. It
brings to the College an outstanding social
scientist, political leader, or other suitably
qualified person who has achieved professional
or occupational prominence. The visiting
professor is typically someone who has
received special recognition for sustained
engagement with substantial issues, causes, and
programs directly concerned with social justice,
civil liberties, human rights, or democracy. The
professorship varies in length from 1 to 3 years.

7 College Life
Community-based learning. The Lang Center
offers grants to faculty members who wish to
add community-based learning to their courses.
The grants may be used for summer stipends or
tocover the cost of a course replacement to
permit a course reduction for the faculty
member.
Student-led service and activist groups. These
student-led groups use Lang Center facilities
and also receive guidance from Lang Center
staff. Student groups offer service and advocacy
inChester and the Greater Philadelphia
metropolitan area. These groups are active in
the areas of housing, education, and educational
reform; employment; health care;
homelessness; environmental justice; peace and
conflict resolution; racial justice; and economic
development.
7.10.2 The Swarthmore Foundation
The Swarthmore Foundation is a small
philanthropic body formed by Swarthmore
College in 1987 with endowments from alumni,
foundations, and others. The mission of the
Swarthmore Foundation is to promote a sense
of social responsibility within the College
community by aiding students, graduating
seniors, staff, and faculty to become involved in
community service and social action. Initiatives
supported by the Swarthmore Foundation
address a variety of social problems, with
emphasis on service that addresses the causes
and/or consequences of poverty in surrounding
communities; and then further a field to the
nation and the world. Applications for grants
are accepted three times during the academic
year.
The Summer Social Action Awards (S2A2).
These enable students to participate in summer
community service and social action
experiences on a full-time basis for up to 10
weeks by providing living expenses and
summer earnings. Lang Center staff provides
guidance to support students to find S2A2 sites
that are congruent with their interests.

7.11 Alumni Relations
Alumni Relations is the primary
communication link between the College and its
alumni, enabling them to maintain an ongoing
relationship with each other. Some of the
office’s programs and activities include Alumni
Weekend, an Alumni College, alumni
gatherings all over the country, and alumni
travel. The Alumni Relations Office hires
students as interns and to help at alumni events
on campus.
The Alumni Office works closely with the
Career Services Office to facilitate 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 governing
body of the Alumni Association. The Alumni
Office also gives staff support to regional
alumni and parent groups, called Connections,
in Ann Arbor, Mich.; Austin/San Antonio;
Boston; Chicago; Denver; Durham, N.C.;
Houston; London; Metro DC/Baltimore; Metro
NYC; Miami; Paris; Philadelphia; Pittsburgh;
San Francisco; Seattle; and Tucson.
There are 18,929 alumni: 9,613 men, 9,316
women, and 1,284 married to each other, giving
substance to the College’s traditional
appellation, “Quaker matchbox.” The College
defines an alumnus/a as anyone who has
completed one semester.

7.12 Communications
The Communications Office, comprising the
News and Information and Publications offices,
coordinates strategic communications efforts at
the College, particularly those relating to
admissions, advancement, Swarthmore’s Web
presence, and media relations. In collaboration
with other College offices, the Communications
Office leads the development and
implementation of an overall Web strategy for
Swarthmore. The office also lends advice and
logistical support for film projects at
Swarthmore.
7.12.1 News and Information
The News and Information Office works with
members of the College community to place
stories about Swarthmore and its faculty and
students in print and electronic media, responds
to information requests, and works with
reporters to find Swarthmore sources for expert
commentary. The office helps students and
faculty members plan and publicize special
events and provides general information to the
public. In addition, News and Information is
responsible for producing and maintaining
content for key areas of the Swarthmore Web
site, including the homepage and news site, as
well as maintaining the Campus Calendar and
Weekly Classifieds and producing Swarthmore
in the News.
7.12.2 Publications
The Publications Office creates a variety of
printed communications for the campus
community. The quarterly Swarthmore College
Bulletin is an award-winning alumni magazine
sent to all alumni, parents, friends of the
College, and members o f the senior class. The
office also produces an annual engagement
calendar, donor reports, and The Gathering, a
faculty-staff newsletter. Members of the
Publications Office staff provide editorial,

7 College Life
photographic, graphic design, and printproduction services to administrative offices
and academic departments across campus.

8 Educational Program
8.1 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 study are
normally required for a bachelor’s degree (see
section 10.1), but variation in this term,
particularly as a result of Advanced Placement
(AP) credit, is possible (see section 4.5).
The selection of a program will depend on the
student’s interests and vocational plans. The
primary purpose of a liberal arts education,
however, is not merely to provide the best
foundation for one’s future vocation. The
purpose of a liberal arts education is to help
students fulfill their responsibilities 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 analytical abilities.
Furthermore, just as a liberal education is
concerned with the cultural inheritance 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, openmindedness, perspective, logical coherence, and
insight.
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 or their equivalent each
semester, chosen by the student in consultation
with his or her faculty adviser.
All students must fulfill the requirements for
the major. Before the end of the senior year,
students are required to pass a comprehensive
examination or its equivalent, given by the
major department.
The program for engineering students follows a
similar basic plan, with certain variations
explained in the section on engineering.
Courses outside the technical fields are
distributed over all 4 years.
For honors candidates, courses and seminars
taken as preparation for external evaluation
occupy approximately one-half of the student’s
work during the last 2 years. In addition to work
taken as a part of the Honors Program, the
students take other courses that provide
opportunities for further exploration. During the
senior year, many departments offer a specially
designed senior honors study for honors majors
and minors to encourage enhancement and
integration of the honors preparations. At the
close of the senior year, candidates for honors
will be evaluated by visiting examiners.

The course advisers of first-year and sophomore
students normally are members of the faculty
appointed by the dean. For juniors and seniors,
the advisers are the chairs of their major
departments or their representatives.

8.2 Program for the First and
SeconcTYears
The major goals of the first 2 years of a
Swarthmore education are to introduce students
to a broad range o f intellectual pursuits, to
equip them with the analytic and expressive
skills required to engage in those pursuits, and
to foster a critical stance toward learning and
knowing. All students must fulfill the
requirements normally intended for the first 2
years of study, although in some science and
engineering majors, students may spread some
requirements over 4 years. Students entering
Swarthmore as transfer students normally fulfill
these requirements by a combination o f work
done before matriculation at Swarthmore and
work done here, according to the rules detailed
below.
To meet the distribution requirements, a student
must:
1. Complete at least 20 credits outside of one
major department before graduation.
2. Complete at least three courses in each of the
three divisions of the College (listed later). In
each division, the three courses must be at least
1 credit each and may include up to 1 AP credit
or credit awarded for work done elsewhere.
3. Complete at least two courses in each
division at Swarthmore; these courses must be
at least 1 credit each.
4. Complete at least two courses in each
division in different departmental subjects;
these courses must be at least 1 credit each and
may include AP credit or credit awarded for
work done elsewhere.
5. Complete at least three Writing courses or
Writing seminars, and those three must include
work in at least two divisions; students are
advised to complete two Writing courses in the
first 2 years.
6. Complete a natural sciences and engineering
practicum.
Students are advised to complete at least two
courses in each division within the first 2 years.
For purposes of the distribution requirements,
the three divisions of the College follow:
Humanities: art, classics (literature), English
literature, modem languages and literatures,
music and dance, philosophy, religion, and
theater.
Natural sciences and engineering', biology,
chemistry and biochemistry, computer science,
engineering, mathematics and statistics, physics
and astronomy, and psychology courses that

8 Educational Program
qualify for the natural sciences and engineering
practicum.
Social sciences: classics (ancient history),
economics, education, history, linguistics,
political science, psychology (other than natural
sciences and engineering practicum courses),
and sociology and anthropology.
A few courses do not satisfy the divisional
distribution requirement. These are identified as
such in the catalog or the official schedule of
courses.
Writing courses: In addition to addressing fieldspecific substance, writing courses will focus
on the development of the students’ expository
prose to ensure they can discover, reflect upon,
organize, and communicate their knowledge
effectively in written form.
Natural sciences and engineering practicums
have at least 18 hours per semester of scheduled
meeting time for laboratory, separate from the
scheduled lecture hours. How the laboratory
hours are scheduled varies with the nature of
the course and the types of laboratories
involved. Such meetings may entail weekly or
biweekly 3-hour sessions in a laboratory,
several all-day field trips, or several observation
trips.
Courses that are cross-listed between two
departments in different divisions may, with the
permission of the instructors, departments, and
divisions involved, fulfill the distribution
requirement in one of the following ways: (1) in
only one of the divisions so identified but not in
the other; (2) in either division (but not both),
depending on the departmental listing of the
course on the academic record; (3) in neither of
the divisions. In certain cases, the course may
fulfill the distribution requirement according to
the nature of the work done in the course by the
individual student (e.g., a long paper in one of
the departmental disciplines). The distributional
status of such courses is normally indicated in
the catalog description for each course.
First-year seminars: All students are
encouraged to take a first-year seminar during
the fall or spring of their first year. First-year
seminars are offered across the curriculum and
are designed to introduce students to a field of
study and to engage them in learning skills that
will support them throughout their college
experience. Each first-year seminar is limited to
12 first-year students. Many (but not all) firstyear seminars count as the prerequisite to
further work in the department in which they
are offered.
Foreign language: It is most desirable that
students include in their programs some work in
a foreign language, beyond the basic language
requirement (see section 10.1).
Mathematics: A student who intends to major
in one of the natural sciences, mathematics, or

engineering should take an appropriate
mathematics course in the first year. Students
intending to major in one of the social sciences
should be aware of the increasing importance of
mathematical background for these subjects.
Physical education: Students are encouraged to
enjoy the instructional and recreational
opportunities offered by the department
throughout their college careers. As a
requirement for graduation, all students not
excused for medical reasons are required to
complete 4 units of physical education by the
end of their sophomore year. In addition, all
students must pass a survival swimming test or
complete a unit of swimming instruction. Most
physical education courses are offered for a half
a semester and earn 1 unit toward the 4 units
required for graduation. A complete list of
physical education opportunities including how
many units each earns is available from the
Physical Education and Athletics Office. More
information can be found in the Physical
Education and Athletics section. To ensure that
all students complete the PE requirement and
swim test by the end of the second year,
students who fail to do so will not be eligible to
participate in the spring housing lottery and will
not be eligible to pre-register for courses.
Students who enter Swarthmore as transfer
students must fulfill Swarthmore’s requirements
for the first 2 years, including the natural
sciences and engineering practicum. Transfer
courses can be applied toward these
requirements if specifically approved by the
registrar. Transfer students who enter
Swarthmore with 8 credits of college work are
exempted from one of the three required writing
courses and have the credits-at-Swarthmore
requirement reduced from 2 in each division to
1 in each division. Transfer students who enter
Swarthmore with, at most, four semesters
remaining to complete their degree are
exempted from two o f the three required
writing courses and are exempted from the
requirement that in each division 2 credits be
taken at Swarthmore.
Early in the sophomore year, each student
should identify one or two subjects as possible
majors, paying particular attention to
departmental requirements and
recommendations. In the spring of the
sophomore year, each student will, with the
guidance of his or her adviser, prepare a
reasoned plan of study for the last 2 years.
Sophomores who wish to link their interest in
social service/social action to their plan of study
are also encouraged to take advantage of the
advising offered by the staff at the Lang Center
for Civic and Social Responsibility. The
sophomore plan of study will be submitted to
the chair of the student’s proposed major
department as a part of the application for a
major. Acceptance will be based on the

8 Educational Program
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 advisers assist students in
preparing their academic programs, students are
individually responsible for planning and
adhering to programs and for the completion of
graduation requirements. Faculty advisers,
department chairs, other faculty members, the
deans, and the registrar are available for
information and advice.

8.3 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 creating and
synthesizing knowledge within it. The breadth
of exposure, acquisition of skills, and
development of a critical stance during the first
two years prepare students to pursue these
goals. With the choice of a major and, perhaps,
candidacy for honors, the focus shifts from
scope to depth. Students become involved for
the second two years with a discrete field of
inquiry and demonstrate their command of that
field through the completion of courses within
the major and courses taken outside the major
that expand and deepen the student’s
perspective on the major.

8.4 Majors and Minors
All students are required to include sufficient
work in a single department or program
designated as a major. To complete a
departmental major, a student must be accepted
as a major; must complete eight courses (or
more, depending on the department); must pass
the department’s comprehensive requirement;
and must fulfill other specific departmental
requirements. Detailed requirements for
acceptance to departmental majors and for
completion of them are specified in this catalog
under the respective departmental listings and
are designed to ensure a comprehensive
acquaintance with the field. A student must
accumulate 20 course credits outside one major,
but there is no other limit on the number of
courses that a student may take in his or her
major.
Completing a second major or one or two
minors is optional, as is choosing to do an
Honors Program. Students are limited in the
number of majors and/or minors they may earn.
If they have only one major, they may have as
many as two minors. Students who choose an
honors major plus honors minor may have an
additional course minor outside the Honors
Program. If students have two majors, they may
not have a minor, except in one circumstance:

A student who elects honors, designating an
honors major and minor, may have a second
major outside of honors if that second major is
the same subject as the honors minor. The
completion of two majors must be approved by
both departments. Triple majoring is not
allowed.
Most departments and programs offer course
minors. Those departments or programs that do
not offer a course minor are Comparative
Literature, Economics, Political Science,
Sociology and Anthropology, and Studio Art.
(These departments or programs do offer
honors minors.) Minors will include at least 5
credits.
Double counting in majors and minors: If a
student has two majors and one is
interdisciplinary, no more than 2 credits may be
double counted with the student’s other major.
However, the double-counting limit is not
applicable to courses that students are required
by their departmental major to take in other
departments. Of the 5 credits required for a
minor, 4 may not be double counted with the
student’s major or other minor. The double­
counting prohibition applies to any comparison
o f two given programs of study (not three taken
together, even if the student has three
programs). This means that a student who has a
major in medieval studies, for example, and
minors in both English literature and gender
and sexuality studies would need four courses
in English literature that are not part of the
medieval studies major and four courses in
gender and sexuality studies that are not part of
die medieval studies major. In addition, each
minor must have four courses that are not part
of the other minor. Special minors are not
permitted.
Exceptions to the double-counting prohibition:
1. The double-counting prohibition is not
applicable to courses that students are required
by their majors or minors to take in other
departments. For example, mathematics courses
required for an engineering major are not
automatically excluded from counting toward a
minor defined by the Mathematics and Statistics
Department.
2. For an honors major who is also a double
major, the double-counting prohibition does not
apply to the relationship between the honors
minor and the second major because these will
always be in the same field.
Special majors: With permission of the
departments concerned, 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, film and media studies, and
psychobiology, in which special majors are
done frequently, the departments and programs
involved provide recommended programs.

8 Educational Program
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 expected to be
integrated in the sense that it specifies a field of
learning (not necessarily conventional) or topic
or problems for sustained inquiry that crosses
departmental boundaries, or it may be treated as
a subfield within the normal departmental
major. Special majors consist o f 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 primary
department or program, omitting some of the
breadth requirements of the major field.
However, course requirements central to
systematic understanding o f the major field may
not be waived. Students with special majors
must complete the major comprehensive
requirement, which may consist of a thesis or
other written research projects designed to
integrate the work across departmental
boundaries, or a comprehensive examination.
By extension, special majors may be formulated
as joint majors between two departments,
normally with at least 5 credits in each
department and 11 in both departments. The
departments involved collaborate in advising
and in the comprehensive examination.
Students are not allowed to pursue more than
one individualized 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.

8.5 Honors Program
The Honors Program, initiated in 1922 by
President Frank Aydelotte and modified most
recently in 1994, is a distinctive part of
Swarthmore’s educational life.
The Honors Program has as its main ingredients
student independence and responsibility in
shaping the educational experience; collegial
relationships between students and faculty; peer
learning; opportunity for reflection on, and
integration of, specific preparations; and
evaluation 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
evaluation by external examiners from other
academic institutions and the professional
world. Although Swarthmore faculty members
grade most of the specific preparations, the
awarding of honorifics on a student’s diploma
is based solely on the evaluation of the external
examiners.

Preparations for honors are defined by each
department or program and include seminars,
theses, independent 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
appropriate, integrate the preparations in both
major and minor.
Each honors candidate’s program will include
three preparations for external examination in a
major and one in a minor or four preparations in
a special or interdisciplinary major. By doing
honors, students offering three preparations in a
major or four preparations in a special or
interdisciplinary major normally fulfill the
comprehensive graduation requirement for
majors in those fields. A student who chooses
an honors major plus minor may have a second
major outside of honors if that second major is
the same as the honors minor.
Honors Program 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 department or program.
Honors special majors who design their own
programs, not those in College-sponsored
programs such as biochemistry, will be required
to include four related preparations in the major
from at least two departments or academic
programs. Honors special major programs do
not include a separate minor. Honors special
majors must either (1) write a thesis drawing on
their cross-disciplinary work—the thesis will be
examined by examiners in different fields or (2)
have a panel oral examination that presents the
opportunity for cross-disciplinary discussion.
Honors special majors will follow the Senior
Honors Study (SHS) activity and portfolio
procedures of the various departments whose
offerings they use as preparations in their
programs. Individualized honors special major
programs require the approval of all
departments involved in the program and of the
honors coordinator.
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
examinations and/or other written assignments
completed in the spring of the senior year. In
addition, during honors week at the end of the
senior year, every honors candidate will meet
on campus with external evaluators for an oral
examination of each preparation. Specific
formats for preparations and for SHS are
available in each department office.

8 Educational Program
Students will normally include their intention to
prepare for honors in their “Plan of Study for
the Last 2 Years,” written in the spring o f their
sophomore year. They must also submit a
formal application for a specific program of
honors preparation to the Registrar’s Office.
The registrar provides a form for this purpose.
Departments, programs, and concentrations 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 proposed changes
to the Honors Program must be submitted for
approval on a form for this purpose available
from the registrar. 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 on the
student’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. Normally, honors
programs may not be changed after Dec. 1 o f a
student’s senior year, depending on
departmental policies. Students may not
withdraw from honors after Dec. 1 of the senior
year except under extraordinary circumstances
and with the permission of the major and minor
departments and the Curriculum Committee.
Further information about honors policies may
be found in the Honors Handbook, which is
available in the Registrar’s Office.
At the end of the senior year, the decision of
whether to award the honors degree to the
candidates is entirely in the hands of the visiting
examiners. Upon their recommendation,
successful candidates are awarded the
bachelor’s degree with honors, with high
honors, or with highest honors.

8.6 Exceptions to the 4-Year
Program
Although the normal period of uninterrupted
work toward the bachelor of arts and bachelor
of science degrees is 4 years, graduation in 3
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, students may
qualify for advanced standing—they may
become juniors in their second year. To qualify
for advanced standing, a student must (1) do
satisfactory work in the first semester; (2)
obtain 14 credits by the end of the first year; (3)
intend to complete the degree requirements in 3
years; and (4) signify this intention when she or

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 5
years by carrying fewer courses than the norm
of four, although College policy does not permit
programs of fewer than 3 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 o f the usual
preparation for college, who have disabilities,
or who wish to free time for activities relating
to their curricular work that are not done for
academic credit. Such 5-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. However, such programs
are possible only on application to, and
selection by, the department concerned, which
will look for exceptional accomplishment or
promise. In all cases where it is proposed to
reduce academic credit and lengthen the period
before graduation, the College looks
particularly to personal circumstances and to
careful advising and necessarily charges the
regular annual tuition (see the provisions for
overloads section 5.1). 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 and
internship opportunities for those taking a leave
is available through the Career Services Office.

8.7 Normal Course Load
The academic year at Swarthmore is 32 weeks
long, during which time students are expected
to complete 6 to 8 semester course credits of
work. Normal progress toward the degree of
bachelor of arts or bachelor o f science is made
by eight semesters’ work of four courses or the
equivalent each semester, although 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 three or
five courses, with special permission. College
policy does not permit programs of fewer than 3
course credits within the normal eight-semester
enrollment. Programs of more than 5 credits or
fewer than 4 credits require special permission
(see section 5.1 on tuition and section 9.3 on
registration).
The definitions of upper-class levels are as
follows: 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 campus, such

8 Educational Program
as the Housing Office, may have additional
requirements in their definitions of the student
classes.

8.8 Formats of Instruction
Although classes and seminars are the normal
curricular formats at Swarthmore, faculty
regulations encourage other modes as well.
These include various forms of individual
study, student-run courses, and a limited
amount of “practical” or off-campus work.
The principal forms of individual work are
attachments to courses, directed reading, and
tutorials. The faculty regulation on attachments
provides that a student may attach to an existing
course, with the permission of the instructor, a
project of additional reading, research, and
writing. If this attachment is taken concurrently
with the course, it is normally done for 0.5
credit. If it is taken in a later semester
(preferably the semester immediately
following), it may be done for either half or full
credit. This kind of work can be done on either
a small-group or individual basis. It is not
possible in all courses, but it is in most,
including some introductory courses. For firstyear students and sophomores, it is a way of
developing capacities for independent work.
For honors candidates, it is an alternative to
seminars as a preparation for papers. Students
who decide before the middle of the semester to
do a 0.5-credit attachment may, with
permission, withdraw from a regular course and
carry 3.5 credits in that term to be balanced by
4.5 credits in another term. Students may do as
many as two attachments each year.
8.8.1 Directed Reading and Independent
Study
Directed reading and independent study are
similar, but the faculty role in the former is
more bibliographical than pedagogical, and,
because they require somewhat less faculty
time, opportunities for directed reading are
more frequent in most departments than are
opportunities for independent study. 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 focused 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.
8.8.2 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 faculty. In organizing
such a course, students obtain provisional
approval and agreement to serve as course
supervisor from a faculty member by Dec. 1
(for the spring semester) or May 1 (for the fall
semester) on the basis of an initial
memorandum emphasizing the principal subject
matter to be studied, the questions to be asked
about it, the methods of investigation, and
provision of 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
organization 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 students 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 the term begins, following which a
revised reading list and class list are given to
the librarian, and the course title and class list
are filed with the registrar. At 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 provisionally
proposed for 0.5 credit to run in the first half of
the semester, and at midterm, may be either
concluded or, if the participants and course
supervisor find the work profitable, continued
for the balance of the term for full credit.
Alternatively, student-run courses may be
started after the beginning of the semester (up
to midsemester) for 0.5 credit and then be
continued, on the same basis, into the following
term. Or they may be taken for 0.5 credit over a
full term. The role of the course supervisor may
go beyond planning and evaluation and extend
to occasional or regular participation. The only
essentials, and the purpose of the procedures,
are sufficient planning and organization of the
course to facilitate focus and penetration. The
course planning and organization, both
analytical and bibliographical, are also regarded
as important ends in themselves, to be
emphasized in the review of proposals before
approval. Up to 4 of the 32 credits required for
graduation may be taken in student-run courses.
Many student-run courses are offered only on
the credit/no-credit basis.
Finally, as to applied or practical work, the
College may, under faculty regulations, grant

8 Educational Program
up to 1 course credit for practical work, which
may be done off campus when it can be shown
to lend itself to intellectual analysis and is likely
to contribute to a student’s progress in regular
coursework. The work is 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
interdisciplinary project, any other department
concerned, whose representatives together with
the provost will decide whether to grant
permission for the applied or practical work
before that work is undertaken; (3) a basis for
the project in some prior coursework; and (4)
normally, the examination of pertinent literature
and production of a written report as parts of
the project. This option is intended to apply to
work in which direct experience of the offcampus world or responsible applications of
academic learning or imaginative aspects of the
practice of an art are the primary elements.
Because such work is likely to bear a loose
relation to organized instruction and the regular
curriculum, the College limits academic credit
for it while recognizing its special importance
for some students’ programs.

8.9 Interdisciplinary Work
The requirements of the major typically leave
room for significant flexibility in students’
programs, both within and outside the major.
This may be used to pursue a variety of
interests and to emphasize intellectual diversity.
It may also be used for the practical integration
of individual programs around interests or
principles supplementing the major. The
College offers interdepartmental majors in
Asian studies, medieval studies, and
comparative literature, and formal
interdisciplinary minors in black studies,
cognitive science, environmental studies, film
and media studies, gender and sexuality studies,
German studies, interpretation theory, Islamic
studies, Latin American studies, peace and
conflict studies, and public policy. The specific
requirements for these programs are outlined in
the relevant sections of the catalog.
It should be recognized that some departments
are themselves interdisciplinary in nature and
that a considerable number of courses are crosslisted between departments. Also, some courses
each year are taught jointly by members of two
or more departments, and departments
commonly 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
religion and sociology and anthropology, in
engineering and social sciences, and in
chemical physics). Students are encouraged to
seek the advice of faculty members on such

possibilities with respect to their particular
interests.
8.9.1 Guidelines on Scheduling Conflicts
Between Academics and Athletics
The following guidelines (adopted by the
faculty in May 2002) are affirmed to recognize
both 1he primacy of the academic mission at
Swarthmore and the importance of the
intercollegiate Athletics Program for our
students. The guidelines are meant to offer
direction with an appropriate degree of
flexibility. Where conflicts occur, students, the
faculty, and coaches are encouraged to work out
mutually acceptable solutions. Faculty members
and coaches are also encouraged to
communicate with one another about such
conflicts. Note that the guidelines make a firm
distinction between athletics practices and
competitive contests.
1. Regular class attendance is expected of all
students. Students who are participating in
intercollegiate athletics should not miss a class,
seminar, or lab for a practice.
2. Students who have a conflict between an
athletics contest and a required academic
activity, such as a class meeting or a lecture,
should discuss it and try to reach an
understanding with their coach and their
professor as soon as possible, preferably during
the first week o f the semester and certainly in
advance of the conflict. When a mutually
agreeable understanding is not reached, students
should be mindful of the primacy of academics
at Swarthmore. Students should understand that
acceptable arrangements may not be feasible for
all classes, particularly seminars and
laboratories.
3. Students should take their schedule of
athletics contests into account as they plan their
class schedules and may want to discuss this
with their academic advisers. Students should
also provide coaches with a copy of their
academic schedules and promptly inform them
of any changes.
4. Coaches should make every effort to
schedule practices and contests to avoid conflict
with classes and should collect their students’
academic schedules in an effort to coordinate
team activities and minimize conflict. Coaches
should instruct students not to miss class for
practice and should encourage students to work
out possible conflicts between classes and
contests as early as possible.
5. Faculty members should provide as complete
a description of scheduling requirements as
possible to their classes early each semester,
preferably before registration or during the first
week of classes. Both faculty members and
coaches should work with students to resolve
contest-related conflicts.

8 Educational Program
6. Both coaches and faculty should avoid lastminute scheduling changes, and faculty should
normally avoid scheduling extraordinary class
meetings. Where such meetings seem desirable,
students should be consulted and, as the
Handbookfo r Instructional S ta ff (see section
7.1.2) stipulates, the arrangement cleared with
the department chair and registrar. Where
possible, extraordinary sessions should be
voluntary or offered with a choice of sections to
attend. When a schedule is changed after
students have arranged their commitments, it is
important for the faculty member or coach to be
flexible.
7. Classes will normally end each day by 4 p.m.
and at 5 p.m. on Fridays. Seminars will often
extend beyond 4 p.m. Afternoon laboratories
are usually scheduled until 4:15 p.m. or 4:30
p.m., and students who encounter difficulties
completing a lab may need to stay later than the
scheduled time. In all cases, students are
expected to keep to their academic
commitments and then attend practices as soon
as possible.
8. Faculty members should recognize that
students usually set aside the time from 4:15 to
7 p.m. for extracurricular activities and dinner.
Late afternoon has also traditionally been used
for certain courses in the performing arts. Some
use of this time for other academic purposes
(such as department colloquia, lectures, etc.) is
appropriate, but departments are encouraged to
exercise restraint in such use, particularly with
respect to activities they judge important for the
full academic participation of students.

8.10 Health Sciences Advisory
Program
The function of the Health Sciences Advisory
Program is twofold: to advise students
interested in a career in the health professions
and to prepare letters of recommendation for
professional schools to which students apply.
The letters are based on faculty evaluations
requested 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
following courses fulfill the basic requirements
of most medical schools: BIOL 001,002;
CHEM 010, or CHEM 003 and 004,022,032,
038; PHYS 003,004; MATH 015 and one
additional math course; and English, two
semester courses. Dental and veterinary schools
have more variable requirements, in addition to
the biology, chemistry, and physics listed
earlier. Students interested in these fields
should meet with the health sciences adviser 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,
Official Guide to Dental Schools, and
Veterinary Medical School Admission
Requirements.
The work of the junior and senior years may be
completed 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 first year.
The health sciences adviser meets periodically
with students interested in health careers and is
available to assist students in planning their
programs in cooperation with students’ own
academic advisers. The Health Sciences Office
publishes Guide to Premedical Studies 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
fo r Applying to Medical Schoolfo r Swarthmore
Undergraduates and Alumni/ae contains
detailed information about the application
process.
Further information on opportunities,
requirements, and procedures can be obtained
from the health sciences adviser and from the
Health Sciences Office’s pages on the
Swarthmore College Web site at
www.swarthmore.edu/premed.xml.

8.11 Creative Arts
Work in the creative arts is available both in the
curricula of certain departments and on an
extracurricular basis. Interested students should
consult the departmental statements in Art,
English Literature (creative writing), Music and
Dance, and Theater.

8.12 Cooperation with
Neighboring Institutions
With the approval of their faculty advisers 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 expected
to know and abide by the academic regulations
o f the host institution. (This arrangement does
not apply to the summer sessions o f 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 required for
graduation.

8 Educational Program
if places are available. The number of
participants is limited to 25.
Students are integrated into the academic life at
To provide variety and a broadened outlook for
the
University of Grenoble through regular
interested students, the College has student
courses, when their language competence
exchange arrangements with Harvey Mudd
allows, or through special courses for foreign
College, Middlebury College, Mills College,
students. Individual programs are arranged to
Pomona College, Rice University, and Tufts
suit the needs and competencies of students.
University. With each institution, there are a
Preparation of external examination papers is
limited and matched number of exchanges.
possible in certain fields. The program is
Students settle financially with the home
designed primarily for juniors and secondinstitution, thus retaining during the exchange
semester sophomores, but seniors can be
any financial aid for which they are eligible.
accommodated in special cases.
Application for domestic exchange should be
A member of the Modem Languages and
made to the registrar. The application deadline
Literatures Department acts as resident director.
is Oct. 15 for exchange in the following spring
The director teaches a course or a seminar,
semester; the deadline is March 15 for
supervises the academic program and the living
exchange in the following fall semester.
arrangements of the students, and advises on all
Selection is made from among applicants who
educational or personal problems. A
will be sophomores or juniors at the time of the
coordinator of the program at Swarthmore
exchange. Exchange arrangements do not
handles such matters as admissions to the
permit transfer of participants to the institution
program (in consultation with the deans),
with which the exchange occurs.
financial aid, and transfer of academic credit to
Credit for domestic exchange is not automatic.
departments within the College and to
Students must follow the procedures for
institutions whose students participate in the
receiving credit for work done elsewhere,
program. Applications for the fall semester
including obtaining preliminary approval of
must be submitted by March 15 and for the
courses and after-the-fact validation of credit by spring semester by Oct. 15.
the relevant Swarthmore department chairs.
Academic Year in Madrid, Spain. This program
is administered by the Romance Language
8.14 Study Abroad
Department of Hamilton College, in
cooperation with faculty members of Williams
The College emphasizes the importance of
and Swarthmore colleges. Students may enroll
study abroad and encourages all students to
for the lull academic year or for either the fall
explore possibilities for doing so as integral
or spring semester. (Credit at Swarthmore must
parts of their degree programs. The Foreign
Study Office and the foreign study adviser will
be obtained through the departments
concerned.) The program attempts to take full
help all interested students at every stage—
advantage of the best facilities and teaching
planning, study abroad, and return—of the
staff o f the Spanish community, while adhering
process.
to the code of intellectual performance
To be accepted for credit toward the
characteristic of the most demanding American
Swarthmore degree, foreign study must meet
institutions.
Swarthmore academic standards. With proper
planning, this condition normally is readily met. A distinguishing aspect of the program is the
Proper planning begins with seeing the foreign
individual guidance provided students in
nonacademic areas, especially in (1) the efforts
study adviser as early as possible in one’s
college career. Credit for study abroad is
that are made to find homes well suited for
awarded according to College regulations for
student lodging, and (2) the activities that are
planned to ensure ample contact with Spanish
accrediting work at other institutions, and the
process must be completed within the semester
students.
following return to the College.
The program is based in Madrid, where the
cultural, educational, and geographic benefits
The Swarthmore Program in Grenoble, France,
are optimal. Classrooms and office space are
inaugurated in fall 1972. Students entering this
located at the Centro Universitario de Estudios
program spend one or two semesters at the
Hispánicos of Hamilton College. This center
University of Grenoble, where their course of
study is the equivalent of one or two semesters
houses a library eminently suited for study and
research, and it sponsors a series of lectures,
at Swarthmore. This program, under the
auspices of the Modem Languages and
concerts, and social activities.
Literatures Department, is open to students
The program is under the general guidance of a
from any department but especially those in the
committee comprising members of the
humanities and social sciences. Applications
Hamilton College Department of Romance
from students at other institutions are accepted
Languages, who, in rotation with professors

8.13 Student Exchange
Programs

8 Educational Program
from Williams and Swarthmore colleges, serve
also as directors-in-residence in Madrid.
Applications and further information are
available from the Modem Languages and
Literatures Department.
The following study-abroad programs are
operated by Swarthmore College, please consult
the Office of Foreign Study Web site at
www.swarthmore.edu/Admin/ofs/ for more
information.
The Swarthmore Dance and Performing Arts
Program at the University of Ghana (Legon,
Ghana).
The Swarthmore Program in Environmental
Studies and Environmental Science in Krakow,
Poland.
The Swarthmore Program in Theater and the
Program in Dance in Bytom, Poland.
Macalester, Pomona, and Swarthmore
Environmental Studies Program at the
University of Cape Town, South Africa.
The Swarthmore in Buenos Aires, Argentina
Program.
The Northern Ireland Semester based in
Derry/Londonderry.
In addition to these programs, Swarthmore
students attend a number of excellent foreign
study programs throughout the world provided
solely by other institutions. The Office for
Foreign Study, along with the academic
departments and programs o f the College, will
advise students on these. The Office for Foreign
Study is the on-campus clearinghouse for
information on study abroad, and normally is
the starting place for exploration and planning.
To receive Swarthmore credit for study abroad,
students must participate in the College’s
Semester/Year Abroad Program and comply
with its payment plan. The Office for Foreign
Study has complete information on this.
Normally, financial aid is automatically applied
to study abroad.

8.15 Student Right to Know
Swarthmore College’s graduation rate is 93
percent (this is the percentage graduating within
6 years, based on the most recent cohorts,
calculated according to “Student Right to
Know” guidelines).

9 Faculty Regulations
9.1 Attendance at Classes
Regular attendance is expected. Faculty
members will report to the dean the name of
any student whose repeated absence is in their
opinion impairing the student’s work. The
number of absences allowed in a given course is
not specified, a fact that places a heavy
responsibility on all students to make sure that
their work is not suffering as a result of
absences. First-year students should exercise
particular care in this respect
When illness necessitates absence from classes,
the student should report at once to the Health
Center.
A student may obtain credit for a course
without attending class meetings by reading the
material prescribed by a syllabus and taking a
final examination, under die following
conditions:
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
instructor’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 registrar will record the final grade
exactly as if the student had attended classes
normally.

9.2 Grades
During the year, instructors periodically report
on the students’ coursework to the Dean’s and
Registrar’s offices. Informal reports during the
semester take the form of comments on
unsatisfactory work. At the end of each
semester, formal grades are given in each
course either under the credit/no credit
(CR/NC) system, or under the letter system, by
which A means excellent work; B, good work;
C, satisfactory work; D, passing but below the
average required for graduation; and NC (no
credit), uncompleted or unsatisfactory work.
Letter grades may be qualified by pluses and
minuses. W signifies that the student has been
permitted to withdraw from the course. X
designates a condition that means a student has
done unsatisfactory work in the first half of a
yearlong course but by creditable work during
the second half may earn a passing grade for the
full course and thereby remove the condition. R
is used to designate an auditor or to indicate
cases in which the work of a foreign student
cannot be evaluated because of deficiencies in
English.

9.2.1 In Progress
IP (in progress) is the grade used when
normally everyone in a class continues working
on a project into the next semester. IP is given
at the end of the first semester. Final grades are
normally due at the end of the succeeding
semester.
9.2.2 Incompletes
Inc. means that a student’s work is incomplete
with respect to specific assignments or
examinations. 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 o f the final examination
or the end of the examination period. However,
if circumstances beyond the student’s control
(e.g., illness, family emergency) preclude the
completion of the work by this date, a grade of
Inc. may be assigned with the permission o f the
faculty instructor and the registrar. Note that
“having too much work to do” is not, in fairness
to other students, considered a circumstance
beyond the student’s control. A form for the
purpose o f requesting an incomplete is available
from the Registrar’s Office and must be filled
out by the student and signed by the faculty
instructor and the registrar and returned to the
registrar no later than the last day of final
examinations. In such cases, incomplete work
must normally be made up and graded, and the
final grade recorded within 5 weeks after the
start of the following term. Except by special
permission of the registrar and the faculty
instructor, all grades of Inc. still outstanding
after that date will be replaced on the student’s
permanent record by NC (no credit). Waiver of
this provision by special permission shall in no
case extend beyond 1 year from the time the
Inc. grade was incurred.
9.2.3 Credit/No Credit
The only grades recorded on students’ official
grade records for courses taken during the first
semester o f the first year are CR and NC. 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 9 weeks of
the term in which the course is taken, using the
form provided for this purpose. Repeated
courses normally may not be taken credit/no
credit (see section 9.2.4: Repeated Courses).
Courses only offered as credit/no credit do not
count in the four options. For first-year students
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 Advanced
Placement (AP) credits—the minimum
equivalent letter grade for CR will be straight
C.

9 Faculty Regulations
Instructors are asked to provide the student and
the faculty adviser with an evaluation of the
student’s CR/NC work. The evaluation for firstsemester first-year students includes a lettergrade 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 official grade record.
If available, letter-grade equivalents for firstsemester first-year students may be provided to
other institutions only if requested by the
student and absolutely required by the other
institution. Students should save their copies of
these evaluations for their records.
9.2.4 Repeated Courses
Some courses can be repeated for credit; these
are indicated in departmental course
descriptions. For other courses, the following
rules apply: (1) Permission to repeat a course
must be obtained from the Swarthmore
instructor teaching the repeated class. (2) These
repeated courses may not be taken CR/NC. (3)
To take a course at another school that will
repeat a course previously taken at Swarthmore,
the student must obtain permission from the
chair of the Swarthmore department in which
the original course was taken, both as a part of
the pre-approval process to repeat it elsewhere
and, in writing, as part of the credit validation
after the course is taken elsewhere.
For repeated courses in which the student
withdraws with the grade notation W, the grade
and credit for the previous attempt will stand.
For other repeated courses, the registration and
grade for the previous attempt will be preserved
on the permanent record but marked as
excluded, and any credit for the previous
attempt will be permanently lost. The final
grade and any credit earned in the repeated
course are the grade and credit that will be
applied to the student’s Swarthmore degree.
9.2.5 Grade Reports
Grades are available to students on a secure
Web site. Paper grade reports are sent to
students each June.
Grade reports are not routinely sent to parents
or guardians, but such information may be
released when students request it. The only
exception to this is that parents or guardians of
students are normally informed of grades when
students have critical changes in status, such as
probation or requirement to withdraw.
9.2.6 Grade Average
An average of C (2.0) is required in the courses
counted for graduation. An average of C is
interpreted for this purpose as being a
numerical average of at least 2.0 (A+, A = 4.0,
A- = 3.67, B+ = 3.33, B = 3.0, B- = 2.67, C+ =
2.33, C = 2.0, C- = 1.67, D+ = 1.33, D = 1.0,
and D- = 0.67). Grades of CR/NC and grades
on the record for courses not taken at

Swarthmore College are not included in
computing this average.

9.3 Registration
All students are required to register and enroll
at the times specified in official announcements
and to file programs approved by their faculty
advisers. Fines are imposed for late or
incomplete registration or enrollment.
A regular student is expected to take the
prescribed number of courses in each semester
to progress toward the degree in the normal
eight-semester enrollment. If more than 5 or
fewer than 4 credits seem desirable, the faculty
adviser should be consulted and a petition filed
with the registrar (programs of fewer than 3
credits are not allowed in the normal eightsemester enrollment). Students are expected to
select classes that do not pose scheduling
conflicts.
Applications to add or drop a course from
registration must be delivered to the Registrar’s
Office within the first 2 weeks of the semester.
Applications to withdraw from a course and
receive the permanent grade notation W must
be received no later than the end of the 9th
week of classes or the 5th week of the course if
it meets for only half the semester. After that
time, late withdrawals are recorded on the
student’s record with the notation NC unless the
student withdraws from the College.
Students are not required to register for audits.
Successfully completed audits are recorded
(with the notation R) at the end of the semester
(except in cases where a registered student has
withdrawn after the first 2 weeks of the
semester, in which cases the appropriate
withdrawal notation stands).
A deposit of $100 is required of all returning
students before their enrollment in both the
spring and fall semesters. This deposit is
applied to charges for the semester and is not
refundable.

9.4 Examinations
Any student who is absent from an examination
that is announced in advance shall be given an
examination at another hour only by special
arrangement with the instructor in charge of the
course.
9.4.1 Final Examinations
The final examination schedule specified in
official announcements directs the place and
time of all finals unless the instructor has made
other special arrangements. However, College
policy holds that students with three final
examinations within 24 hours are allowed to
reschedule one of these examinations in
consultation with the instructor, as long as the
consultation occurs in a timely manner.

9 Faculty Regulations
By College policy, a student who is not in the
Honors Program but who is taking an honors
written examination as a course final and has an
examination conflict should take the course
final examination and postpone the honors
written examination until the student’s next free
examination period. Conversely, a student in
the Honors Program who has a conflict with a
course final examination should take the honors
examination and postpone the course
examination in consultation with the professor.
In no case may a student take an honors
examination before the honors written
examination period for that examination.

9.5 Student Leaves of Absence,
Withdrawal, and Readmission
9.5.1 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 complete the
necessary form before the deadline published
each semester (usually Dec. 1 and April 1). The
form asks students to specify 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 completed
form.
9.5.2 Withdrawal
Withdrawal from the College may occur for
academic, disciplinary, health, or personal
reasons and may be voluntary or required by the
College.
For health-related withdrawals, 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
psychological nature result in behavior that
substantially interferes with a student’s
academic performance or the educational
endeavors of other students or poses a
significant threat to the student’s safety or
safety of others, the College may require the
student to withdraw. The Evaluation
Committee—comprising two deans—makes the
decision to require withdrawal for healthrelated reasons. The Evaluation Committee will
review the problematic behavior and may
consult with the director of Worth 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 students.
Students withdrawing from the College before
the end of the semester normally receive the
grade notation “W” (withdrawal) on their
permanent record for all in-progress courses.

9.5.3 Readmission
A student who has withdrawn from the College
for any reason, voluntarily or involuntarily, may
apply for readmission by writing to Dean of
Students James Larimore. Normally, the
College will not accept applications for
readmission until a full semester, in addition to
the semester in which the student has
withdrawn, has passed.
A student applying to the College for
readmission after withdrawal is required to
provide appropriate documentation of increased
ability to fonction academically and in a
residential environment and/or of a decreased
hazard to health and safety of self and/or others.
In the case of withdrawal for medical reasons,
this documentation must include an evaluation
from the student’s personal health care
provider. In addition, the student will generally
be required to show evidence of successful
social, occupational, and/or academic
functioning during the time away from the
College. This evidence must include the
completion of any outstanding incomplètes on
record.
After such evidence has been provided, the
materials will be forwarded to the Evaluation
Committee. In the case of health-related
withdrawals, the materials will be reviewed by
the director of Worth Health Center and/or the
director of Psychological Services, and the
student will be required to be evaluated in
person by the appropriate health care
professional at the College. At the discretion of
the Evaluation Committee, such evaluations
may be required for other types of withdrawals
as appropriate. These evaluations will provide
adjunctive information to the committee’s
decision-making process. The Evaluation
Committee will normally meet with the student
and will make a determination regarding the
student’s readiness to resume study at
Swarthmore.
9.5.4 Short-Term Health-Related
Absences
Students who are hospitalized during 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 remaining
academic work in the semester. In all cases, a
student returning to campus from the hospital
must report to the Worth Health Center and get
clearance from the appropriate health care
professional before returning to the dormitory
to ensure the student’s readiness to resume
college life and so that follow-up care can be
discussed.

9 Faculty Regulations
9.6 Summer School Work and
Other Work Done Elsewhere
Students who wish to receive Swarthmore
College credit for work at another school must
obtain preliminary approval and after-the-fact
validation by the chair of the Swarthmore
department or program concerned. Preliminary
approval depends on adequate information
about the content and instruction of the work to
be undertaken and ensures the likelihood of the
work’s applicability toward the Swarthmore
degree as well as clarifies the amount of
Swarthmore credit likely. Preliminary approval
is tentative. Final validation of the work for
credit depends on evaluation of the materials of
the course, including syllabus, transcript,
written work, examinations, indication of class
hours, and so forth. Work in other programs,
especially summer school programs, may
sometimes be given less credit than work at
Swarthmore, but this will depend on the nature
of the program and the work involved.
Validation may include an examination, written
or oral, administered at Swarthmore. All
decisions are made on a case-by-case basis.
Credit for AP and similar work is discussed in
section 4.5.
An official transcript from the other school
must be received by the Registrar’s Office
before validated work can be recorded for
credit. 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
better than C grade does not in itself qualify for
Swarthmore credit.
Students who wish to receive natural sciences
and engineering practicum (NSEP) credit for
courses taken elsewhere must obtain
preliminary approval for the course from the
department involved as well as final validation
as with other credit. The department can
approve NSEP credit if the course is
comparable with a Swarthmore NSEP course.
Generally, courses taken elsewhere that are not
comparable with a Swarthmore NSEP will not
receive NSEP credit; however, in exceptional
cases, if NSEP criteria are satisfied elsewhere,
the department chair may recommend NSEP
credit award to the Division o f Natural Sciences
and Engineering for its final decision.
Requests for credit must be made within the
semester 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.

9.7 Physical Education
In the first and second years, all nonveteran
students not excused for medical reasons are
required to complete 4 units of physical
education by the end of their sophomore year.

All students must pass a survival swimming test
or take up to one unit o f swimming instruction.
For complete requirements, see Physical
Education and Athletics.

9.8 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 o f its officers shall be under
any liability whatsoever for such exclusion.

10 Degree Requirements
10.1 Bachelor of Arts and
Bachelor of Science
The degree of bachelor of arts or bachelor of
science is conferred upon students who have
met the following requirements for graduation.
The candidate must have:
1. Completed 32 course credits or their
equivalent.
2. An average grade of at least C in the
Swarthmore courses counted for graduation
(see section 9.2.6: Faculty Regulations). A
student with more than 32 credits may use the
Swarthmore credits within the highest 32 for
the purposes of achieving the C average.
3. Complied with the distribution requirements
and have completed at least 20 credits outside
one major department (see chapter 8:
Educational Program).
4. Fulfilled the foreign language requirement,
having either: (a) successfully studied 3 years
or the “block” equivalent of a single foreign
language during grades 9 through 12 (work
done before grade 9 cannot be counted,
regardless of the course level); (b) achieved a
score of 600 or better on a standard
achievement test of a foreign language; (c)
passed either the final term of a college-level,
yearlong, introductory foreign language course
or a semester-long intermediate foreign
language course; or (d) learned English as a
foreign language while remaining demonstrably
proficient in another.
5. Met the requirements in the major and
supporting fields during the last 2 years. (For
requirements pertaining to majors and minors,
see section 8.4: Majors and Minors.)
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
constitute 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
chaiifs) of their major department(s), may
participate in the Swarthmore Semester/Year
Abroad Program.
8. Completed the physical education
requirement set forth in the Physical Education
and Athletics Department statements.
9. Paid all outstanding bills and returned all
equipment and library books.

10.2 Master of Arts and Master
of Science
The degree of master of arts or master of
science may be conferred subject to the
following requirements:

Only students who have completed the work for
the bachelor’s degree with some distinction,
either at Swarthmore or at another institution of
satisfactory standing, shall be admitted 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 concerned,
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
conferences with members of the faculty, or
research. The work may be done in one
department or in two related departments.
A candidate for the master’s degree shall be
required to pass an examination conducted by
the department or departments in which the
work was done. The candidate shall be
examined 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 examiners, together with the reports of
the student’s resident instructors, shall make
recommendations to the faculty for the award of
the degree.
At the option of the department or departments
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
candidacy a competence in those languages
deemed by his or her department or
departments most essential for the field of
research. Detailed language requirements will
be indicated in the announcements of
departments that admit candidates for the
degree.
The tuition fee for graduate students who are
candidates for the master’s degree is the same
as for undergraduates (see section 5.1:
Expenses).

11 Awards and Prizes
The Ivy Award is made by the faculty each year
to the man of the graduating class who is
outstanding in leadership, scholarship, and
contributions to the College community.
The Oak L eafAward 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 Lang Award was established by Eugene M.
Lang ’38. It is given by the faculty to a
graduating senior in recognition of outstanding
academic accomplishment.
The McCabe Engineering Award, founded by
Thomas B. McCabe ’15, is presented each year
to the outstanding engineering student in the
senior class. A committee of the Engineering
Department faculty chooses the recipient.
The Adams Prize is awarded each year by the
Economics Department for the best paper
submitted in quantitative economics.
The Stanley Adamson Prize in Chemistry was
established in memory of Stanley D. Adamson
’65. It is awarded each spring to a well-rounded
junior majoring in chemistry or biochemistry,
who, in the opinion of the department, gives the
most promise of excellence and dedication in
the field.
The American Chemical Society Scholastic
Achievement Award is given to the student
whom the Department of Chemistry and
Biochemistry judges to have the best
performance in chemistry and overall academic
achievement.
The American Chemical Society Undergraduate
Award in Analytical Chemistry is awarded
annually to the student whom the Chemistry
and Biochemistry Department judges to have
the best academic performance in analytical
chemistry and instrumental methods.
The American Chemical Society Undergraduate
Award in Organic Chemistry is awarded
annually to the student whom the Chemistry
and Biochemistry Department judges to have
the best academic performance in organic
chemistry.
The American Institute o f Chemists Student
Honor Award is given to the student whom the
Chemistry and Biochemistry Department judges
to have the second-best record in chemistry and
overall academic performance.
The Solomon Asch Award recognizes the most
outstanding independent work in psychology,
usually a senior course or honors thesis.
The Boyd Barnard Prize. Established by Boyd
T. Barnard ’17 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 is awarded
each May for the best thesis or extended paper
on a historical subject by a history major during
the previous academic year.
The Tim Berman Memorial Award is presented
annually to the senior man who best combines
qualities of scholarship, athletic skill, artistic
sensitivity, respect from and influence on peers,
courage, and sustained commitment to
excellence.
The Black Alumni Prize is awarded annually to
honor the sophomore or junior minority student
who has shown exemplary academic
performance and community service.
The Brand Blanshard Prize honors Brand
Blanshard, professor of philosophy at
Swarthmore from 1925 to 1945, and was
established by David H. Scull ’36. The
Philosophy Department presents the award each
year to the student who 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
examinations 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 and Anthropology
Department, and it carries a cash stipend.
The Heinrich W. Brinkmann Mathematics Prize
honors Heinrich Brinkmann, professor of
mathematics from 1933 to 1969, and was
established by his students in 1978 in honor of
his 80th birthday. Awards are presented
annually by the Mathematics and Statistics
Department to the student or students who
submit the best paper on a mathematical
subject.
The Chemistry and Biochemistry Department
Service Awards are given each year to the
students (usually one junior and one senior)
who have provided the department with the
greatest service during the preceding academic
year.
The Susan P. Cobbs Scholarship is awarded to
the most outstanding student of classics in the
senior class. It was made possible by a bequest
of Susan P. Cobbs, who was dean and professor
of classics until 1969, and by additional funds
given in her memory.
The Sarah Kaighn Cooper Scholarship,
founded by Sallie K. Johnson in memory of her
grandmothers, Sarah Kaighn and Sarah Cooper,
is awarded to the member of the junior class
who is judged by the faculty to have had the

11 Awards and Prizes
best record for scholarship, character, and
influence since entering the College. It carries a
cash stipend.
The Anna May Courtney Award is named in
honor of the late singer who performed often in
Lang Concert Hall. It 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 CRC Press Freshman Chemistry
Achievement Award is awarded annually by the
Department of Chemistry and Biochemistry to
the first-year student who achieves the highest
performance in the first-year chemistry
curriculum.
The Alice L. Crossley Prize in Asian studies is
awarded annually by the Asian Studies
Committee to the student or students who
submit the best essays on any topic in Asian
studies.
The Deans ’ Awards are given to the graduating
seniors who have made significant and
sustained contributions to the Swarthmore
community.
The Dunn Trophy was established in 1962 by a
group of alumni to honor the late Robert H.
Dunn, a Swarthmore coach for more than 40
years. It is presented annually to the sophomore
male who has contributed the most to the
intercollegiate athletics program.
The William C. Elmore Prize is given in
recognition of distinguished academic work. It
is awarded annually to a graduating senior
majoring in physics, astrophysics, or
astronomy.
The Lew Elverson Award is given in honor of
Lew Elverson, who was a professor of physical
education for men from 1937 to 1978. The
award is presented annually to the junior or
senior man who has demonstrated commitment
and dedication to excellence and achieved the
highest degree of excellence in his sport.
The Elizabeth Pollard Fetter Chamber Music
Program, endowed by Frank W. Fetter ’20,
Robert Fetter ’53, Thomas Fetter ’56, and Ellen
Fetter Gille in memory of Elizabeth Pollard
Fetter ’25, subsidizes the coaching and master
classes of chamber music ensembles. Interested
musicians should contact the program
coordinator to schedule an audition. At least
one member of each ensemble must be
registered for MUSI 047: Chamber Music, and
each ensemble must perform in an Elizabeth
Pollard Fetter Chamber Music Program concert.
The Flack Achievement Award, established by
Jim and Hertha Flack in 1985, is given to a
deserving student who, during his or her first 2
years at the College, has demonstrated
leadership potential and a good record of
achievement in both academic and
extracurricular activities.

Friends o f Music and Dance Summer Awards.
Each spring, the Music and Dance Department
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 Department (MUSI 048: Individual
Instruction) program. The award subsidizes the
entire cost of voice lessons for that semester.
Edwin B. Garrigues Music Awards. The Edwin
B. Garrigues Foundation named Swarthmore as
having one of the top four music programs in
the Philadelphia area and established awards to
subsidize the entire cost of private instrumental
or vocal lessons for a limited number of gifted
students. These awards, which are given each
semester by the music faculty to approximately
10 to 15 students, are determined by
competition on campus. Recipients participate
as leaders in performance on campus, normally
as members of one of the Music and Dance
Department’s performing organizations or, in
the case of pianists and organists, as
accompanists.
The Dorothy D itter Gondos Award was
bequeathed by Victor Gondos Jr. in honor of his
wife, Class of 1930. It is given every other year
by a faculty committee to a student of
Swarthmore College who submits the best
paper on the subject dealing with a literature of
a foreign language. The prize is awarded in the
spring semester. Preference is given to essays
based on works read in the original language.
The prize is awarded under the direction of the
Literature Committee.
The Gonzalez-Vilaplana-Scott Award was
originally established by Francisco GonzalezVilchez and Rosaria Vilaplana, professors at the
Università de Sevilla, as an expression of their
gratitude to the Swarthmore College
community, and continues to be supported by
an endowment from the Scott Paper Company.
The award is given each year by the Chemistiy
Department to two members of the senior class
who show great promise in chemistry and
related fields.
The John Russell Hayes Poetry Prizes are
offered for the best original poem or for a
translation from any language.
The Eleanor Kay Hess Award is given in honor
of “Pete” Hess, whose 33 years of service to
Swarthmore College and Swarthmore students
were exemplified by her love of athletics,
leadership, hard work, fairness, and objectivity.
This award is given to the sophomore woman
who best demonstrates those qualities and has

12 Fellowships
The Leedom, Lippincott, and Lockwood
fellowships are awarded annually by the
faculty, and the Mott and Tyson fellowships are
awarded by the Somerville Literary Society to
seniors or graduates of the College for the
pursuit of advanced work. These awards are
made on recommendation of the Committee on
Fellowships and Prizes for a proposed program
of study that has the approval of the faculty.
Applications must be submitted by April 20.
The committee considers applicants for all of
these fellowships for which they are eligible
and makes recommendations that overall do not
discriminate on the basis of sex. These
fellowships follow:
The Hannah A. Leedom Fellowship was
founded by the bequest of Hannah A. Leedom.
The Joshua Lippincott Fellowship was founded
by Howard W. Lippincott, of the Class of 1875,
in memory of his father.
The John Lockwood Memorial Fellowship was
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 Lockwood Fellowship
is renewable for a second year.
The Lucreiia Mott Fellowship was founded by
the Somerville Literary Society and is sustained
by the contributions of Swarthmore alumnae. It
is awarded each year to a senior woman or
alumna who is to pursue advanced study in an
institution approved by the committee.
The Martha E. Tyson Fellowship was founded
by the Somerville Literary Society in 1913 and
is sustained by the contributions of Swarthmore
alumnae. It is awarded each year to a senior
woman or alumna who plans to enter
elementary 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, internships, and summer
research opportunities are awarded under the
conditions described subsequently:
The Stanley Adamson Summer Internship fo r
Research in Chemistry is endowed in memory
of Stanley D. Adamson ’65 by his parents, June
and George Adamson. It provides funding for
the summer research of a well-rounded rising
senior majoring in chemistry or biochemistry,
who, in the opinion of the department, gives
great promise of excellence and dedication in
the field.
The Altman Summer Grant was created by
Shingmei Poon Altman ’76 in memory of her
husband, Jonathan Leigh Altman ’74. It is
awarded by the Art Department to a junior who
has strong interest and potential in studio arts. It
provides support for purposeful work in the

studio arts during the summer between junior
and senior year.
John W. Anderson '50 Memorial Internship was
created by his wife, Janet Ball Anderson ’51.
The Anderson internship supports students
teaching science to disadvantaged children,
with preference for students interested in
working with children in grades K-12.
In 2005, Bernard Bailyn established The Lotte
Lazarsfeld Bailyn '51 Research Endowment in
honor of his wife, the T. Wilson Professor of
Management, emerita, at MIT. The fund
supports a student summer research fellowship
for a rising junior or senior woman majoring in
mathematics, science, or engineering who
intends to go into graduate studies in one or
more o f these fields.
The David Baltimore/Broad Foundation
Endowment was established in 2007 by a grant
from the Broad Foundation at the request of
David Baltimore ’60. This fellowship is
awarded to a student doing summer research in
the natural sciences or engineering with a
preference given to a student engaging in
mentored off-campus laboratory research and
with letters of support from an on-campus
faculty mentor.
The Monroe C. Beardsley Research Fellowship
and Internship Fund was established in 2004 to
support students in the humanities by providing
grants to encourage and facilitate research,
original scholarship, and professional
development in the areas of art, classics
(literature), English literature, modem
languages and literature, music and dance,
philosophy, religion, and theater. Named after
renowned contemporary philosopher Monroe C.
Beardsley, a professor o f philosophy at
Swarthmore for more than 20 years, the fund is
administered by the Division of the Humanities
and the Provost’s Office.
The Cilento Family Community Service
Internship was established in 2002 by
Alexander Cilento ’71 to support Swarthmore
College students who carry out community
service projects that benefit low-income
families in the area. The Swarthmore
Foundation administers the fund.
The Susan P. Cobbs Prize Fellowship is
awarded to one or more students to assist them
in the study of Latin or Greek or with travel for
educational purposes in Italy or Greece. It was
made possible by gifts from alumni, managers,
faculty members, and friends made in memory
o f Susan P. Cobbs, who was dean and professor
of classics until 1969.
The Hilde Cohn Student Fellowship Endowment
was established in 2007 by Walter H. Clark, Jr.
’54 to honor a former faculty member who
conveyed to her students her love of the

12 Fellowships
German language and literature. The fund shall
be used to support students participating in
academic study, internships, and research
fellowships in German-speaking countries or in
immersive German language programs. It will
be administered by the German Section of the
Modem Languages and Literatures Department.
The Deborah A. DeMott '70 Student Research
and Internship Fund was established by
Deborah A. DeMott ’70 in 2004. The fund is
awarded to students following their second or
third years on the recommendation of the
Provost’s Office in conjunction with an
advisory panel of faculty. The recommendation
is based on the caliber and potential o f the
student project proposals.
The Robert Enders Field Biology Award was
established by his friends and former students
to honor Dr. Robert K. Enders, a member of the
College faculty from 1932 to 1970. It is
awarded to support the essential costs of both
naturalistic and experimental biological studies
in a natural environment. The Biology
Department gives the field research award
annually to Swarthmore students showing great
promise in biological field research.
The Anne and Alexander Faber International
Travel Fund was established by family and
friends in honor of Anne Faber and in memory
of Alexander L. Faber, parents of three
Swarthmore graduates. It provides grants for
travel outside the United States and Canada for
students majoring in the humanities.
The David E. Fisher '79-Arthur S. Gabinet '79
Summer Internship fo r Biological Sciences and
Public Service was established by Andrew H.
Schwartz ’79 and his wife, Dagmar Schwartz,
to honor Andy’s friends and classmates, David
E. Fisher ’79 and Arthur S. Gabinet ’79, and
supports students working in life sciences or
public service who exemplify Fisher’s and
Gabinet’s values, pursuing studies out o f love
of learning and devotion to the improvement of
the human condition.
The General Electric Foundation Graduate
Fellowship is awarded to a graduating senior
for the first year of graduate work and is
intended to encourage outstanding scholars to
pursue an academic career. The recipient, who
must be a U.S. citizen or permanent resident,
will receive the amount necessary to cover
tuition, fees, and subsistence allowance for
study directed toward a doctorate in engineering
or computer science at another institution in the
United States. The precise amount of each
fellowship will be based on the costs and
policies of the university and department
chosen for graduate work.
The Hannay Chemistry Fund was established
by a gift from the General Signal Corp. in honor
of N. Bruce Hannay ’42. The fund will provide
support for a student summer research in

chemistry. Bruce Hannay was a research
chemist with Bell Laboratories and received an
honorary doctor of science degree from
Swarthmore in 1979.
The Hay-Urban Prize in Religion is named in
honor o f Stephen N. Hay ’51 and P. Linwood
Urban, professor emeritus of religion. Thanks to
a generous gift from Stephen Hay ’51, and
funds given in honor o f Professor Urban’s
distinguished service as a Religion Department
faculty member, the Hay-Urban Prize assists in
supporting one student internship, summer
study, or research in the area of religion studies.
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 o f Managers and the Jacob Schiff
Professor o f Business at the Harvard Business
School. The Economics Department
administers the award, which provides support
for student summer research in economics.
The Hopkins International Public Policy
Internship Endowment was established in 2005
to support student travel to Africa, Asia or
Europe for an internship dealing with policy
issues of global significance, working within a
public or non-profit organization. The
internship, for any appropriate interval, such as
a summer or semester, shall be administered by
the Provost’s Office and the Public Policy
Program.
The William L. Huganir Summer Research
Endowment is awarded each spring by the
chairs o f the Social Science Division based on
the academic interests of a student or students
who wish to pursue summer research on global
population issues.
The Richard M. Hurd '48 Engineering
Research Endowment was created in 2000 in
memory of distinguished alumnus and former
member of the Board of Managers Richard M.
Hurd ’48. The fund supports students interested
in pursuing engineering research during the
summer.
The Giles K. '72 and Barbara Guss Kemp
Student Fellowship Endowment was established
by Giles and Barbara Kemp in 2005 to support
student internships and research projects with a
preference for students whose fellowship
experience will be abroad.
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 o f the provost and the
chair of the Biology Department.
The Landis Community Service Fund was
established in 1991 by James Hormel and other
friends of Kendall Landis in support o f his 18

12 Fellowships
years of service to the College. The fund
provides grants for students (including
graduating seniors) to conduct service and
social change projects in the city o f 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 facultystudent research (five awards), independent
student research (five awards), and student
social service activity specifically related to
research objectives and tied to the curriculum,
under the supervision of faculty members (five
awards).
The Genevieve Ching-wen Lee '96 Memorial
Fund was established in her memory by family
and friends and recognizes the importance of
mutual understanding and respect among the
growing number of ethnic groups in our society.
The fond supports an annual lecture by a
prominent scholar of Asian American studies
and/or an annual award to two students to assist
in projects pertaining to Asian American
studies.
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 proposal for a summer research
project or internship relates to the acquisition of
skills by elementary school or younger children
for the peaceful resolution of conflict.
The Julia and Frank L. Lyman '43 Student
Summer Research Stipend was created in
February 2000. It is awarded each spring by the
provost upon receiving recommendations from
members of the faculty involved with peace and
conflict studies.
The Thomas B. McCabe Jr. and Yvonne Motley
McCabe Memorial Fellowship. This fellowship,
awarded annually to graduates of the College,
provides a grant toward an initial year of study
at the Harvard Business School, or at other
business schools as follows: the University of
Chicago, Massachusetts Institute of
Technology, Northwestern University, the
University of Pennsylvania, or Stanford
University. The McCabe Fellowship is
renewable for a second year on the same
program. Yvonne and Thomas B. McCabe Jr.
lived in Cambridge, Mass., for a time, and he
received an 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 special
consideration to applicants who have
demonstrated superior qualities of leadership.
Young alumni and graduating seniors are
eligible to apply.

The Norman Meinkoth Field Biology Award
was established by his friends and former
students to honor Dr. Norman A. Meinkoth, a
member of the College faculty from 1947 to
1978. It is awarded to support the essential
costs of the study of both naturalistic and
experimental biological studies in a natural
environment. The intent of this fond is to
facilitate the joint participation of Swarthmore
students and faculty in field biology projects,
with priority given to marine biology. The
Biology Department gives the award annually.
Mellon Mays Undergraduate Fellowship
Program. The Andrew W. Mellon Foundation
has provided a grant to establish an
undergraduate fellowship program intended to
increase the number of minority students, and
others, who choose to enroll in doctoral
programs and pursue academic careers. The
foundation’s grant provides term and summer
stipends for students to work with faculty
mentors as well as a loan-forgiveness
component to reduce undergraduate
indebtedness for those fellows who pursue
graduate study. The fellowships are limited to
the humanities, a few of the social sciences, and
selected physical sciences. A faculty selection
committee invites nominations of sophomores
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
Service Fellowship celebrates the contributions
of Swarthmore’s eighth president by supporting
students pursuing off-campus community
service related to their academic program. The
Nason Fellowship was initiated by members of
the Class of 1945 in anticipation of their 50th
reunion. The Nason Fellowship is administered
by the Swarthmore Foundation.
The Helen F. North Fund in Classics,
established in 1996 by Susan Willis Ruff ’60
and Charles F.C. Ruff ’60 to honor the
distinguished career of Helen F. North and her
enduring impact on generations of Swarthmore
students, is awarded to support the program of
the Classics Department. At the discretion of
the department, it shall be used to fund annually
the Helen F. North Distinguished Lectureship in
Classics and, as income permits, for a
conference or symposium with visiting
scholars; summer study of Greek or Latin or
research in classics-related areas by students
majoring in the field; or study in Greece or Italy
in classics by a graduate of the department.
The Arthur S. Obermayer '52 Summer
Internship was established in 2005 and is
intended to broaden and enrich the experience
of a Swarthmore student. The grant shall be
awarded with preference to a domestic student
who is studying in a major that may not
inherently offer an international opportunity.

12 Fellowships
The Pasahow Family Student Research Grant
in Political Science was established in 2004 by
the Pasahow family. The grant supports
students engaged in full-time summer research
in the area of political science. The Political
Science Department and the Provost’s Office
administer the fund.
The Robert F. Pasternack Research Fellowship
was established in 2005 by a gift from the estate
of Thomas Koch, deceased husband of Jo W.
Koch and father of Michael B. Koch ’89. The
fellowship honors a beloved member of
Swarthmore’s Chemistry Department and
supports student summer research in chemistry.
The fellowship shall be administered by the
Provost’s Office.
TheJ. Roland Pennock Undergraduate
Fellowship in Public Affairs. The fellowship,
endowed by friends of Professor J. Roland
Pennock at his retirement in 1976 and in
recognition of his many years of distinguished
teaching of political science at Swarthmore,
provides a grant to support a substantial
research project (which could include inquiry
through responsible participation) in public
affairs. The fellowship, for Swarthmore
undergraduates, would normally be held off
campus during the summer. Preference is given
to applicants from the junior class.
The Penrose International Service Fund
provides a stipend to support participation in a
project to improve the quality of life of a
community outside North America. The project
should involve direct interaction with the
affected community and be of immediate
benefit to them rather than action in support of
social change at a regional or national level.
The stipend will be available to a Swarthmore
student from any class for a project in any
country other than that of his or her own
citizenship. The Lang Center for Civic and
Social Responsibility administers the Penrose
International Service Fund.
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 program
of advanced study in some branch of the liberal
arts.
The Public Policy Program Internship Funding.
The Public Policy Program will provide travel
(not travel to home area) and living expense
support for students who minor in public policy
working at an internship that fulfills the
program’s requirements.
The Anwural Quadir Summer Research
Fellowship was established in 2005 by Iqbal A.
Quadir ’81 to honor the memory of his father.
This fellowship will enable a Swarthmore
student to travel, conduct research, and/or
explore and problem solve on issues related to

Bangledesh and the student’s major.
Swarthmore’s first fund to support research
related to Bangladesh, this award will be
determined by the provost, the chair of the
interdisciplinary council, and the division chairs
from the humanities, social sciences, and
natural sciences and engineering.
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 discrimination,
the fund sponsors events that focus on concerns
of the lesbian, bisexual, and gay communities
and promotes curricular innovation in the field
o f lesbian and gay studies. The fund also
sponsors an annual three-day symposium. The
fond is administered by a committee o f women
and men from the student body, alumni, staff,
faculty, and administration. In 2004, Richard
Sager created an “internship” to provide
funding for students in internships with
nonprofit organizations whose primary missions
address gay/lesbian/bisexual/transgender issues.
The Lang Center for Civic and Social
Responsibility administers the internship.
The Savage Fund, created in 1996 in honor of
Professor Emeritus of Biology Robert Savage,
supports student research and other activities in
cellular and molecular biology. Grants are
awarded at the discretion of the chair of the
Biology Department.
The James H. Scheuer Summer Internship in
Environmental and Population Studies
Endowment was established in 1990. The
Scheuer Summer Internship supports student
research in environmental and public policy
issues. The coordinators of the environmental
studies and public policy concentrations select
interns in alternate years.
The Somayyah Siddiqi ’02 Economics Research
Fellowship, for economics research, is funded
by T. Paul Schultz ’61 in memory of Somayyah
Siddiqi ’02.
The David G. Smith Internship in Health and
Social Policy, endowed by alumni, faculty,
friends, and former students of David G. Smith,
is to support an internship in the social services,
with priority for the field of health care, for a
Swarthmore undergraduate during the summer
or a semester on leave.
Solodar Family Science and Engineering
Summer Research Fund was established in
2006. The fund supports a summer research
fellowship for a Swarthmore student o f science
or engineering, with a preference toward the
chemical sciences.
The Starfield Student Research Endowment was
established by Barbara Starfield ’54 and Phoebe
Starfield Leboy ’57 in 2004. The fund supports
student summer research fellowships in social
justice with a preference for students pursuing
research in the areas of health services

12 Fellowships
deliveiy/health policy and social, demographic,
and geographic equity. Starfield and Leboy
established the fellowships to honor their
parents, Martin and Eva Starfield, educators
who instilled a love of learning and social
justice in their daughters.
The Pat Tarble Summer Research Fund was
established in 1986 through the generosity of
Mrs. Newton E. Tarble. The Tarble Summer
Fund supports undergraduate research. The
Provost’s Office administers the fund.
Teachers fo r Tomorrow Fellowships are offered
to 10 outstanding graduating seniors from
member 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
University). 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
certified to teach. Fellows will work alongside
exceptional teachers in alternative East Harlem
public schools that are nationally recognized as
meeting the challenge of educating children in
the inner city.
The Hans Wallach Research Fellowship,
endowed in 1991 by colleagues and friends,
honors the eminent psychologist Hans Wallach
(1904-1998), who was a distinguished member
of the Swarthmore faculty for more than 60
years. The fellowship supports one outstanding
summer research project in psychology for a
rising Swarthmore College senior or junior,
with preference given to a project leading to a
senior thesis.

12.1 Faculty Fellowships and
Support
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.
The Janice Robb Anderson '42 Junior Faculty
Research Endowment was established by Janice
Robb Anderson ’42 in 2001. The Anderson
endowment supports faculty research, with
preference for junior faculty members in the
humanities whose research requires study
abroad.
The George Becker Faculty Fellowship was
endowed by Ramon Posel ’50 under a challenge
from the National Endowment for the
Humanities, in honor of this former member of

the English Department and its chairman from
1953 to 1970. The fellowship will provide a
semester o f leave at full pay for a member of
the humanities faculty to do research and write,
in the fields of art history, classics, English
literature, history, linguistics, modem
languages, music, philosophy, or religion but
with preference given to members of the
Department o f English Literature.
The Brand Blanshard Faculty Fellowship is an
endowed faculty fellowship in the humanities
established in the name of philosopher and
former faculty member Brand Blanshard, who
taught philosophy at Swarthmore from 1925 to
1944. The fellowship will provide a semester
leave at full pay for a member of the humanities
faculty to do research and to write. On
recommendation of the Selection Committee, a
small additional grant may be available 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 publicly 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 faculty
development, by promoting original or
innovative scholarly achievement o f faculty
members, and by encouraging the use of such
achievements to stimulate intellectual exchange
among scholars. The fellowship will provide
financial support for faculty leaves through a
grant of about one-half the recipient’s salary
during the grant year. On recommendation of
the Selection Committee, a small additional
grant may be available for travel and project
expenses and for library book purchases. The
Selection Committee shall consist of the
provost, three divisional chairs, and three others
selected by the president, of whom at least two
must be Swarthmore alumni. Any faculty
member eligible for leave may apply. 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
wholly or partially support the cost of
publishing any of these papers. These
fellowships are made possible by an
endowment established by Eugene M. Lang
’38.
The Constance Hungerford Faculty Support
Fund was established in 2007 by Eugene M.
Lang ’38 to recognize Constance Cain
Hungerford for her dedicated service as provost
and faculty leader and for her outstanding
contributions to Swarthmore’s educational
program. Connie Hungerford, an art historian,

12 Fellowships
joined the Art Department in 1974 and was
named provost in 2001. This fund allows the
provost to make grants to individual faculty
members to support their professional
responsibilities and scholarly and creative
careers.

13 The Corporation
May 3, 2008, to May 2, 2009
Barbara W. Mather ’65, Chair
Pepper Hamilton LLP
3000 Two Logan Square
18th and Arch Streets
Philadelphia PA 19103
Neil R. Grabois ’57, Vice Chair
315 Riverside Drive
Apartment 6D
New York NY 10025
Pamela Taylor Wetzels ’52, Secretary
4807 Placid Place
Austin TX 78731

14 Board of Managers
Term expires May 2009
Richard Barasch ’75
160 W. 86th Street
Apartment 14A
New York NY 10024
Dulany Ogden Bennett ’66
7 Magnolia Circle
White River Junction VT 05001
MarkW. Crandall’81
Postscriptum (UK) Ltd.
17A Curzon Street
London WIJ 5HS ENGLAND
MarkF. Dingfield ’01
4 rue Chapon
75003 Paris FRANCE
John D. Goldman ’71
42 Serrano Drive
Atherton CA 94027
Frederick W. Kyle ’54
1900 Rittenhouse Square
Apartment 15A
Philadelphia PA 19103
Susan Levine ’78
Watershed Asset Management
One Maritime Plaza, Suite 1525
San Francisco CA 94111
Wilma A. Lewis ’78
391 l.Highwood Court NW
Washington DC 20007
Anne R. Lloyd-Jones ’79
HVS 372 Willis Avenue
Mineola NY 11501
Lawrence J. Richardson ’78
Wachovia Securities
77 W. Wacker, Suite 2900
Chicago IL 60601
John A. Riggs ’64
5230 Watson Street NW
Washington DC 20016
Carl R. Russo ’79
Consigliare Management Co.
1960 The Alameda, Suite 150
San Jose CA 95126

Maurice G. Eldridge ’61, Assistant Secretary
Swarthmore College
Swarthmore PA 19081
Suzanne P. Welsh, Treasurer
Swarthmore College
Swarthmore PA 19081
Lori Ann Johnson, Assistant Treasurer
Swarthmore College
Swarthmore PA 19081

Salem D. Shuchman ’84
Entrepreneur Partners, LP
One Commerce Square
2005 Market Street, Suite 1030
Philadelphia PA 19103
David W. Singleton ’68
8 South Hampshire Court
Wilmington DE 19807
Thomas E. Spock ’78
43 Stoneyside Drive
LarchmontNY 10538
Sujatha A. Srinivasan ’01
Goldman Sachs
85 Broad Street, 26th Floor
New York NY 10004
Pamela Taylor Wetzels ’52
4807 Placid Place
Austin TX 78731
Term expires June 2009
Kevin F.F. Quigley ’74
1600 North Oak Street
Apartment 910
Arlington VA 22209
Term expires May 2010
Smitha Arekapudi ’99
2624 N. Lakewood Ave
Chicago IL 60614
Janet S. Dickerson H’92
Princeton University
220 Nassau Hall
Princeton NJ 08544
Eugenie Gentry ’77
1167 Marion Road
Cheshire CT 06410
Bruce Jay Gould ’54
Museum Towers
Apartment 1020
1801 Buttonwood Street
Philadelphia PA 19130
Sibella Clark Pedder ’64
9 Derby Road
Haslemere
Surrey GU27 IBS England

14 Board of Managers
Term Expires May 2011
Eric Adler ’86
The SEED Foundation
1776 Massachusetts Ave NW, Suite 600
Washington DC 20036
Jacob Krich ’00
1 Orchard Street
Apartment 1
Cambridge MA 02140
Jane Lang ’67
Sprenger Lang Foundation
1614 20th Street NW
Washington DC 20009
Bennett Lorber ’64
7741 Mill Road
Elkins Park PA 19027
Christopher Niemczewski ’74
143 Hesketh Street
Chevy Chase MD 20815
Catherine Rivlin ’79
1280 Hamilton Avenue
Palo Alto CA 94301
Term Expires May 2012
J. David Gelber ’63
215 W. 90th Street
Apartment 8A
New York NY 10024
Neil R. Grabois ’57
315 Riverside Drive
Apartment 6D
New York NY 10025
Samuel L. Hayes III ’57
345 Nahatan Street
Westwood MA 02090
Harold Kalkstein ’78
1860 Belbum Drive
Belmont CA 94002-1816
Giles K. Kemp ’72
38 Lockwood Road
Scarsdale NY 10583

Elizabeth H. Scheuer ’75
4730 Fieldston Road
Bronx NY 10471
Marge Pearlman Scheuer ’48
101 Central Park West
New York NY 10023
Martha Spanninger ’76
49 Grove Street
Apt. 3E
New York NY 10014
Emeriti
Julie Lang Hall ’55
1161 Pine Street
Winnetka IL 60093
Jerome Kohlberg Jr. ’46
Kohlberg & Co.
I l l Radio Circle
M tK isco NY 10549
Elizabeth J. McCormack
Rockefeller Family & Associates
Room 5600
30 Rockefeller Plaza
New York NY 10112
J. Lawrence Shane ’56
21 College Avenue
Swarthmore PA 19081
Sue Thomas Turner ’35
Thomas Hall
17340 Quaker Lane
Sandy Spring MD 20860
Richard B. Willis ’33
107 Foulkeways
Gwynedd PA 19436
Ex officio
Alfred H. Bloom
Chairman o f the Board Emeritus
Eugene M. Lang ’38
912 Fifth Avenue
New York NY 10021

14.1 Committees of the Board
The chair of the Board is an ex officio member of every committee.
Executive
Barbara W. Mather, Chair
Neil R. Grabois, Vice Chair
Dulany Ogden Bennett
David Gelber
Samuel L. Hayes III
Giles K. Kemp
Frederick W. Kyle
Eugene M. Lang *
Bennett Lorber
Marge Pearlman Scheuer
David W. Singleton
Thomas E. Spock
Pamela Wetzels
Academic Affairs
Bennett Lorber, Chair

Sujatha A. Srinivasan, Vice Chair
Dulany Ogden Bennett
J. David Gelber
Bruce Jay Gould
Neil R. Grabois
Jacob Krich
Wilma A. Lewis
Anne Lloyd-Jones
Sibella Clark Pedder
Elizabeth H. Scheuer
Marge Pearlman Scheuer
Pamela Wetzels
Development and Communications
Giles K. Kemp, Chair
Eugenie Gentry, Vice Chair
Eric Adler

14 Board of Managers
Smitha Arekapudi
Janet Dickerson
Mark F. Dingfield
J. David Gelber
John D. Goldman
Eugene M. Lang *
Susan Levine
Kevin F.F. Quigley, ex officio
John A. Riggs
Marge Pearlman Scheuer
Salem D. Shuchman
Finance
Thomas E. Spock, Chair
Richard Barasch, Vice Chair
Dulany Ogden Bennett
Eugenie Gently
Frederick W. Kyle
Lawrence J. Richardson
John A. Riggs
Elizabeth H. Scheuer
David Singleton
Sujatha A. Srinivasan
A udit Subcommittee

Richard Barasch, Chair
Lawrence J. Richardson
David Singleton
Thomas E. Spock, ex officio
Investment
Samuel L. Hayes III, Chair
Salem D. Shuchman, Vice Chair
Mark Crandall
Mark M. Harmeling **
Eugene M. Lang *
Susan Levine
Corey Mulloy **
Christopher M. Niemczweski
Mark R. Pattis **
Thomas E. Spock
Nominating and Governance
Frederick W. Kyle, Chair
Susan Levine, Vice Chair
Dulany Ogden Bennett
Giles K. Kemp
Marge Pearlman Scheuer
Property
David Singleton, Chair
John A. Riggs, Vice Chair
Eric Adler
Richard Barasch
Eugenie Gentry
John D. Goldman
Samuel L. Hayes III
Giles K. Kemp
Susan Levine
Anne R. Lloyd-Jones
Sibella Clark Pedder
Marge Pearlman Scheuer
Thomas E. Spock
Pamela Wetzels

Social Responsibility
J. David Gelber, Chair
Pamela Wetzels, Vice Chair
Dulany Ogden Bennett
Eugene M. Lang *
Wilma A. Lewis
Anne Lloyd-Jones
Salem D. Shuchman
David W. Singleton
Student Affairs
Dulany Ogden Bennett, Chair
Janet Dickerson, Vice Chair
Smitha Arekapudi
Neil R. Grabois
Eugene M. Lang *
Wilma A. Lewis
John A. Riggs
Elizabeth H. Scheuer
*Emeriti manager
**Non-board member

15 Alumni Association
Officers and Alumni Council
Officers
Kevin Quigley ’74, President
Sabrina Martinez ’92, President Designate
Susan Yelsey Aldrich ’71, Vice President
Josh Green ’92, Vice President
Minna Newman Nathanson ’57, Secretary
Zone A
Delaware, Pennsylvania
Mara Lee Baird ’792
Wyndmoor, PA
Kevin Browngoehl ’782
Bryn Mawr, PA
Michael Davidson ’911
Philadelphia, PA
Deborah Willets Frazer ’691
Philadelphia, PA
Jove Graham ’963
Lewisburg, PA
Loring Pfeiffer ’023
Pittsburgh, PA
Zone B
New Jersey, New York
Lauren Belfer ’754
New York, NY
Patricia Aileen Funk ’062
Brooklyn, NY
Max E. Gottesman ’562
New York, NY
David Newman ’761
Brockport, NY
Joyce Klein Perry ’652
Rochester, NY
Catherine Salussolia ’041
South Setauket, NY
Daniel Werther ’833
New York, NY
Ruth Shoemaker Wood ’013
Hoboken, NJ
David Zee ’073
Brooklyn, NY
Zone C
Connecticut, Maine, Massachusetts, New
Hampshire, Rhode Island, and Vermont
Gwendolyn A. Cadge ’972
Somerville, MA
Lulu Chen ’0 5 1
Boston, MA
Mark Friedberg ’981
Cambridge, MA
Judd Liebman ’863
Lexington, MA
Thomas Riddell ’66 4
Northampton, MA
Russell D. Robbins ’842
Wilton, CT
Barbara Sicherman ’553
West Hartford, CT

Zone D
D istrict o f Columbia, Maryland, and Virginia
William Bradford ’663
Washington, DC
Debra Felix ’831
Kensington, MD
Albert Kim ’932
Washington, DC
Thomas Kramer ’651
Bethesda, MD
Dominick Lowell ’081
Washington, DC
Christopher N. Plum ’752
Silver Spring, MD
Barbara Yoder Porter ’622
Kensington, MD
Ann Cochran Sloan ’643
Annapolis, MD
Zone E
Illinois, Indiana, Iowa, Kansas, Michigan,
Minnesota, Missouri, Nebraska, North Dakota,
Ohio, Oklahoma, South Dakota, Texas, West
Virginia, and Wisconsin
Sandra J. Alexander ’732
Tulsa, OK
Alex DeGolia ’073
Chicago, IL
David Harrison ’8 9 1
Grinnell, IA
Jan Mostov ’793
Youngstown, OH
Susan Morrison ’813
Austin, TX
Susan Poser ’85*
Lincoln, NE
David J. Samuels ’892
Minneapolis, MN
Zone F
Alabama, Arkansas, Florida, Georgia,
Kentucky, Louisiana, Mississippi, North
Carolina, South Carolina, Tennessee,
territories, dependencies, and foreign countries
Julie A. Brill ’852
Toronto, Ontario
Anita Cava ’751
Coral Gables, FL
Antoinette Graefin zu Eltz ’013
Munich, Germany
Neil Heskel ’743
Vero Beach, FL
Peter C. Seixas ’692
Vancouver, BC
Roger Shott ’601
Anchorage, KY

15 Alumni Association
Officers and Alumni Council
Zone G
Alaska, Arizona, California, Colorado, Hawaii,
Idaho, Montana, Nevada, New Mexico, Oregon,
Utah, Washington, and Wyoming
Sohail Bengali ’791
San Mateo, CA
Susan Danzig Bernhardt ’833
Denver, CO
Helen Heusner Lojek ’661
Boise, ID
David Steinmuller ’563
Gallatin Gateway, MT
Members at Large
Gerardo Aquino ’96
Houston, TX
Sam Awuah ’94
Chicago, IL
Seth Brenzel ’94
San Francisco, CA
Delvin Dinkins ’93
West Chester, PA
National Extern Program Coordinator
Bill Belanger ’66
Media, PA
National Connection Chair
James J. Moskowitz ’88
Cheltenham, PA
Connection Representatives
Austin/San Antonio
Emily Albrink Hartigan ’68
Boeme, TX
Boston
David Wright ’69
Wellesley, MA
Chicago
Marilee Roberg ’73
Wilmette, IL
Denver
Erin Trapp ’92
Denver, CO
Philip Weiser ’90
Denver, CO
Durham
Julia Knerr ’81
Durham, NC
Houston
Susan Tapscott ’72
Houston, TX

Term ends 2011.
Term ends 2009.

London
Abby Honeywell ’85
London, England
Metro DC/Baltimore
Wuryati Morris ’04
Washington, DC
Arthur Zito J r ’81
Millersville, MD
Metro NYC
Jerry Melichar ’00
Brooklyn, NY
Anna Orgera ’83
New York, NY
Reshma Pattni ’06
Brooklyn, NY
Win Ling Chia ’06
Brooklyn, NY
Miami
Ana Corrales ’97
Miami, FL
Jaime Raich ’97
Miami, FL
Michigan
Käthe Johnson ’65
Ann Arbor, MI
Tanyapom Wansom ’02
Ann Arbor, MI
Derrick Wansom ’05
Ann Arbor, MI
Paris
Anais Loizillon ’95
Paris, France
Philadelphia
James J. Moskowitz ’88
Cheltenham, PA
Paula Goulden Naitove ’79
Wyncote, PA
Pittsburgh
Barbara Sieck Taylor ’75
Pittsburgh, PA
San Francisco
Autumn Quinn-Elmore ’04
Mountain View, CA
Seattle
James Schembs ’01
Seattle, WA
Lorrin Nelson ’00
Seattle, WA
Deborah Schaaf ’95
Seattle, WA
Tucson
Laura Markowitz ’85
Tucson, AZ

Term ends 2010.
Nominating Committee.

16 Faculty and Other Instructional Staff
16.1 Emeriti

M ark A. H eald, B.A., Oberlin College; M.S.,

Elisa A sensio, M.A., Middlebury College,

Ph.D., Yale University, Morris L. Clothier
Professor Emeritus of Physics.
Eleanor K . H ess, B.S., M.S., University of
Pennsylvania, Professor Emerita o f Physical
Education.
Raym ond F. H opkins, B.A., Ohio Wesleyan
University; M.A., Ohio State University; M.A.,
Ph.D., Yale University, Richter Professor
Emeritus of Political Science.
G udm und R. Iversen, M.A., University of
Michigan; Ph.D., Harvard University, Professor
Emeritus of Statistics.
Charles L. Jam es, B.S., State University of
New York at New Paltz; M.S., State University
of New York at Albany, Sara Lawrence
Lightfoot Professor Emeritus of English
Literature.
Jennie K eith, B.A., Pomona College; M.A.,
Ph.D., Northwestern University, Centennial
Professor Emerita of Anthropology and Provost
Emerita.
T. K aori Kitao, B.A., M.A., University of
California, Berkeley; Ph.D., Harvard
University, William R. Kenan Jr., Professor
Emerita o f Art History.
Jam es R. K urth, B.A., Stanford University;
M.A., Ph.D., Harvard University, Claude C.
Smith Professor Emeritus of Political Science.
G eorge K rugovoy, B.A., M.A., Ph.D.,
Philosophical Institute, Salzburg, Austria,
Professor Emeritus of Russian.
H ugh M . Lacey, B.A., M.A., University of
Melbourne; Ph.D., Indiana University, Scheuer
Family Professor Emeritus of Philosophy.
Asm arom Legesse, B.A., University College of
Addis Ababa; Ed.M., Ph.D., Harvard
University, Professor Emeritus of
Anthropology.
Paul C. M angelsdorf Jr., B.A., Swarthmore
College; Ph.D., Harvard University, Morris L.
Clothier Professor Emeritus o f Physics.
John D. M cCrum m , B.A., M.S., University of
Colorado, Howard N. and Ada J. Eavenson
Professor Emeritus of Engineering.
A nn K osakow ski M cNam ee, B.A., Wellesley
College; M.Phil., Ph.D., Yale University,
Professor Emerita of Music.
Philip M etzidakis, B.A., Dartmouth College;
Ph.D., Yale University, Professor Emeritus of
Spanish.
K athryn L. M organ, B.A., Virginia State
College; M .A., Howard University; M .A.,
Ph.D., University of Pennsylvania, Sara
Lawrence Lightfoot Professor Emerita of
History.
Jane M ullins, B.A., Swarthmore College,
Registrar Emerita.

Professor Emerita of Spanish.
Lydia B aer, B.A., Oberlin College; M.A.,
Ph.D., University of Pennsylvania, Professor
Emerita of German.
Robert C. Bannister, B.A., Ph.D., Yale
University; B.A., M.A., University o f Oxford,
Scheuer Professor Emeritus of History.
Robert A. B arr Jr., B.A., Swarthmore
College; M.A., University of Pennsylvania,
Dean Emeritus of Admissions.
Oleksa-Myron Bilaniuk, Cand. Ingénieur,
Université de Louvain; B.S.E., B.S., M.S.,
M.A., Ph.D., University of Michigan,
Centennial Professor Emeritus of Physics.
Thomas H . Blackburn, B.A., Amherst
College; B.A., M.A., University of Oxford;
Ph.D., Stanford University, Centennial
Professor Emeritus of English Literature.
Thompson B radley, B.A., Yale University;
M.A., Columbia University, Professor Emeritus
of Russian.
Gomer H . Davies, B.S., East Stroudsburg State
College; Ed.M., Temple University, Professor
Emeritus of Physical Education.
Lee Devin, B.A., San Jose State College; M.A.,
Ph.D., Indiana University, Professor Emeritus
of Theater.
H. Searl D unn, B.S.E., M.S.E., Princeton
University; Ph.D., Brown University, Henry C.
and J. Archer Turner Professor Emeritus of
Engineering.
James D. Freem an, B.A., M.A., Ph.D.,
Harvard University, Daniel Underhill Professor
Emeritus of Music.
J. W illiam Frost, B.A., DePauw University;
M.A., Ph.D., University of Wisconsin, Howard
M. and Charles F. Jenkins Professor Emeritus
of Quaker History and Research.
John E. G austad, A.B., Harvard University;
Ph.D., Princeton University, Edward Hicks
Magill Professor Emeritus of Astronomy.
Kenneth J. G ergen, B.A., Yale University;
Ph.D., Duke University, Gil and Frank Mustin
Professor Emeritus of Psychology.
Charles E. Gilbert, B.A., Haverford College;
Ph.D., Northwestern University, Professor
Emeritus of Political Science and Provost
Emeritus.
James H . H am m ons, B.A., Amherst College;
M.A., Ph.D., Johns Hopkins University,
Professor Emeritus of Chemistry.
John J. Hassett, B.A., St. Francis College;
M.A., University of Iowa; Ph.D., University of
Wisconsin, Susan W. Lippincott Professor
Emeritus of Modem and Classical Languages.

16 Faculty and Other Instructional Staff
H elen F. N orth, B.A., M.A., Ph.D., Cornell

University, Centennial Professor Emerita of
Classics.
M artin O stwald, B.A., University of Toronto;
M.A., University of Chicago; Ph.D., Columbia
University, William R. Kenan Jr. Professor
Emeritus of Classics.
H arold E. Pagliaro, A.B., M.A., Ph.D.,
Columbia University, Alexander Griswold
Cummins Professor Emeritus of English
Literature and Provost Emeritus.
D ean Peabody, B.A., Swarthmore College;
Ph.D., Harvard University, Professor Emeritus
of Psychology.
Jean A shm ead Perkins, B.A., Swarthmore
College; M .A., Ph.D., Columbia University,
Susan W. Lippincott Professor Emerita of
French.
E rnest J. Prudente, B.S., M.S., University of
Pennsylvania, Professor Emeritus of Physical
Education.
F rederic L. Pryor, B.A., Oberlin College;
M.A., Ph.D., Yale University, Professor
Emeritus of Economics.
G ilbert P. Rose, B.A., Ph.D., University of
California, Berkeley, Susan Lippincott
Professor Emeritus of Modem and Classical
Languages.
A lburt M . R osenberg, B.A., Harvard
University; M.S., University of Florida; Ph.D.,
University of Pennsylvania, Associate Professor
Emeritus of Natural Science.
R obert Roza, B.A., University o f Toronto;
M.A., Ph.D., Princeton University, Susan W.
Lippincott Professor Emeritus of French.
R obert E. Savage, B.A ., Oberlin College;
M.S., Ph.D., University of Wisconsin, Isaac H.
Clothier Jr. Professor Emeritus of Biology.
Richard Schuldenfrei, B.A., M.A., University
of Pennsylvania; Ph.D., University of
Pittsburgh, Professor Emeritus of Philosophy.
Bernard S. Sm ith, B.A., M.A., University of
Oxford; Ph.D., Harvard University, Professor
Emeritus of History.
D avid G. Sm ith, B.A., M.A., University of
Oklahoma; Ph.D., Johns Hopkins University,
Richter Professor Emeritus of Political Science.
B arbara Y ost Stewart, B.A., Swarthmore
College; M.A., Ph.D., Bryn Mawr College,
Professor Emerita of Biology.
D onald K. Sw earer, B.A., M.A., Ph.D.,
Princeton University; B.D., S.T.M., Yale
Divinity School, Charles and Harriett Cox
McDowell Professor Emeritus of Religion.
Francis P. Tafoya, B.S., M.A., University of
Colorado; Ph.D., Yale University, Professor
Emeritus of French and Spanish.

P eter T. Thom pson, B.A., Johns Hopkins
University; Ph.D., University o f Pittsburgh,
Professor Emeritus of Chemistry.
Eva F. T ravers, B.A., Connecticut College,
M.A., Ed.D., Harvard University, Professor
Emerita of Educational Studies,
D erek Traversi, B.A., M.A., University of
Oxford, Alexander Griswold Cummins
Professor Emeritus of English.
P. L inw ood U rban Jr., B.A., Princeton
University; S.T.B., S.T.M., Th.D., General
Theological Seminary, Charles and Harriett
Cox McDowell Professor Emeritus of Religion.
Judith G. V oet, B.S., Antioch College; Ph.D.,
Brandeis University, James H. Hammons
Professor Emerita of Chemistry.
R obert E. W illiam s, B.S., Delaware State
College; M.S., Rutgers University, Marian
Snyder Ware Professor Emeritus of Physical
Education and Athletics.
T im othy C. W illiam s, B.A., Swarthmore
College; A.M., Harvard University; Ph.D.,
Rockefeller University, Professor Emeritus of
Biology.
H arrison M . W right, B.A., M.A., Ph.D.,
Harvard University, Isaac H. Clothier Professor
Emeritus of History and International Relations
and Provost Emeritus.
Sarah Lee L ippincott Zim m erm an, B.A.,
University of Pennsylvania; M.A., Swarthmore
College; D.Sc., Villanova University, Professor
Emerita of Astronomy and Director Emerita of
the Sproul Observatory.

16.2 Faculty and Other
Instructional Staff
Saw san A bbadi, B.A., University of Jordan,
Amman; M.Ed., University of Massachusetts,
Lecturer of Arabic. Swarthmore College.
T ariq al-Jam il, B.A., Oberlin College; M.T.S.,
Harvard University; M.A., Ph.D., Princeton
University, Assistant Professor o f Religion.
Swarthmore College.
E laine A llard, B.A. Swarthmore College.
Visiting Instructor, Educational Studies.
Swarthmore College.
John A lston, B.M., Yankton College; M.M.,
University of Northern Iowa; Ph.D., Indiana
University, Associate Professor of Music.
Swarthmore College.
Todd A nckaitis, B.A., Lafayette College; M.S.,
Smith College, Head Coach/Instructor, Physical
Education. Swarthmore College.
D iane D ow ner Anderson, B.A., Montclair
State College; M.S., Drexel University, Ph.D.,
University o f Pennsylvania, Associate Professor
of Educational Studies. Swarthmore College.

16 Faculty and Other Instructional Staff
Nathalie A nderson, B.A., Agnes Scott

College; M.A., Georgia State University; Ph.D.,
Emory University, Professor of English
Literature. Swarthmore College.
Diego Arm us, B.A., University o f Buenos
Aires; M.A., Ph.D., University of California,
Berkeley, Associate Professor of History.
Swarthmore College.
Kim D. A rrow , B.S., Temple University;
M.F.A., New York University, Associate
Professor of Dance (part time). Swarthmore
College.
Aman M ahm oud Attieh, B.A., M .A.,

American University of Beirut; Ph.D., The
University of Texas at Austin, Assistant
Professor of Arabic. Swarthmore College.
Jodie A. Baird, A.B., Stanford University;
M.S., Ph.D., University of Oregon, Assistant
Professor of Psychology (part time).
Swarthmore College.
Alan R. Baker, B.A., University of Cambridge;
M.A., Ph.D., Princeton University. Associate
Professor of Philosophy. Swarthmore College.
M arcantonio Barone, B.Mus., Curtis Institute
of Music; Artist Diploma, Peabody
Conservatory, Associate in Performance
(Music). Swarthmore College.
Peter Baum ann, M.A., Ph.D., University of
Gottingen, Professor of Philosophy.
Swarthmore College.
Gabriel Q uinn Bauriedel, B.A., Swarthmore
College; Certificate, École Internationale de
Théâtre Jacques Lecoq, Visiting Assistant
Professor of Theater (part time). Swarthmore
College.
Amanda Bayer, B.A., Williams College; M.A.,
M.Phil., Ph.D., Yale University, Associate
Professor of Economics. Swarthmore College.
Adrienne Bayton, B.A., Swarthmore College;
M.F.A., University of Iowa. Visiting Assistant
Professor of Studio Art (part time). Swarthmore
College.
Deborah Beck, B.A., Yale University; M.A.,
Ph.D., Harvard University, Assistant Professor
of Classics. Swarthmore College.
Stephen P. Bensch, M.A., University of
Toronto; Ph.D., University of California,
Berkeley, Professor of History. Swarthmore
College.
Benjamin Berger, A.B., Princeton University;
M.A., Ph.D., Harvard University, Assistant
Professor of Political Science. Swarthmore
College.
Deborah J. Bergstrand, B.S., Allegheny
College; M.S., Ph.D., University o f Illinois,
Professor of Mathematics and Statistics (part
time). Swarthmore College.

A lan Berkowitz, B.A., University of Vermont;

M.A., Ph.D., University of Washington, Susan
W. Lippincott Professor of Modem and
Classical Languages, Professor of Chinese.
Swarthmore College.
Tatiana B ibikova, B.A., The Moscow
Pedagogical University; Ph.D., Penn State
University, Visiting Assistant Professor of
Biology. Swarthmore College.
Jean-V incent Blanchard, B.A., M.A.,
Université de Montréal; Ph.D., Yale University,
Associate Professor of French. Swarthmore
College.
A lfred H. Bloom , B.A., Princeton University;
Ph.D., Harvard University, President of the
College and Professor of Psychology and
Linguistics. Swarthmore College.
A bbe Blum , B.A., University of California
Berkeley; M.A., Cambridge University,
England; M.A., Yale University; Ph.D., Yale
University, Visiting Associate Professor of
English Literature. Swarthmore College
John R. Boecio, B.S., Polytechnic Institute of
Brooklyn; Ph.D., Cornell University, Professor
of Physics. Swarthmore College.
E lizabeth B olton, B.A., Middlebury College;
M.Phil., Ph.D., Yale University, Professor of
English Literature. Swarthmore College.
K aren Borbee, B.S., University of Delaware;
M.Ed., Widener University, Professor of
Physical Education, Senior Woman
Administrator. Swarthmore College.
Erin Todd Bronchetti, B.A., Miami
University; M.A., Ph.D., Northwestern
University, Assistant Professor of Economics.
Swarthmore College.
M ichael R. Brow n, B.A., Pomona College;
Ph.D., Dartmouth College, Professor of
Physics. Swarthmore College.
A m y L.R. Bug, B.A., Williams College; Ph.D.,
Massachusetts Institute of Technology,
Professor o f Physics. Swarthmore College.
Tim othy J. Burke, B.A., Wesleyan University;
M.A., Ph.D., Johns Hopkins University,
Professor of History. Swarthmore College.
Caroline A. Burkhard, B.S., M.S., University
of Delaware, Laboratory Instructor of
Chemistry. Swarthmore College.
R achel Sagner Buurm a, B.A., Swarthmore
College; Ph.D., University of Peimsylvania,
Assistant Professor of English Literature.
Swarthmore College.
A urora C am acho de Schm idt, B.A.,
Universidad Iberoamericana; M .A., Ph.D.,

Temple University, Associate Professor of
Spanish. Swarthmore College.
G arikai C am pbell, B.A., Swarthmore College;
Ph.D., Rutgers University, Associate Professor
o f Mathematics. Swarthmore College.

16 Faculty and Other Instructional Staff
Sydney L. Carpenter, B.F.A., M.F.A., Tyler

School of Art, Professor of Studio Art.
Swarthmore College.
P eter Carroll, B.S., M.A., Villanova
University, Head Coach/Instructor, Physical
Education and Athletics. Swarthmore College.
John P. Caskey, B.A., Harvard University;
Ph.D., Stanford University, Professor of
Economics. Swarthmore College.
P allabi Chakravorty, B.A., Jadavpur
University; Ph.D., Temple University, Assistant
Professor of Dance. Swarthmore College.
J oy Charlton, B.A., University of Virginia;
M.A., Ph.D., Northwestern University,
Professor of Sociology and Director of the
Eugene M. Lang Center for Civic and Social
Responsibility. Swarthmore College.
E rik Cheever, B.S., Swarthmore College;
M.S.E., Ph.D., University of Pennsylvania,
Professor of Engineering. Swarthmore College.
L inda Chen, A.B. Harvard College; Ph.D.,
University of Chicago, Assistant Professor of
Mathematics and Statistics. Swarthmore
College
H oracio C hiong R ivero, B.A., Yale
University; M.A., Ph.D., Harvard University,
Assistant Professor of Spanish. Swarthmore
College.
Y vonne P. C hireau, B.A., Mount Holyoke
College; M.T.S., Harvard University; Ph.D.,
Princeton University, Professor of Religion.
Swarthmore College.
R enee Clarke, B.S., Rutgers UniversityDouglass College, Head Coach/Instructor,
Physical Education And Athletics. Swarthmore
College.
D avid H . Cohen, B.A., Harvard University;
Ph.D., University of Wisconsin, Associate
Professor of Astronomy. Swarthmore College.
Peter J. Collings, B.A., Amherst College;
M.Ph., Ph.D., Yale University, Morris L.
Clothier Professor of Physics. Swarthmore
College.
M ichael W . C othren, B.A., Vanderbilt
University; M.A., Ph.D., Columbia University,
Professor of Art History. Swarthmore College.
Christine Cox, Associate in Performance
(Dance). Swarthmore College.
T heodore M . C rone, B.A., St. Mary’s College;
Dr. Theol., Eberhard-Karls University; Ph.D.,
University of California, Berkeley, Visiting
Professor of Economics (part time).
Swarthmore College.
Catherine H . Crouch, A.B., Williams College;
A.M., Ph.D., Harvard University, Assistant
Professor of Physics. Swarthmore College.
A ndrew Danner, B.S., Gettysburg College;
M.S., Duke University, Assistant Professor of
Computer Science. Swarthmore College.

LaD eva D avis, B.M.Ed., Temple University,
Associate in Performance (Dance). Swarthmore
College.
Susan P. D avis, B.S., Springfield College;
M.S., Smith College, Professor of Physical
Education. Swarthmore College.
Thom as S. D ee, B.A., Swarthmore College;
M.A., Ph.D., University of Maryland, Associate
Professor of Economics. Swarthmore College.
R enee L . DeV arney, B.A., University of
Vermont; Teaching Certificate, George
Washington University, Head Coach/Instructor,
Physical Education And Athletics. Swarthmore
College.
N i Luh K adek K usum a Dew i, Associate in
Performance (Dance). Swarthmore College.
M iguel Diaz-Barriga, B.A., University of
Chicago; M.A., Ph.D., Stanford University,
Professor of Anthropology. Swarthmore
College.
A llison Dorsey, B.A., University of San
Francisco; M.A., Ph.D., University of
California, Irvine, Associate Professor of
History. Swarthmore College.
B ruce A. D orsey, B.A., Biola University;
A.M., Ph.D., Brown University, Associate
Professor of History. Swarthmore College.
R obert S. D u Plessis, B.A., Williams College;
M.A., Ph.D., Columbia University, Isaac H.
Clothier Professor of History and International
Relations. Swarthmore College.
F ran k H . D urgin, B.A., St. John’s College;
M.A., University o f Pennsylvania; Ph.D.,
University of Virginia, Professor of
Psychology. Swarthmore College.
Richard Eldridge, A.B., Middlebury College;
M.A., Ph.D., University of Chicago, Charles
and Harriett Cox McDowell Professor of
Philosophy. Swarthmore College.
Jacqueline A . Em ery, B.A., Rutgers
University; M.A., University o f Pennsylvania,
Visiting Instructor o f English Literature.
Swarthmore College.
Erich Carr Everbach, A.B., Harvard College;
M.S. in M.E., Ph.D., Yale University, Professor
o f Engineering. Swarthmore College.
Philip J. E verson, B.A., Pomona College;
M.A., Ph.D., Harvard University, Associate
Professor o f Statistics. Swarthmore College.
Stan E xeter, B.A., Lafayette College, Head
Coach/Instructor, Physical Education and
Athletics. Swarthmore College.
R andall L. E xon, B.F.A., Washburn
University; M.A., M.F.A., University o f Iowa,
Professor o f Studio Art. Swarthmore College.
M arion J. Faber, B.A., M.A., University of
California, Berkeley; Ph.D., Harvard
University, Scheuer Family Professor of
Humanities and Professor of German.
Swarthmore College.

16 Faculty and Other Instructional Staff
Theodore B. Fernald, B.A., M.A., Ohio State
University; Ph.D., University of California,
Santa Cruz, Associate Professor of Linguistics.
Swarthmore College.
Melinda Finberg, B.A., Yale University; M.A.,
Ph.D., Princeton University, Visiting Assistant
Professor of English Literature (part-time).
Swarthmore College.
Sibelan Forrester, B.A., Bryn Mawr College;
M.A., Ph.D., Indiana University, Professor of
Russian. Swarthmore College.
Anthony F oy, B.A., University of California,
Los Angeles; M.A., Ph.D., Yale University,
Assistant Professor of English. Swarthmore
College.
Sharon E. Friedler, B.A., Colby College;
M.F.A., Southern Methodist University,
Stephen Lang Professor of Performing Arts.
Swarthmore College.
Joan Friedm an, B.A., Hunter College; M.A.,
University of Wisconsin, Lecturer in Spanish.
Swarthmore College.
Gregory Frost, B.A., University o f Iowa,
Visiting Instructor of English Literature (part
time). Swarthmore College.
Lauren Fuchs, B.S., University of Connecticut,
Head Coach/Instructor, Physical Education and
Athletics. Swarthmore College.
William O. G ardner, B.A., Columbia
University; M .A., Ph.D., Stanford University,
Associate Professor of Japanese. Swarthmore
College.
Farha G hannam , B.A., M.A., Yarmouk
University; Ph.D., University of Texas at
Austin, Associate Professor of Anthropology.
Swarthmore College.
Scott F. Gilbert, B.A., Wesleyan University;
M.A., Ph.D., Johns Hopkins University,
Howard A. Schneiderman Professor of Biology.
Swarthmore College.
Jane E. G illham , B.A., Princeton University;
Ph.D., University of Pennsylvania, Assistant
Professor of Psychology (part time).
Swarthmore College.
Marsha G insberg, B.F.A., Cooper Union
School of Art; M.F.A., New York University,
Assistant Professor of Theater (part time).
Swarthmore College.
Jill Gladstein, B.S., University of Wisconsin,
Madison; M.S.E.D., University of
Pennsylvania; Ph.D., University of
Pennsylvania, Assistant Professor of English
Literature and Director of Writing Associates
Program. Swarthmore College.
Dolores Luis G m itter, B.A., St. Francis
College; M.Ed., Temple University, Associate
in Performance (Dance). Swarthmore College.

Stephen S. G olub, B.A., Williams College;
M.A., Ph.D., Yale University, Franklin and
Betty Barr Professor of Economics.
Swarthmore College.
Ralph R. G om ez, B.A, M.A.University of
California Santa Cruz; Ph.D. University of New
Mexico, Visiting Assistant Professor of
Mathematics and Statistics. Swarthmore
College
W . M ark G oodwin, B.A., The Johns Hopkins
University; M.A., Ph.D., University of
California, Visiting Assistant Professor of
Philosophy. Swarthmore College.
N ikki A . G reene, B.A., Wesleyan University;
M.A., University of Delaware. Visiting
Instructor of Art History. Swarthmore College.
W illiam G resh Jr., B.S., Allegheny College;
M.A., University of Pennsylvania, Laboratory
Instructor of Biology. Swarthmore College.
P at G ress, B.S., Towson University, M.S.,
West Chester University, Head
Coach/Instructor, Physical Education And
Athletics. Swarthmore College.
Charles M . G rinstead, B.A., Pomona College;
M.A., Ph.D., University of California, Los
Angeles, Professor of Mathematics.
Swarthmore College.
D aniel J. G rodner, S.B., Ph.D., Massachusetts
Institute of Technology, Assistant Professor of
Psychology. Swarthmore College.
Cheryl P. G rood, B.A., University of
Michigan; M.A., Ph.D., University of
Wisconsin, Associate Professor of
Mathematics. Swarthmore College.
Carl H . G rossm an, B.S., Ph.D., University of
Pennsylvania, Associate Professor o f Physics.
Swarthmore College.
Frank D. G rossm an, B.A., California State
University, Northridge; Ph.D., Teachers
College, Columbia University, Assistant
Professor of Educational Studies. Swarthmore
College.
M aria Luisa G uardiola, Licenciada,
Universität autonoma de Barcelona; Ph.D.,
University of Pennsylvania, Associate Professor
of Spanish. Swarthmore College.
Alexandra G ueydan, Licence, Maîtrise de
Lettres Modernes, Université Jean Moulin,
Lyon III, M.A., M.Phil, Ph.D., Yale University,
Assistant Professor of French. Swarthmore
College.
Julie H agelin, B.A. Pomona College; Ph.D.,
University of New Mexico, Assistant Professor
of Biology. Swarthmore College.
Elana H agler, B.A., Brandeis University,
M.F.A., Pennsylvania Academy of the Fine
Arts, Visiting Assistant Professor of Studio Art
(part time). Swarthmore College.

16 Faculty and Other Instructional Staff
D onna T. H alley, B.S., University of

Delaware, Laboratory Instructor o f Chemistry.
Swarthmore College.
Cynthia P erw in H alpern, B.A., Tulane
University; M.A., London School of
Economics; Ph.D., Princeton University,
Associate Professor of Political Science.
Swarthmore College.
W alid H am arneh, B.A., University of
Damascus, Syria; M.A., Ph.D., University of
Toronto, Assistant Professor of Arabic.
Swarthmore College.
Janice H am er, B.A., Harvard University;
M.M., Westminster Choir College; Ph.D., City
University of New York, Visiting Associate
Professor of Music (part time). Swarthmore
College.
Isaburoh H anayagi, B.A. Tamagawa
University, Julien and Virginia Cornell Visiting
Professor (Japanese)
Joseph H argadon, B.S., M.S., Ph.D., Widener
University, Visiting Professor of Economics
(part time). Swarthmore College.
Jessica Todd H arper, B.A., Bryn Mawr
College; M.F.A., Rochester Institute of
Technology, Visiting Assistant Professor of
Studio Art (part time). Swarthmore College.
K. D avid H arrison, B.A., American
University; Magister, Jagiellonian University,
Poland; M.A., Ph.D., Yale University;
Associate Professor of Linguistics. Swarthmore
College.
A ndrew D. H auze, A.A., Simon’s Rock
College of Bard; B.A., Swarthmore College;
Diploma, Curtis Institute of Music; Associate in
Performance (Music). Swarthmore College.
A ren H einze, B.S., California Institute of
Technology; Ph.D., University of Arizona.
Visiting Assistant Professor of Astronomy.
Swarthmore College.
Jim H eller, Head Coach, Physical Education
and Athletics (part time). Swarthmore College.
D ouglas H erren, B.F.A., Wichita State
University; M.F.A., Louisiana State University,
Visiting Assistant Professor of Studio Art.
Swarthmore College.
G eoffrey H errera, B.A., Swarthmore College;
Ph.D., Princeton University, Visiting Assistant
Professor of Political Science (part time).
Swarthmore College.
A dam H ertz, B.A., University of Redlands;
M.Ed., Temple University, Marian Ware
Director of Physical Education and Athletics.
Swarthmore College.
Sally H ess, B.A., Barnard College; M.Phil.,
Yale University, Associate Professor of Dance
(part time). Swarthmore College.

Daniel A. H eym an, B.A., Dartmouth College;
M.F.A., University of Pennsylvania, Visiting
Assistant Professor of Studio Art (part time).
Swarthmore College.
Sara H iebert B urch, B.S., University of St.
Andrews; Ph.D., University of Washington,
Associate Professor of Biology. Swarthmore
College.
Eleanor H oldridge, B.A., Sarah Lawrence
College, M.F.A., Yale University, Visiting
Assistant Professor of Theater (part time).
Swarthmore College.
Alison E. H olliday, B.Sc., Ph.D., Queens
University, Assistant Professor of Chemistry
and Biochemistry. Swarthmore College.
R obinson G. H ollister Jr., B.A., Amherst
College; Ph.D., Stanford University, Joseph
Wharton Professor of Economics. Swarthmore
College.
Steven P. H opkins, B.A., M.A., University of
California, Santa Barbara; A.M., Ph.D.,
Harvard University, Associate Professor of
Religion. Swarthmore College.
Etsuko H oshino B row ne, B.A., Ph.D.,
University of Waterloo, Assistant Professor of
Psychology. Swarthmore College.
K athleen P. H ow ard, B.A., Princeton
University; Ph.D., Yale University, Associate
Professor of Chemistry and Biochemistry.
Swarthmore College.
H ongyu H uang, B.A., Fudan University,
Shanghai, China; M.A., University of
Wisconsin at Madison; Ph.D., Yale University,
Assistant Professor of Chinese. Swarthmore
College.
D avid H uffm an, B.A., Oberlin College; M.A.,
Ph.D., University of California, Berkeley;
Assistant Professor of Economics. Swarthmore
College.
Ivar N iklas Hultin, B.A., University of the
South; Ph.D., University o f Pennsylvania,
Visiting Assistant Professor of Anthropology.
Swarthmore College.
C onstance Cain H ungerford, B.A., Wellesley
College; M.A., Ph.D., University of California,
Berkeley; Provost and Mari S. Michener
Professor of Art History. Swarthmore College.
Thom as J. H unter, B.S., University of
Chicago; Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Mathematics. Swarthmore College.
J. M atthew H utchison, B.A., Grinnell College;
Ph.D., University o f Wisconsin-Madison,
Visiting Assistant Professor of Chemistry and
Biochemistry. Swarthmore College.
V irginia M . Indivero, B.S., Elizabethtown
College; M.S., Villanova University, Lecturer
in Chemistry and Biochemistry. Swarthmore
College.

16 Faculty and Other instructional Staff
Philip N. Jefferson, B.A., Vassar College;
M.A., Ph.D., University of Virginia, Professor
of Economics. Swarthmore College.
John B. Jenkins, B.S., M.S., Utah State
University; Ph.D., University of California, Los
Angeles, Isaac H. Clothier Jr. Professor of
Biology. Swarthmore College.
Eric L.N. Jensen, B.A., Carleton College;
M.S., Ph.D., University of Wisconsin,
Associate Professor of Astronomy. Swarthmore
College.
Yoshiko Jo, B.A., Seiwa College,
Nishinomiya, Japan; B.A., North Central
College, Illinois; M.A., University of Illinois at
Urbana-Champaign, Lecturer in Japanese.
Swarthmore College.
Michael Johns, B.A., New England
Conservatory; M.M. and Doctor of Musical
Arts, Temple University, Associate in
Performance (Music). Swarthmore College.
Aimee S.A. Johnson, B.A., University of
California, Berkeley; Ph.D., University of
Maryland, College Park, Associate Professor of
Mathematics. Swarthmore College.
Kendall Johnson, B.A., University of
Michigan; M.A., University of Pennsylvania;
Ph.D., University of Pennsylvania, Associate
Professor of English Literature. Swarthmore
College.
Michael Johnson, B.S. and B.M., University of
the Pacific, M.A. Pennsylvania State
University, Ph.D. Northwestern University,
Visiting Assistant Professor of Mathematics
and Statistics. Swarthmore College
Nora Johnson, B.A., University of California,
Los Angeles; M.A., Ph.D., University of
California, Berkeley, Associate Professor of
English Literature. Swarthmore College.
Cheryl Jones-Walker, B.A., Wesleyan
University; Ph.D., University of Pennsylvania,
Visiting Assistant Professor of Black Studies
and Educational Studies. Swarthmore College.
Pieter M. Judson, B.A., Swarthmore College;
M.A., Ph.D., Columbia University, Professor of
History. Swarthmore College.
Jason Kandybowicz, B.A., Rutgers University;
M.A., Ph.D., University of Califomia-Los
Angeles, Assistant Professor of Linguistics.
Swarthmore College.
Wol A Kang, B.A., Fu-Jen Catholic University,
Taipei, Taiwan; M.A., Peking University,
Beijing, China, Lecturer in Chinese.
Swarthmore College.
Nicholas Kaplinsky, B.A., Reed College;
Ph.D., University of California at Berkeley,
Assistant Professor of Biology. Swarthmore
College.

Ayse Kaya, B.A. Wellesley College, MSc,
Ph.D. London School of Economics, Assistant
Professor o f Political Science. Swarthmore
College
Charles F. Kelemen, B.A., Valparaiso
University; Ph.D., Pennsylvania State
University, Edward Hicks Magill Professor of
Computer Science. Swarthmore College.
Deborah G. Kemler Nelson, B.A., M.A.,
Ph.D., Brown University, Centennial Professor
o f Psychology. Swarthmore College.
Bruce King, B.A., MA, Ph.D. University of
Chicago, Visiting Assistant Professor of
Classics. Swarthmore College.
M ary Ann Klassen, B.A., Agnes Scott
College; M.S., University of Wyoming,
Lecturer in Physics and Astronomy.
Swarthmore College.
Eugene A. Klotz, B.S., Antioch College; Ph.D.,
Yale University, Albert and Edna Pownall
Buffington Professor of Mathematics.
Swarthmore College.
Jonathan Kochavi, B.A., University of
Chicago; Ph.D., State University o f New York,
Buffalo; Visiting Assistant Professor of Music
(part time). Swarthmore College.
Haili Kong, M.A., People’s University,
Beijing; Ph.D., University of Colorado at
Boulder, Professor of Chinese. Swarthmore
College.
Lisa Kraus, B.A., Bennington College,
Associate in Performance (Dance). Swarthmore
College.
William C. Kronholm, B.S., M.S., University
of Oregon, Visiting Instructor of Mathematics
and Statistics. Swarthmore College
Philip Kudish, B.A., M.S., University of
Delaware, Academic Coordinator, Science
Associate Coordinator, Laboratory Instructor of
Biology. Swarthmore College.
Allen Kuharski, B.A., University of
Wisconsin-Madison; M.A., Ph.D., University
of California, Berkeley, Professor of Theater.
Swarthmore College.
M ark Kuperberg, B.A., Amherst College;
M.A., Ph.D., Massachusetts Institute of
Technology, Professor of Economics.
Swarthmore College.
George Lakey, B.S. Cheyney University;
M.A., University of Pennsylvania, Eugene M.
Lang Visiting Professor for Issues of Social
Change and Peace and Conflict Studies.
Swarthmore College.
Harleigh Leach, B.A., Trinity College; M.S.,
Smith College, Head Coach/Instructor, Physical
Education and Athletics. Swarthmore College.
Grace M. Ledbetter, B.A., Bryn Mawr
College; M.A., University of Virginia; Ph.D.,
Cornell University, Associate Professor of
Classics and Philosophy. Swarthmore College.

16 Faculty and Other Instructional Staff
Sonia Lee, B.A., University of California,
Berkeley; Ph.D., Harvard University, Visiting
Assistant Professor of History and Mellon PostDoctoral Fellow. Swarthmore College.
V era Lee-Schoenfeld, B.A., B.S., Boston
University; Ed.M., Boston University; Ph.D.,
University of Califomia-Santa Cruz; Visiting
Assistant Professor of Linguistics. Swarthmore
College.
G erald Levinson, B.A., University of
Pennsylvania; M.A., Ph.D., University of
Chicago, Jane Lang Professor of Music.
Swarthmore College.
Lillian M . Li, A .B., Radcliffe College; A.M .,
Ph.D., Harvard University, Sara Lawrence
Lightfoot Professor of History. Swarthmore
College.
M argaret Inm an Linn, B.S., M.Ed.,

University of Pittsburgh; Ph.D., University of
Pennsylvania. Visiting Assistant Professor of
Educational Studies (part time). Swarthmore
College.
Jerem y Loom is, B.A., University of Maryland;
M.S., Miami University, M.B.A., University of
Maryland, Head Coach/Instructor, Physical
Education And Athletics. Swarthmore College.
Tam sin L orraine, B.A., Middlebury College;
Ph.D., University of Massachusetts, Associate
Professor of Philosophy. Swarthmore College.
Elisabeth Louveau, B.A., Université de
Grenoble III, M.A., San Diego State University,
Maîtrise, DEA de Sciences du langage,
Université de Grenoble III. Visiting Lecturer of
French. Swarthmore College.
Jose-L uis M achado, B.S., Universidad de Los
Andes, Bogota; M.S., University of Vermont;
Ph.D., University of Minnesota, Associate
Professor of Biology. Swarthmore College.
N elson A. M acken, B.S., Case Institute of
Technology; Ph.D., University of Delaware.
Howard N . and Ada J. Eavenson Professorship
in Engineering. Swarthmore College.
Ellen B. M agenheim , B.A., University of
Rochester; M.A., Ph.D., University of
Maryland, Professor of Economics. Swarthmore
College.
Jam es M agruder, B.A., Cornell University;
M.A., M.F.A., D.F.A., Yale University,
Visiting Assistant Professor of Theater (part
time). Swarthmore College.
Jonathan H art M akw aia, Certificate, Roy
Hart Centre, Visiting Instructor of Theater (part
time). Swarthmore College.
Bakirathi M ani, B.S.F.S., Georgetown
University; M.A., Jawaharlal Nehru University;
Ph.D., Stanford University. Associate Professor
of English Literature. Swarthmore College.
Jeanne M arecek, B.S., Loyola University;
Ph.D., Yale University, William R. Kenan Jr.
Professor of Psychology. Swarthmore College.

M ichael M arissen, B.A., Calvin College;

Ph.D., Brandéis University, Daniel Underhill
Professor of Music. Swarthmore College.
L uciano M artínez, Licenciado en Letras,
Universidad Nacional de Mar del Plata,
Argentina; M.A., Ph.D., University of
Pittsburgh, Assistant Professor o f Spanish.
Swarthmore College.
Jocelyne M attei-Noveral, B.S., Orsay
University, Laboratory Instructor of Biology.
Swarthmore College.
Stephen B. M aurer, B.A., Swarthmore
College; M.A., Ph.D., Princeton University,
Professor o f Mathematics. Swarthmore College.
A leia M cC ord, B.A., Grinnell College,
Laboratory Instructor of Biology. Swarthmore
College.
A rthur E. M cG arity, B.S., Trinity University;
M.S.E., Ph.D., Johns Hopkins University,
Henry C. and J. Archer Turner Professor of
Engineering. Swarthmore College.
Erin B. M ee, B.A., Harvard University; M.A.,
Ph.D., New York University, Assistant
Professor of Theater. Swarthmore College.
Lisa M eeden, B.A., Grinnell College; M.S.,
Ph.D., Indiana University, Professor of
Computer Science. Swarthmore College.
Y am ine M erm er, B.S., University of Sciences
and Technology of Algiers; Ph.D., University
of Durham, United Kingdom; Ph.D., Indiana
University, Lecturer in Arabic. Swarthmore
College.
R achel A . M erz, B.A., Western New Mexico
University; M.S., University of Florida; Ph.D.,
University o f Chicago, Professor of Biology,
Walter Kemp Professor in the Natural Sciences.
Swarthmore College.
B rian A. M eunier, B.F.A., University of
Massachusetts-Amherst; M.F.A., Tyler School
o f Art, Temple University, Professor of Studio
Art. Swarthmore College.
D ale M ezzacappa, A.B., Vassar College,
Visiting Instructor of English Literature (part
time). Swarthmore College.
Janine M ileaf, B.A., Wesleyan University;
M.A., Ph.D., University of Pennsylvania,
Assistant Professor of Art History. Swarthmore
College.
B arbara M ilew ski, B.A., Bowdoin College;
M.A., State University of New York at Stony
Brook; M.F.A., Ph.D., Princeton University,
Assistant Professor of Music. Swarthmore
College.
Stephen T. M iller, A.B., Princeton University;
Ph.D., Harvard University, Assistant Professor
of Chemistry and Biochemistry. Swarthmore
College.

16 Faculty and Other Instructional Staff
Lynne A. M olter, B.S., B.A., Swarthmore
College; S.M., Sc.D., Massachusetts Institute of
Technology, Professor of Engineering.
Swarthmore College.
Tali M oreshet, B.S., Technion, Israel Institute
of Technology; M.Sc., Ph.D., Brown
University, Assistant Professor of Engineering.
Swarthmore College.
Jennifer M . M orton, A.B., Princeton
University, Visiting Instructor, Philosophy.
Swarthmore College.
Frank A . M oscatelli, B.S., C.W. Post College;
M.S., Ph.D., New York University, Professor of
Physics. Swarthmore College.
George M oskos, B.A., Davidson College;
M.A., Ph.D., University of WisconsinMadison, Professor of French, James C. Hormel
Professor in Social Justice. Swarthmore
College.
Michael L. M ullan, B.A., University of
California, Berkeley; M.Ed., Temple
University; Ph.D., University of Delaware,
Professor o f Physical Education and Sociology.
Swarthmore College.
Braulio MuAoz, B.A., University of Rhode
Island; M.A., Ph.D., University of
Pennsylvania, Centennial Professor of
Sociology. Swarthmore College.
Rosaria V . M unson, Laurea in Lettere
Classiche, Università degli Studi, Milano;
Ph.D., University of Pennsylvania, Professor of
Classics. Swarthmore College.
James M urphy, B.F.A., State University of
New York at Albany, Visiting Instructor of
Theater (part time). Swarthmore College.
Marjorie M urphy, B.A., Jersey City State
College; M.A., San Jose State University;
Ph.D., University of California, Davis,
Professor of History. Swarthmore College.
Matthew M urphy, B.A., Princeton University;
M.A., Georgetown University; Instructor of
Political Science. Swarthmore College.
Carol Nackenoff, A.B., Smith College; M.A.,
Ph.D., University of Chicago, Professor of
Political Science. Swarthmore College.
C. K em al N ance, B.A., Swarthmore College;
M.Ed., Temple University, Associate in
Performance (Dance). Swarthmore College.
Donna Jo Napoli, B.A., M.A., Ph.D., Harvard
University, Professor of Linguistics.
Swarthmore College.
Adam N eat, B.S., M.S., Northern Arizona
University. Lecturer in Physics and Astronomy.
Swarthmore College.
Carole N etter, Maitrisse and DEA, University
of Paris, Lecturer in French. Swarthmore
College.

Jill Neuendorf, B.A., University of Wisconsin

Green Bay, M.A. Monterey Institute of
International Studies, Lecturer in Russian.
Swarthmore College
Tia N ew hall, B.S.-SED, M.S., Ph.D.,
University of Wisconsin-Madison, Associate
Professor of Computer Science. Swarthmore
College.
M aria New port, B.A., College of the Holy
Cross; Ph.D., University of Florida, Lecturer in
Chemistry and Biochemistry. Swarthmore
College.
H ans F. O berdiek, B.S., Ph.D., University of
Wisconsin, Henry C. and Charlotte Turner
Professor o f Philosophy. Swarthmore College.
Stephen A. O ’C onnell, A.B., Oberlin College;
Ph.D., Massachusetts Institute of Technology,
Professor o f Economics. Swarthmore College.
L izzie O lesker, B.A., Antioch College; M.F.A.,
New York University, Visiting Assistant
Professor of Theater (part time). Swarthmore
College.
K athryn E. O ’R ourke, B.A., Wellesley
College; M.A., University of Pennsylvania,
Visiting Instructor of Art History. Swarthmore
College.
F rederick L. O rthlieb, B.S. M.S.,
Massachusetts Institute of Technology; Ph.D.,
Carnegie Mellon University, The Isaiah V.
Williamson Chair of Civil and Mechanical
Engineering, Professor of Engineering.
Swarthmore College.
R obert S. Paley, B.S., McGill University;
M.S., Ph.D., University o f Michigan, Professor
o f Chemistry and Biochemistry. Swarthmore
College.
Bhavin Parikh, Head Coach, Physical
Education and Athletics (part time).
R achel Pastan, B.A., Harvard College; M.F.A.,
University of Iowa, Visiting Instructor of
English Literature (part-time). Swarthmore
College.
R obert F. Pasternack, B.A., Ph.D., Cornell
University, Edmund Allen Professor of
Chemistry and Biochemistry. Swarthmore
College.
M ichael A. Pesenson, B.A., University of
Pennsylvania; Ph.D., Yale University, Assistant
Professor of Russian. Swarthmore College.
M ary Phelan, B.S., College of Saint Rose;
M.A., University of Wisconsin, Visiting
Assistant Professor of Studio Art (part time).
Swarthmore College.
Steven I. Piker, B.A., Reed College; Ph.D.,
University of Washington, Professor of
Anthropology. Swarthmore College.
Elke Plaxton, B.A., Brigham Young
University; M.A., University of Colorado,
Lecturer in German. Swarthmore College.

16 Faculty and Other Instructional Staff
H elen Plotkin, B.A., Swarthmore College;

M arina Rojavin, B.A., Ukrainian Publishing

M.A., University of Michigan, Visiting
Instructor of Religion (part time). Swarthmore
College.
Jum atatu P oe, B.A., Swarthmore College,
Associate in Performance (Dance). Swarthmore
College.
Colin Purrington, B.A., Reed College; Ph.D.,
Brown University, Associate Professor of
Biology. Swarthmore College.
Paul R. R ablen, B.A., Haverford College;
M.A., Columbia University; Ph.D., Yale
University, Associate Professor of Chemistry
and Biochemistry. Swarthmore College.
Charles R aff, B.A., University o f Rochester;
M.A., Ph.D., Brown University, Professor of
Philosophy. Swarthmore College.
E lliot A. Ratzm an, B.A., M.A., Ohio
University; M.T.S., Harvard Divinity School;
M.A., Princeton University. Visiting Assistant
Professor of Religion. Swarthmore College.
M ichael J. R eay, B.A., Churchill College; M.
A. .University of Chicago; Ph.D., University of
Chicago, Assistant Professor o f Sociology.
Swarthmore College.
K eith Reeves, B.A., Swarthmore College;
Ph.D., University of Michigan, Associate
Professor of Political Science. Swarthmore
College.
Bob Rehak, B.A., Eastern Michigan
University; M.A., University of North Carolina;
Ph.D., Indiana University, Assistant Professor
of Film and Media Studies. Swarthmore
College.
Patricia L. R eilly, B.A., University of
California; M.A., Bryn Mawr College; Ph.D.,
University of California, Associate Professor of
Art History. Swarthmore College.
M ichele Reim er, B.A., Yale University;
M.S.W., Smith College School for Social
Work; Ph.D., Temple University, Assistant
Professor of Psychology (part time).
Swarthmore College.
K . A nn R enninger, B.A., University of
Pennsylvania; M.A., Ph.D., Bryn Mawr
College, Professor of Educational Studies.
Swarthmore College.
M icheline Rice-M axim in, Licence and
Maitrise Universite de la Sorbonne, Paris-IV;
M.A., University of North Texas; Ph.D.,
University of Texas at Austin, Associate
Professor of French. Swarthmore College.
B arbara R iebling, B.A., University of
Pennsylvania; M.A., University of
Pennsylvania; Ph.D., University of
Pennsylvania, Visiting Associate Professor of
English Literature (part time). Swarthmore
College.

Institute, Kiev, Ukraine; Ph.D., A. Potebnia
Institute for Linguistics, National Academy of
Sciences of Ukraine, Visiting Assistant
Professor of Russian. Swarthmore College.
E llen M . Ross, B.A., Princeton University;
M.A., Ph.D., University of Chicago, Associate
Professor of Religion. Swarthmore College.
T om oko Sakom ura, B.A., Keio University;
M.A., Columbia University, Assistant Professor
of Art History. Swarthmore College.
Elizabeth Sayre, B.S., Massachusetts Institute
of Technology; M.A., Duke University,
Visiting Instructor of Music (part time).
E rin Schlag, B.A., Colgate University; M.S.,
University of Maryland; Laboratory Instructor
in Biology. Swarthmore College.
P eter J. Schm idt, B.A., Oberlin College; M.A.,
Ph.D., University of Virginia, Professor of
English Literature. Swarthmore College.
Allen M . Schneider, B.S., Trinity College;
Ph.D., Indiana University, Centennial Professor
of Psychology. Swarthmore College.
Barry Schw artz, B.A., New York University;
M.A., Ph.D., University of Pennsylvania,
Dorwin P. Cartwright Professor of Social
Theory and Social Action, Professor of
Psychology. Swarthmore College.
Peggy Ann Seiden, B.A., Colby College; M.A.,
University of Toronto; M.L.I.S., Rutgers
University, College Librarian. Swarthmore
College.
Teya Sepinuck, B.A., Bennington College;
M.S., Villanova University, Associate in
Performance (part time). Swarthmore College.
A ndrew J. Shanefield, B.M., New York
University; M.S., Queens College CUNY;
M.M., West Chester University. Visiting
Associate in Performance (Music, part time).
Swarthmore College.
H elene Shapiro, B.A., Kenyon College; Ph.D.,
California Institute of Technology, Professor of
Mathematics. Swarthmore College.
A driano Shaplin, B.A., Sarah Lawrence
College, M.A., Universisty of California,
Berkeley. Visiting Instructor of Theater (part
time). Swarthmore College.
K enneth E. Sharpe, B.A., Dartmouth College;
M.S., London School of Economics and
Political Science; Ph.D., Yale University,
William R. Kenan Jr. Professor of Political
Science. Swarthmore College.
M im i Shelter, A.B., Harvard University; M.A.,
Ph.D., New School for Social Research,
Visiting Associate Professor o f Sociology.
Swarthmore College.
Jon Sherm an, B.A., Temple University,
Associate in Performance (Dance). Swarthmore
College.

16 Faculty and Other instructional Staff
Don H. Shim am oto, B.S., Stanford University;

D ouglas Turnbull, B.S.E. Princeton

M.A., Ph.D., Brandeis University, Professor of
Mathematics. Swarthmore College.
Faruq M .A. Siddiqui, B.S., Bangladesh
University of Engineering and Technology;
M.S., Ph.D., University of Pittsburgh, Professor
of Engineering. Swarthmore College.
Sunka Sim on, M.A., Universitadt Hamburg;
Ph.D., Johns Hopkins University, Associate
Professor of German. Swarthmore College.
Kathleen K . Siwicki, B.S., Brown University;
M.Phil., Cambridge University; Ph.D., Harvard
University, Professor of Biology. Swarthmore
College.
Lee A, Smithey, B.A., Emory University;
M.A., Ph.D., University of Texas at Austin,
Assistant Professor of Sociology. Swarthmore
College.
Lisa Sm ulyan, B.A., Swarthmore College;
M.A.T., Brown University; Ed.D., Harvard
Graduate School of Education, Professor of
Educational Studies. Swarthmore College.
Lori Sonntag, B.A., Mount Holyoke College,
Laboratory Instructor of Chemistry and
Biochemistry. Swarthmore College.
Kirsten E. Speidel, B.A., Oberlin College;
M.A., Johns Hopkins University, Lecturer in
Chinese. Swarthmore College.
Leah Stein, B.A., Wesleyan University,
Associate in Performance (Dance). Swarthmore
College.
Thomas A. Stephenson, B.S., Furman
University; Ph.D., University of Chicago,
James H. Hammons Professor of Chemistry and
Biochemistry. Swarthmore College.
K. Elizabeth Stevens, B.A., Reed College;
M.F.A., Yale School of Drama, Assistant
Professor of Theater (part time). Swarthmore
College.
Walter R. Strom quist, B.A., University of
Kansas; M.A., Ph.D., Harvard University,
Visiting Associate Professor of Mathematics.
Swarthmore College.
I Nyoman Suadin, Associate in Performance
(Music and Dance). Swarthmore College.
Atsuko Suda, B.A., Obirin University, Tokyo,
Japan; M.A., University of Arizona, Lecturer in
Japanese. Swarthmore College.
Suzanne E. Takahashi, B.A., Barnard College;
M.A., New York University, Visiting Instructor
of Theater (part time). Swarthmore College.
Janet C. Talvacchia, A.B., M.A., Bryn Mawr
College; Ph.D., University of Pennsylvania,
Professor of Mathematics. Swarthmore College.
Dominic Tierney, B.A., M.Phil., Ph.D., Oxford
University, Assistant Professor of Political
Science. Swarthmore College.

University, Visiting Instructor of Computer
Science. Swarthmore College.
W illiam N. Turpin, M.A., University o f St.
Andrews; M.A., University o f Toronto; Ph.D.,
Cambridge University, Professor of Classics.
Swarthmore College.
Richard V alelly, B.A., Swarthmore College;
Ph.D., Harvard University, Professor of
Political Science. Swarthmore College.
E lizabeth A . Vallen, B.A., Case Western
Reserve University; Ph.D., Princeton
University, Associate Professor o f Biology.
Swarthmore College.
Patricia Vargas, M.A., Inca Garcilaso de la
Vega University, Lima, Peru, Lecturer in
Spanish. Swarthmore College.
A m y C heng Vollm er, B.A., William Marsh
Rice University; Ph.D., University o f Illinois,
Professor of Biology. Swarthmore College.
Eric R. W agner, B.A., Connecticut College;
M.Ed., Temple University, Head
Coach/Instructor, Physical Education and
Athletics. Swarthmore College.
Robin E . W agner-Pacifici, B.A., Brown
University; M.A., Ph.D., University of
Pennsylvania, Gil and Frank Mustin Professor
of Sociology. Swarthmore College.
M ark I. W allace, B.A., University of
California at Santa Barbara; M.Div., Princeton
Theological Seminary; Ph.D., University of
Chicago, Professor of Religion. Swarthmore
College.
Chu-chen W ang, B.A., National Cheng-chi
University; M.A., National Taiwan Normal
University, Lecturer in Chinese. Swarthmore
College.
Steve C. W ang, B.S., Cornell University; M.S.,
Ph.D., University of Chicago, Associate
Professor o f Statistics. Swarthmore College.
A ndrew H . W ard, A.B., Harvard University;
Ph.D., Stanford University, Associate Professor
of Psychology. Swarthmore College.
M artin O . W arner, B.A., University of North
Carolina at Chapel Hill; M.A., Duke University,
Registrar. Swarthmore College.
E lizabeth W ebster, B.A., Swarthmore College;
M.F.A. The Academy for Classical Acting at
the Shakespeare Theatre, Visiting Instructor of
Theater (part time). Swarthmore College.
R obert E. W einberg, B.S., Cornell University;
M.A., Indiana University; Ph.D., University of
California, Berkeley, Professor of History.
Swarthmore College.
Philip M . W einstein, B.A., Princeton
University; M.A., Ph.D., Harvard University,
Alexander Griswold Cummins Professor of
English Literature. Swarthmore College.

16 Faculty and Other Instructional Staff
Stephen W elsh, B.A., Swarthmore College;
M.F.A., Temple University, Associate in
Performance (Dance). Swarthmore College.
H ansjakob W erlen, M.A., University of Notre
Dame; Ph.D., Stanford University, Professor of
German. Swarthmore College.
L arry E. W estphal, B.A., Occidental College;
Ph.D., Harvard University, J. Archer and Helen
C. Turner Professor of Economics. Swarthmore
College.
Patricia W hite, B.A., Yale University; Ph.D.,
University of California, Santa Cruz, Associate
Professor of Film and Media Studies.
Swarthmore College.
Tyrene W hite, B.A., Middle Tennessee State
University; M.A., Ph.D., Ohio State University,
Professor of Political Science. Swarthmore
College.
Thom as W hitm an, B.A., Swarthmore College;
Ph.D., University of Pennsylvania, Associate
Professor of Music. Swarthmore College.
Richard W icentow ski, B.S., Rutgers College,
Rutgers University; M.S., University of
Pittsburgh; Ph.D., Johns Hopkins University,
Assistant Professor of Computer Science.
Swarthmore College.
Craig W illiam son, B.A., Stanford University;
M.A., Harvard University; Ph.D., University of
Pennsylvania, Swarthmore Chair Professor of
English Literature. Swarthmore College.
Sarah W illie-LeBreton, B.A., Haverford
College; M.A., Ph.D., Northwestern University,
Associate Professor of Sociology. Swarthmore
College.
Lee W im berly, B.A., Stanford University; J.D.,
University of California at Berkeley, Professor
of Physical Education. Swarthmore College.
Liliya A. Yatsunyk, S.D., Chemivtsi State
University, Ukraine; Ph.D., University of
Arizona, Assistant Professor of Chemistry and
Biochemistry. Swarthmore College.
Carina Y ervasi, B.A., Hofstra University;
Ph.D., City University of New York, Associate
Professor of French. Swarthmore College.
M . Jade Zee, B.S., University of California,
San Diego; Ph.D., University of Oregon,
Eugene, Visiting Assistant Professor of
Biology. Swarthmore College.

16 Faculty and Other Instructional Staff
16.3 Divisions and Departments
16.3.1 Division of the Humanities
William Turpin, Chair
Art
Randall L. Exon, Acting Chair
Asian Studies
Haiti Kong, Chair
Classics
Rosaria V. Munson, Chair
English Literature
Peter J. Schmidt, Chair
History
Robert E. Weinberg, Acting Chair
Mathematics and Statistics
Stephen B. Maurer, Chair
Modern Languages and Literatures
Sibelan Forrester, Chair

Physics and Astronomy
Carl Grossman, Chair
Psychology
Frank Durgin, Chair
16.3.3

Division of the Social Sciences
Stephen O’Connell, Chair

Economics
John P. Caskey, Chair
Educational Studies
K. Ann Renninger, Chair
Engineering
Lynne Molter, Chair
History
Robert E. Weinberg, Acting Chair
Linguistics
Theodore B. Femald, Chair
Mathematics and Statistics
Stephen B. Maurer, Chair

Music and Dance
Gerald Levinson, Chair
Pallabi Chakravorty, Acting Director of Dance

Philosophy
Peter Baumann, Chair

Philosophy
Peter Baumann, Chair

Political Science
Cynthia Halpem, Chair

Psychology
Frank Durgin, Chair

Psychology
Frank Durgin, Chair

Religion
Steven P. Hopkins, Chair

Sociology and Anthropology
Robin Wagner-Pacifici, Acting Chair

Theater
Erin Mee, Acting Chair

Interdisciplinary Programs
Carol Nackenoff, Chair

16.3.2 Division of the Natural Sciences
and Engineering
Cheryl Grood, Chair

R ose M aio, Administrative Coordinator for the

Biology
Elizabeth Vallen, Chair
Chemistry and Biochemistry
Paul R. Rablen, Chair
Computer Science
TiaNewhall, Chair
Engineering
Lynne Molter, Chair
Linguistics
Theodore B. Femald, Chair
Mathematics and Statistics
Stephen B. Maurer, Chair
Philosophy
Peter Baumann, Chair

Divisions of Humanities, Social Sciences, and
Natural Sciences and Engineering

16 Faculty and Other Instructional Staff
16.4 Standing Committees of
the Facility
Academic Requirements
Assessment Planning Committee
Faculty Advisory Council to Dean of
Admissions
Council on Educational Policy
Committee on Faculty Procedures
Cooper Foundation Committee
Curriculum Committee
Fellowships and Prizes
Foreign Study
Health Sciences Advisory
Lang Center Advisory Board
Library
Physical Education and Athletics Advisory
Committee
Promotion and Tenure
Research Ethics

16.5 Other Committees With
Faculty Representation
Advisory Council to the Dean
Ad Hoc Committee on ADA Planning (as
needed)
Ad Hoc Committee on Documented Disabilities
Institutional Animal Care and Use Committee
College Budget Committee
College Judiciary Committee
Crum Woods Stewardship Committee
Cultural Diversity
Equal Opportunity Advisory Committee
Faculty and Staff Benefits
Honorary Degrees
Howard Hughes Medical Institute
Sager .
Swarthmore Foundation

16.6 Interdisciplinary Programs
Asian Studies
Black Studies
Cognitive Sciences
Comparative Literature
Environmental Studies
Film Studies
Gender and Sexuality Studies
German Studies
Interpretation Theory
Islamic Studies
Latin American Studies
Medieval Studies
Peace and Conflict Studies
Public Policy
Teacher Education

i

17 Administration

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I

17.1 Administrative Divisions
President’s Office

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1

1
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1

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President
Vice President for College and Community
Relations and Executive Assistant to the
President
Communications Office
News and Information Office
Publications Office
Equal Opportunity Office
Eugene M. Lang Center for Civic and Social
Responsibility
Provost’s Office

Associate Provost
Executive Assistant to the Provost
Center for Social and Policy Studies
Foreign Study Office
Information Technology Services
Libraries
Cornell Science and Engineering Library
Friends Historical Library
McCabe Library
Swarthmore College Peace Collection
Underhill Music and Dance Library
Physical Education and Athletics
Vice Presidentfo r Finance and Treasurer’s
Office

Controller
Business Office
Office Services
Student Accounts
Institutional Research
Investment Office
Risk Management
Dean o f Adm issions and Financial A id ’s
Office

Admissions
Financial Aid
Dean o f Students ’ Office

Associate Dean for Academic Affairs
Associate Dean for Multicultural Affairs
Associate Dean for Student Life
Academic Support
Black Cultural Center
Career Services
Counseling and Psychological Services
Disability Services
Fellowships and Prizes
Gender Education
Health Sciences Office
Health Services
Intercultural Center
Registrar’s Office
Residential Life
Student Activities

Vice P residentfo r D evelopm ent and Alum ni
R elations’ Office

Advancement Services
Advancement Operations
Alumni and Gift Records
Events Planning
Research
Stewardship
Alumni Development
Annual Giving
Alumni Relations
Corporate, Foundation, and Government
Relations
Development
Capital Giving
Parents Programs
Planned Giving
Development Communications
Vice P residentfo r F acilities and Services’
Office

Bookstore
Dining Services
Facilities Management
Environmental Services
Grounds
Maintenance
Planning and Construction
Lang Performing Arts Center
Occupational and Environmental Safety
Post Office
Public Safety
Scott Arboretum
Summer Programs
Vice P residentfo r Human Resources ’ Office

Human Resources
Payroll

17 Administration
17.2 Administration
Stephen D . Bayer, B.A., Tufts University; J.D.,

Emory University School of Law, Vice
President for Development and Alumni
Relations
A lfred H . Bloom , B.A., Princeton University;
Ph.D., Harvard University, President and
Professor of Psychology and Linguistics.
Jam es L . B ock III, B.A., Swarthmore College;
M.Ed., University of Virginia, Dean of
Admissions and Financial Aid.
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.
Jam es A. Larim ore, B.S., East Texas State
University, A.M., Stanford University, Dean of
Students.
C. Stuart H ain, B.A., Roanoke College, Vice
President of Facilities and Services.
C onstance C ain H ungerford, B.A., Wellesley
College; M.A., Ph.D., University of CalifomiaBerkeley, Provost and Mari S. Michener
Professor of Art History.
Suzanne P. W elsh, B.A., B.S., University of
Delaware; M.B.A., University o f Pennsylvania,
Vice President for Finance and Treasurer.
M elanie Young, B.A., Michigan State
University; M.C., Arizona State University,
Vice President for Human Resources.

17.3 President’s Office
A lfred H . Bloom , B.A., Princeton University;

Ph.D., Harvard University, President and
Professor of Psychology and Linguistics.
M aurice G . E ldridge, B.A., Swarthmore
College; M.Ed., University of Massachusetts,
Vice President for College and Community
Relations and Executive Assistant to the
President.
Laura K . W arren, Executive Coordinator.
L aura M oreno, Social Coordinator.
Jenny G ifford, Administrative Assistant.
Thom as J. E lverson, B.A., Swarthmore
College; M.A., Villanova University, Special
Assistant for Alumni Relations.

17.4 Provost’s Office
C onstance Cain H ungerford, B.A., Wellesley

College; M.A., Ph.D., University o f CalifomiaBerkeley, Provost and Mari S. Michener
Professor of Art History.
L isa Sm ulyan, B.A. Swarthmore College;
M.A.T., Brown University; Ed.D., Harvard
Graduate School of Education, Associate
Provost and Professor of Educational Studies

M arcia C. B row n, B.A., Villanova University;
M.Ed., University of Pennsylvania, Executive
Assistant to the Provost.
C athy Pescatore, Administrative Coordinator.
Joanne K im pel, Administrative Coordinator.

17.5 Dean’s Office
Jam es A. Larim ore, B.S., East Texas State

University, A.M., Stanford University, Dean of
Students.
G arikai C am pbell, B.A., Swarthmore College;
Ph.D., Rutgers University, Associate Dean for
Academic Affairs.
D arryl M . Sm aw , B.S., Delaware State
College; M.Div., Crozer Theological Seminary;
M.Th., Colgate Rochester/Bexley Hall/Crozer;
Ed.M., Harvard University; Ed.D., Harvard
University, Associate Dean for Multicultural
Affairs.
R afael Zapata, B.A., Iona College, M.A.,
Arizona State University, Assistant Dean of the
College and Director of the Intercultural Center.
T im othy E . Sam s, B.A., Union College; M.A.,
State University of New York at Albany,
Assistant Dean of the College and Director of
the Black Cultural Center.
G loria C arey Evans, B.A., Western
Washington College of Education; M.S.,
University of Washington; Ph.D., Stanford
University, Advisor for International Students
and Scholars.
M yrt W estphal, A.B., Occidental College;
Ed.M., Boston University, Associate Dean for
Student Life.
K aren M . H enry, B.A., Swarthmore College;
M.S.S., Bryn Mawr College Graduate School of
Social Work; Ph.D., Temple University,
Assistant Dean of the College and Gender
Education Adviser.
R achel H ead, B.S.W., Florida State University;
M.E.D., University of South Florida, Assistant
Dean for Residential Life.
A ngela “G igi” Sim eone, A.B., Wellesley
College; Ed.M., Boston University; Ph.D.,
University of Pennsylvania, Health Sciences
Adviser and Pre-law Adviser.
K elly W ilcox, B.A., Swarthmore College;
Ph.D., University of Pennsylvania, Assistant
Director of Student Life and Academic
Counselor.
Paury Flow ers, B.A., Sarah Lawrence College,
Assistant Coordinator of Student Activities.
M elissa M andos, B.A., Wesleyan University;
Master of City and Regional Planning, Rutgers
University, Fellowships and Prizes Adviser.
T racey Rush, B.S., University of Scranton,
M.S., St. Joseph’s University, Coordinator of
Learning Resources and Student Disability
Services.

17 Administration
Thomas J. Elverson, B.A., Swarthmore

College; M.A., Villanova University,
Counseling Associate.
Patricia A. C oyne, Administrative
Coordinator.
Terri Borgese, B.S., Millersville University;
Ruthanne K rauss; Jennifer Lenw ay, M.S.W.
Portland State University; D evonia “Bonnie”
Lytle; Joanna K . Nealon, A.B., Immaculata
College; Diane E. W atson, Administrative
Assistants.

17.6 Admissions and Financial
Aid
17.6.1 Admissions Office
James L. B ock III, B.A., Swarthmore College;
M.Ed., University of Virginia, Dean of
Admissions and Financial Aid.
Yvetta M oat, Administrative Coordinator.
Suzi Nam, B.A., The College of New Jersey;
M.A., University of Chicago, Director of
Admissions.
Martha E. Allen, A.B., Smith College,
Associate Dean of Admissions.
Beth Anne G luck, B.A., Muskingum College;
M.Ed., State University of New York,
Associate Dean of Admissions.
Ryan Nicole K eaton, B.A., SUNY Geneseo;
M.S.Ed., University of Pennsylvania, Associate
Dean of Admissions.
Justin Holmes, B.A., Vanderbilt University,
Assistant Dean of Admissions.
R. Nick Peterson, B.A., Franklin and Marshall,
Associate Dean of Admissions.
Tanya Aydelott, B.A., Swarthmore College,
Admissions Counselor.
Wallace Ann Ayres, B.A ., Swarthmore
College; Ed.M., Harvard University,
Admissions Officer.
Margaret T. Kingham, B.A., Mary
Washington College, Admissions Officer.
Samira Adam, B.S., Minnesota State
University, Technology and Research
Coordinator.
Carolyn M oir, Operations Coordinator.
Stephanie Berm an; Caitlin Elverson;
Demetria Ham ilton; Stacy Jordan; M ary
Morley; Diane Stasiunas; Susan W igo,

Administrative Assistants.
Bev Atz; Sharon H artley, A.A., Neumann

College, Receptionists.
17.6.2 Financial Aid Office
Laura Talbot, B.A., Wheaton College,
Director of Financial Aid.
Judith A. Strauser, B.S., B.A., Gannon
University, Associate Director o f Financial Aid.

Sydney Pasternack, B.A., State University of
New York at Cortland, Associate Director.
K ristin M oore, B.S., St. Francis University;
M.A., Indiana University of Pennsylvania,
Assistant Director.
Joanne B arracliff, Loan Coordinator.
Catherine Custer, B.S., Lock Haven
University; G ina Fitts, Administrative
Assistants.

17.7 Development and Alumni
Relations
Stephen D. Bayer, B.A., Tufts University; J.D.,

Emory University School of Law, Vice
President for Development and Alumni
Relations
Connie Baxter, Administrative Coordinator.
17.7.1 Advancement Services
D rusie Sheldon, B.A., University of Texas at

Austin, Director.
Sally Pow er, B.A., Cabrini College,
Administrative Assistant.
Alumni and Gift Records
R uth K rakower, B.F.A., University of
Hartford, Hartford School of Art, Director.
Jane Pedrick, B.A., Franklin & Marshall
College, Records Information Specialist.
Trish Tancredi, Gift Specialist.
M arianne K ennedy, Gift Recorder.
Stephanie Specht, Alumni Recorder.
Catherine Powell, B.S., Rosemont College,
Alumni Recorder.
Theresa Rodriguez, Administrative Assistant.
Events Planning
M illie DappoUone, A.A.S., Community
College of Philadelphia, Administrative
Assistant.
Advancement Operations
M im i W eiler, Manager, Advancement
Information Systems.
Barbara M ann, B.S., West Chester University,
Manager, Advancement Data and Technology.
Research
Florence A nn R oberts, B.A., Gettysburg
College; M.S., University of Pennsylvania,
Director.
L inda M cCloskey, B.A., Widener University,
Research Associate/Writer.
B arbara Flem ing, B.A., Tufts University,
Research Associate/Writer.
K ay W atson, A.A.S., Pennsylvania State
University, Research Specialist.
Stewardship
K ay Draper, B.S.Ed., Northwestern
University; J.D., University of Illinois, Director.

17 Administration
K atherine W atts, B.A., Goucher College,
Administrative Coordinator.

17.7.2 Alumni Development
Patricia A. Law s, B.A., Lehigh University,

Director.
Janet Donovan, B.A., Pennsylvania State
University, Assistant Director.

17.7.3 Annual Giving
M ary Beth M ills, B.A., Pennsylvania State

University; M.S., Drexel University, Director.
C raig W altm an, B.A., Elizabethtown College,
Marketing Manager.
D ennis A rchey, A.A., University o f Maryland;
B.A., Penn State, Assistant Director.
D eborah J. M ulligan, Class Agent
Administrator.
M arie K iriin, Administrative Assistant.
17.7.4 Alumni Relations
L isa L ee, B.A., Swarthmore College; M.Ed.,
Boston University, Director.
A strid Devaney, Associate Director.
G eo ff Sem enuk, B.A., University of Delaware,
Associate Director.
K aren Bernier, B.S., Duke University,
Assistant Director.
M atthew A rm stead, B.A., Swarthmore
College, Alumni Relations Fellow.
Julie DiPietro, Administrative Assistant.
17.7.5 Corporate, Foundation, and
Government Relations
K enneth Dinitz, B.A., Swarthmore College;
M.A., New School for Social Research,
Director.
N adine K olow rat, B.F.A., New York
University Tisch School of the Arts, Associate
Director.
T ania Johnson, B.A., M.A., University of
Pennsylvania, Assistant Director.
Deborah L. Thom pson, B.S., Kutztown
University, Administrative Assistant.
17.7.6 Development
M ary Carr, A.B.A., Keystone School of

Business, Administrative Assistant.
Capital Giving
K ay Fairs, B.A., University of Lancaster,
England, Director.
A nne Bonner, B.A., University of Wyoming;
M.A., University of Washington, Senior
Associate Director, Capital Giving.
Susan Lathrop, B.A., Wellesley College;
M.Ed., Smith College; B.S., University of
Delaware, Associate Director.
Sandy Byers, Administrative Assistant.
Parents Programs

Danielle F. Shepherd, B.S., Georgetown
University, Director.
Carol Stuart, Administrative Assistant.
Planned Giving
M ichael V aloris, B.A., Pennsylvania State
University; J.D., Widener University School of
Law, Director.
P atti B ender, B.S., University of Minnesota,
M.A., St. Mary’s University, Associate
Director.
A m anda M . H rincevich, B.A., Marist College;
J.D., Widener University School of Law,
Planned Giving Administrator.

17.7.7 Development Communications
Susan Clarey, B.A., Syracuse University,

Director.

17.8 Bookstore
K athleen K . G race, B.S., Elizabethtown

College; M.B.A., Philadelphia University,
Director.
Steve L evin, B.A., Temple University, Book
Manager.
L inda B ordley, Office Coordinator.
M ichael H arper and M artha Townsend,
Bookstore Assistants.

17.9 Career Services
N ancy Burkett, B.A., M.A., University of

Tennessee; Ed.S., College of William and
Mary, Director.
Erin M assey, B.A., Kutztown University;
M.Ed., Widener University, Associate Director.
Jennifer Barrington, B.A., Gettysburg
College; M.Ed., University of Delaware,
Assistant Director, (job share).
L aura Sibson, B.S., Drexel University; M.S.
Ed., University of Pennsylvania, Assistant
Director, (job share).
M arissa Deitch, B.S., St. Joseph’s University;
M.S., Villanova University, Assistant Director,
Public Service and Internships.
Lisa M aginnis, Administrative Assistant.

17.10 Center for Social and
Policy Studies
K eith W . Reeves, B.A., Swarthmore College;

Ph.D., University of Michigan, Director.
C athy W areham , A.S., Wesley College,
Administrative Assistant.
G udm und R. Iversen, M.A., University of
Michigan; Ph.D., Harvard University, Professor
Emeritus of Statistics, Former Director and
Resident Statistician.
Stephanie A ppiah ’10, K evin Bentley ’10,
Ellen D onnelly ’10, K ylah Field ’09, Student

Research Assistants.

17 Administration
17.11 Communications Office

Office Services

Nancy Nicely, B.A ., College of William and

C heryl Robinson, A.A.S., Delaware County

Mary; M.S., University of Pennsylvania;
Director.
Stacey K utish, A.B., Hamilton College;
Communications Associate.
Nathan Stazewski, B.A., Gettysburg College,
Web Multimedia Specialist.
Anita Pace, Communications Administrator.
News and Information
Alisa Giardinelli, B.A ., Pennsylvania State
University; M.A., Temple University, Associate
Director.
Steven Lin, B.A., University of Maryland, Web
Designer.
Publications
Jeffrey B. Lott, B.A., Middlebury College;
M.A.T., Rhode Island School of Design, Senior
Publications Editor; Editor of the Swarthmore
College Bulletin.
Carol Brdvart-Demm, B.A., University
College, London, Associate Director for
Editorial; Associate Editor of the Swarthmore
College Bulletin.
Phillip Stern, B.A., Swarthmore College;
M.F.A., University of Pennsylvania, Associate
Director of Publications for Design.
Susan Cousins B reen, B.A ., Kean University;
M.A., Rosemont College, Assistant Director;
Class Notes Editor of the Swarthmore College
Bulletin.
Audree Penner, B.A., University of MissouriColumbia, Desktop Design Specialist.
Eleftherios K ostans, A.S., Art Institute of
Philadelphia, Photographer.
Janice M errill-R ossi, Administrative
Assistant.

17.12 Controller’s Office
Business Office
Eileen E. Petuia, B.S., Indiana University of
Pennsylvania, C.P.A., Controller.
Joseph Cataldi, B.S., LaSalle University;
M.B.A., LaSalle University, Associate
Controller.
Beth Baksi, B.S., Shippensburg State College;
M.B.A., St. Joseph’s University, Assistant
Controller.
Robert Lopresti, B.S., Rutgers, C.P.A.,
Manager o f Financial Information Systems.
Denise A. Risoli, B.S., LaSalle University,
Restricted Funds Accountant.
Nancy E. Sheppard, Manager, Business Office
Operations.
Patricia Hearty, Clerk.
Catherine Cinquina, Purchasing Coordinator.
Deborah M cG innis, Accounts Payable Clerk.

Community College, Manager.
Joann M . M assary, Administrative Assistant.
Tarsia Duff, A.A.S., Delaware County

Community College, Administrative Assistant.
Student Accounts
Linda W eindel, Student Accounts Manager.
M aria M cBride, Student Accounts Assistant.

17.13 Counseling and
Psychological Services
D avid Ram irez, B.A., M.A., Ph.D., University

of Texas, Director.
Paula S. R osen, 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.
K im D. G rant, B.S., Purdue University; Ph.D.,
University of South Carolina, Clinical
Psychologist.
Joseph C. H ew itt, B.A., University of
Pennsylvania; D.O., University of Medicine and
Dentistry, New Jersey School of Osteopathic
Medicine; Fellow, Child and Adolescent
Psychiatry, Jefferson Medical College,
Consulting Psychiatrist.
Joanna Frederick, B.A., Wesleyan University,
M.S.S., L.S.W., Bryn Mawr College Graduate
School of Social Work and Social Research,
Clinical Social Work Fellow.
N icole M . G ardner Brow n, B.A., University
of Michigan; M.A., Widener University
Institute for Graduate Clinical Psychology;
Doctoral Candidate, Widener University
Institute for Graduate Clinical Psychology,
Psychology Intern.
R uth Frank, B.A., University of Rochester;
M.A.T., State University of New York-Albany;
M.D., Albert Einstein College of Medicine,
Psychiatric Resident.
Amy L. M itchell, B.A., Loyola College; M.A.,
Widener University Institute for Graduate
Clinical Psychology; Doctoral Candidate,
Widener University Institute for Graduate
Clinical Psychology, Psychology Intern.
D iane Christie Shaffer, B.A., Trinity College;
M.A., Trinity College; Doctoral Candidate,
Immaculata University, Psychology Intern.
Theresa D . M cG rath, Administrative
Assistant.

17.14 Dining Services
Linda M cD ougall, B.A., Temple University,

Director of Dining Services.
Janet A. K assab, Director of Purchasing and

Menu Planning.
A ugustine R ubri, Cash Operations Manager.

17 Administration
T herese H opson, Front-of-House Manager.
Jam ar Jones, Utility Manager.
Barbara B osw ell, Catering Manager.
Lisa Scolaro, Culinary Institute of America,

Catering Chef.
L ynn G rady, Administrative Assistant.

17.15 Equal Opportunity Office
Sharm aine B. LaM ar, B.S., St. Joseph’s

University; J.D., University of Richmond,
Equal Opportunity Officer.

17.16 Facilities and Services
C. Stuart H am , B.A., Roanoke College, Vice
President for Facilities and Services.
Paula Dale, B.A., Wake Forest University;
M.A., University of North Carolina at Chapel
Hill, Executive Assistant, Facilities and
Services.
M ary K. H asbrouck, B.A., Oberlin College,
Technology Coordinator.
C hristi A. Pappert, Administrative
Coordinator.
Jinny Schiffer, A.B. Smith College, M.S.
Temple University, Environmental Health &
Safety Officer
Susan Sm ythe, B.A., Wesleyan University,
A.D.A. Program Manager

B ill Costello, A.S., Temple University and
A.S., Pennsylvania State University, I.P.M.
Coordinator/Gardener II.
Sue Stark, B.A., Lafayette College; M.L.A.,
University of Pennsylvania, Volunteer
Coordinator/Gardener n.
Maintenance
Ralph P. Thayer, Director of Maintenance.
B ill M aguire, Manager, Maintenance/Trades.
C arolyn V ance, Workbox Coordinator.
Planning and Construction
Janet M . Sender, B.S., Pennsylvania State
University; M.S., Drexel University, Director of
Planning and Construction.
M ichael B oyd, Senior Project Manager.
Tom C ochrane, Senior Project Manager for
Engineering Systems.
W oodford Frazier, A.S., Montgomery County
Community College, Facilities Information
Manager.

17.18 Finance and Treasurer’s
Office
Suzanne P. W elsh, B.A., B.S., University of
Delaware; M.B.A., University of Pennsylvania,
Vice President for Finance and Treasurer.
L ois L. Falzone, Administrative Coordinator.

17.19 Foreign Study Office
17.17 Facilities Management
C laire Ennis, Facilities Management

Coordinator.
A lice B albierer, Assistant Director of Facilities

Management, Director of Special Projects.
Patricia M aloney, B.A., Pennsylvania State
University, Facilities Coordinator and Director
of Summer Programs.
Steve Borger, Crew Leader, Support Services
Crew.
Environmental Services
Patti Shields, Director.
Don Bankston, Supervisor.
Jud y M ajors, Supervisor.
A lvin M iser, Supervisor.
Grounds
J eff Jabco, B.S., Pennsylvania State
University; M.S., North Carolina State
University, Director of Grounds/Coordinator of
Horticulture.
Steve Donnelly, Athletic Fields Supervisor.
P aul Eriksen, B.S., University of Delaware,
Garden Supervisor.
C huck H inkle, B.S., Temple University,
Garden Supervisor.

Steven I. P iker, B.A., Reed College; Ph.D.,

University of Washington, Professor of
Anthropology, Foreign Study Adviser.
R osa M . Bernard, B.S., Pace University,
Foreign Study Coordinator.
D iana R. M alick, B.S., Neumann College,
Foreign Study Assistant.

17.20 Health Sciences/Pre-Law
Advisory Program
G igi Sim eone, A.B., Wellesley College; Ed.M.,
Boston University; Ph.D., University of
Pennsylvania, Health Sciences Adviser.
Jennifer Lenw ay, M.S.W., Portland State
University, Administrative Assistant.

17.21 Health Services
Beth K otarski, M.S.N., C.R.N.P.; University

of Pennsylvania, Director.
Suzie H . L ong, M.S.N., C.R.N.P.; University
of Pennsylvania, Nurse Practitioner.
G eraldine Cole, R.N., C.R.N.P.; M.S.N., and
F.N.P. Certificate, Widener University, Nurse
and Nurse Practitioner.
C onstance C. Jones, R.N.C.; Diploma,
Hospital of the University o f Pennsylvania,
Nurse.

17 Administration
Ethel K am inski, R.N.; A.S., M t Aloysius
Junior College; B.S.N., Gwynedd Mercy
College; M.S.N., University of Pennsylvania,
Nurse.
Barbara K rohm er, R.N.; A.S., Delaware
County Community College, Nurse.
Eileen Stasiunas, R.N., B.S.N., Villanova
University, Nurse.
Mari Clements, R.D.; B.S., Immaculata
College; M.H.Ed., St. Joseph’s University,
Nutrition Clinical Specialist.
Andrea Sconier LaB oo, B.A., Swarthmore
College; M.A., Pennsylvania State University,
HIV Test Counselor.
Rima H im elstein, M.D.; B.S., University of
Pennsylvania; Consultant, Adolescent
Medicine.
Charles D. H um m er III, M.D.; B.A., M.A.,
Amherst College; M.D., Jefferson Medical
College; Fellowship, The Christ Hospital,
University of Cincinnati; Consultant,
Orthopedic Medicine.
Nancy H orvitz-R ist, M.D., B.S.N., University
of Delaware; M.D., Temple University School
of Medicine. Consultant, Internal Medicine
Pei Ann K ong, M.D., M.D. B.S., Temple
University, College of Science and Technology,
Temple University School of Medicine.
Residency Wayne State University. Consultant,
Internal Medicine
Barry Rinker, M.D.; B.S., Muhlenberg
College, M.S., University of Michigan, M.D.,
Jefferson Medical College, Consultant, Internal
Medicine.
Paul S. Zamostien, M.D.; B.S., Ursinus
College; M.D., Jefferson Medical College,
Consultant, Obstetrics and Gynecology.
Alan Zweben, M.D.; B.S., State University of
New York at Stony Brook; M.D., New York
Medical College, Consultant, Internal
Medicine.
Mary Jane Palma, Medical Assistant.

17.22 Human Resources
Melanie Young, B.A., Michigan State
University; M.C., Arizona State University,
Vice President, Human Resources.
Lee Robinson, B.A., Rhode Island College;
M.S., Villanova University, Employee
Relations Manager.
Carolyn Hatt, B.A., University of Delaware;
M.S., Widener University, Employment
Manager.
Martin Cormlcan, B.A., Widener University;
M.S.T., Widener University; J.D., Widener
University, Associate Director.
Theresa Handley, Benefits Administrator.
Janis Leone, Administrative Coordinator.

Payroll
K aren Phillips, Payroll Director.
K athryn Tim m ons, Payroll Coordinator.
Bonnie G asperetti, Student Payroll Assistant.
Catherine W ilson, Payroll/Human Resources

Assistant.

17.23 Information Technology
Services
G ayle R. Barton, A.B, Bryn Mawr College,
M.Ed. St. Lawrence University, Chief
Information Technology Officer.
Academic Computing
E ric Behrens, B.A., Swarthmore College,
Associate Chief Information Technology
Officer, Academic Computing.
Elizabeth E vans, B.A., Bennington College;
Ph.D., Cornell University, Academic
Computing Coordinator.
D ou g W illen, B.A., Princeton University;
Ph.D., University of California, Academic
Computing Coordinator.
Administrative Database Applications Support
K atie B ourne, B.A., Lock Haven University;
M.S., Drexel University, Banner Application
Support Analyst.
F ran k M ilew ski, B.S., St. John’s University,
Associate Director, Application Support.
Edw ard Siegle, B.A., West Chester University,
Banner Application Support Analyst.
Business Services
L isa Brunner-Bireley, A.A.S., Delaware
County Community College, Business
Manager.
M ark Davis, Microcomputer Software
Specialist.
M ichael W . R app, Hardware Support
Technician.
Client Services
K enneth Collins, B.A., Temple University,
Client Services Coordinator.
H eather Dum igan, Client Services
Coordinator.
Seth Frisbie-Fulton, B.A., Antioch College,
Client Services Coordinator.
Robin Jacobsen, B.B.S., Temple University,
Associate Director, Client Services.
Barbara A . M cK innon, B.A., Eastern
University, HelpDesk Manager
Enterprise Services
Angela A ndrew s, B.S., Chestnut Hill College,
System Administrator.
N icholas H annon, B.S., Worcester Polytechnic
Institute, M.S., Syracuse University,
Information Security Analyst.
David Robinson, B.B.M., Widener University,
Computer Operator.

17 Administration
Jason Rotunno, B.S., Drexel University, Junior

Debra K ardon-Brow n, B.S., Pennsylvania

Systems Administrator
R honi Ryan, B.S., Villanova University,
Business Systems Analyst.
R. G lenn Stauffer, B.B.A., Temple University,
Associate Director, Enterprise Systems.
D onald Tedesco, B.A., Rutgers University,
Data Center Supervisor.
P atrick A. T reptau, B.S. College of
Heidenheim/Germany, Senior Systems
Administrator.
Media Services
M ichael Patterson, B.A., Temple University,
Media Services Manager.
M ichael Bednarz, B.A., Pennsylvania State
University, Media Services Technician.
D avid T. N eal Jr., B.A., Temple University,
Media Services Technician.
Networking and Telecommunications
M ark J. Dum ic, B.A., M.B.A., University of
Rochester, Associate Director, Networking and
Systems.
R obert Velez, B.S., Liberty University,
Network Administrator.
Web projects
M ichael K appeler, B.A., Richard Stockton
College of New Jersey, Web Content
Coordinator.
M arc L ew is, Web Developer.
K elly A. M ueller, B.A., Bryn Mawr College;
M.L.I.S., University College, London,
Manager, Web Information Projects.

State University, Assistant Director for Student
Programs.
Delores Robinson, Administrative Assistant.

17.24 Institutional Research
Office
Robin H . Shores, B.A., M.A., Ph.D.,
University of Delaware, Director of
Institutional Research.

17.25 Investment Office
M ark C. A m stutz, B.A., College o f William

and Mary; M.A., University of Virginia, C.F.A.,
Managing Director Investments.
L ori Ann Johnson, B.A., Rutgers University;
M.B.A., Villanova University, Director of
Investment Operations and Assistant Treasurer.
Carm en Duffy, Investment Associate.

17.26 Lang Center for Civic and
Social Responsibility
Joy Charlton, B.A., University of Virginia;

M.A., Ph.D., Northwestern University,
Executive Director.
Cynthia Jetter, B.A., Swarthmore College,
Director for Community Partnerships and
Planning.

17.27 Lang Performing Arts
Center
Jam es P. M urphy, B.F.A., State University of
New York at Albany, Managing Director.
N ick K ourtides, United Scenic Artists, Acting
Manager of Operations.
B rady G onsalves, Stage Manager, Actors’
Equity Association Member, Production
Supervisor.
A ndrew J. M erkel, B.A., Lycoming College;
M.A., Villanova University, Production
Assistant.
Jean R. Tierno, B.A., Widener University;
J.D., Widener University School of Law,
Administrative Assistant.

17.28 Libraries
17.28.1 College Library
Peggy Ann Seiden, B.A., Colby College; M.A.,

University of Toronto; M.L.I.S., Rutgers
University, College Librarian.
A nnette New m an, B.A., Evergreen State
College, Assistant to the College Librarian.
Digital Initiatives
K ate Carter, B.F.A., New York University;
M.L.S., University of Pittsburgh, Digital
Initiatives Coordinator.
Spencer Lam m , B.A., University of
Washington; M.L.I.S., University of
Washington, Digital Initiatives
Programmer/Analyst
Reference and Bibliographic Instruction
A nne G arrison, B.A., Drew University; M.A.,
University of Washington; M.L.S., University
of Washington, Head of Reference Services and
Humanities Librarian.
Pam H arris, B.A., Mary Washington College;
M.L.S., Drexel University, Outreach,
Instruction, and Reference Services Librarian.
M elanie M aksin, B.A., Swarthmore College;
M.L.S. University o f Pittsburgh, Social
Sciences Librarian
Edw ard H . Fuller, B.A., Widener College;
M.L.S., Drexel University, Reference/Video
Resources Librarian.
Technical Services
B arbara J. W eir, B.S., Pennsylvania State
University; M.L.S., Drexel University,
Assistant Director for Acquisitions, Systems,
and Data Management.
A m y M cC oll, B.A., University of Delaware;
M.L.S., Drexel University, Assistant Head of

17 Administration
Technical Services for Monographs, Special
Collections, and Preservation.
Susan Dreher, B.A., Wesleyan University;
M.L.I.S., Drexel University, Digital Resources
Digitization Coordinator.
So-Young Jones, B.A., Euha Women’s
University, Korea; M.L.S., Simmons College,
Technical Services Specialist
Melinda Kleppinger, B.S., Lebanon Valley
College, Government Documents Specialist.
Jacqueline Magagnosc, B.A., University of
California, Berkeley; M.S., Drexel University,
Serials Specialist.
Mary Marissen, B.A., Calvin College; M.M.,
Catholic University of America, Technical
Services Specialist.
Danie Martin, B.A., B.S., Ohio State
University; M.L.S., Kent State University,
Technical Services Specialist.
Louise Petrilla, A.A., Delaware County
Community College, Technical Services
Specialist.
Sandra M. Vermeychuk, B.A., Swarthmore
College; M.S. in Ed., University of
Pennsylvania, Interlibrary Loan Specialist.
Anna Headley, B.A., Swarthmore College,
Technical Services 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.
Chris Gebert, B .A ., University of Delaware,
Access and Lending Services Specialist.
Mary Ann Wood, B.S., Pennsylvania State
University; M.Ed., Temple University, Evening
Access and Lending Services Supervisor.
Tricollege Library Consortium
Ken Watts, Book Van Driver.
17.28.2 Cornell Science and Engineering
Library
Meg E. Spencer, B.A., University of
Richmond; M.S., Drexel University, Head of
Cornell Library of Science and Engineering and
Science Librarian.
Teresa E. Heinrichs, B.A., Waynesburg
College, Cornell Access and Lending Services
Supervisor.
Margaret J. Brink, B.A., University of Iowa,
Serials and Access Specialist.
17.28.3 Underhill Music and Dance
Library
Donna Fournier, B.A., Connecticut College; !
M.L.S., Southern Connecticut State University;
M.A., West Chester University, Performing
Arts Librarian.

17.28.4 Friends Historical Library
Christopher Densm ore, B.A., Oberlin

College; M.A., University of Wisconsin,
Curator.
Patricia Chapin O ’D onnell, B.A., M.A.,
University of Pennsylvania; M.A., University of
Delaware, Archivist
Barbara E. A ddison, B.S., University of
Wisconsin-Milwaukee; M.S.L., University of
Wisconsin-Madison, Technical Services
Coordinator.
Susanna K . M orikaw a, B.A., Dickinson
College; M.F.A., Ph.D., Syracuse University,
Archival Specialist.
C harlotte A. Blandford, Administrative
Assistant.
Honorary Curators o f the Friends Historical
Library
M argaret H ope B acon, Esther Leeds
Cooperm an, M ary R. D unlap (emerita),
Philip L. G ilbert, V alerie G ladfeiter, Jam es
E . H azard, H ow ard T. H allowell IH
(emeritus), A dalyn Purdy Jones, E lizabeth H.
M oger (emerita), Jane Rittenhouse Sm iley
(emerita), R obert C. T urner, N ancy V.
W ebster, Signe W ilkinson, and H arrison M.
W right.

17.28.5 Swarthmore College Peace
Collection
W endy E. Chm ielew ski, B.A., Goucher
College; M.A., Ph.D., State University of New
York at Binghamton, George Cooley Curator.
B arbara E. A ddison, B.S., University of
Wisconsin-Milwaukee; M.S.L., University of
Wisconsin-Madison, Technical Services
Coordinator.
M ary Beth Sigado, B.M ., Temple University,
M.S.W., Widener University, Technical
Services Specialist.
A nne Y oder, B.A., Eastern Mennonite College;
M.L.S., Kent State University, Archivist.
Advisory Council o f the Swarthmore College
Peace Collection
H arriet H ym an A lonso, Irw in Abram s
(emeritus), K evin Clem ents, H ilary C onroy
(emeritus), John Dear, D onald B. Lippincott,
H annah and Felix W asserm an.

17.29 List Gallery
A ndrea Packard, B.A., Swarthmore College;

Certificate, Pennsylvania Academy of the Fine
Arts; M.F.A., American University, Director.

17.30 Post Office
V incent J. Vagnozzi, B.S., West Chester

University, Supervisor.
Charles Stasiunas, Assistant Supervisor.

17 Administration
John Steel, E arl Leight, R uss Q uann, and
Don N oble, Clerks.

17.31 Public Safety
O wen Redgrave, B.S., West Chester

University; A.A.S., Delaware County
Community College, Director o f Public Safety.
H erbert Barron, Lieutenant, B.A., Cheyney
State College.
Brian H arris, D om inick M artino, Patrol
Sergeants.
Jim Ellis; Bob Stephano; Edw in H arvey;
K athy Agostinelli, A.A.S., Delaware County
Community College; T ony Green; and Tom
G allo, Public Safety Officers.
John D ukes, Joe F orgacic, Patrol Corporals.
G eorge D arbes, E llie Jam ison, Terry
M cG onigle, Communications Center.
T erri N arkin, Sally C oultes, Administrative

Assistants.

17.32 Registrar’s Office
M artin O . W arner, B.A., University of North

Carolina at Chapel Hill; M.A., Duke University,
Registrar.
D iane M . Codings, B.A., Smith College,
Associate Registrar.
Stacey H ogge, B.S., West Chester University;
A.S., Delaware County Community College,
Assistant Registrar.
Janet M cSw iggan, Assistant Registrar.

17.33 The Scott Arboretum
C laire Saw yers, B.S., M.S., Purdue University;

M.S., University of Delaware, Director.
Julie Jenney, B.A., University of Oregon,
Educational Programs Coordinator.
A ndrew Bunting, A.A.S., Joliet Junior
College; B.S., Southern Illinois University,
Curator.
Jod y Dow ner, A.A.S., Drexel University,
Administrative Assistant.
J eff Jabco, B.S., Pennsylvania State
University; M.S., North Carolina State
University, Horticultural Coordinator.
R hoda M aurer, B.A., University of
Washington, Collections Documentation and
Project Manager.
Rebecca Robert, B.S., M.S., Pennsylvania
State University, Member and Visitor Programs
Coordinator.
Jacqui West, Administrative Coordinator.

17.34 Academic Administrative
Assistants and Technicians
A rt: June V. Cianfrana, A.A.S., Delaware

County Community College, Administrative

Assistant; Stacy Bomento, B.A., LaSalle
University, Slide Curator; Douglas Herren,
B.F.A., Wichita State University; M.F.A.,
Louisiana State University, Studio Technician.
Asian Studies: Anna Everetts, Administrative
Assistant.
Biology: Matt Powell, B.S., Central Michigan
University, Administrative and Technology
Manager; Diane Fritz, Administrative
Coordinator; John Kelly, A.A.S., Community
College of Philadelphia; B.S., Wharton School,
University of Pennsylvania, Senior Technical
Specialist; Gwen Rivnak, B.S., Denison
University; M.E., Widener University,
Laboratory Coordinator; Bill Pinder, B.A.,
Swarthmore College, Biology Greenhouse
Manager; Tami Gura, B.A., Western Maryland
College, Animal Facilities Manager.
B lack Studies: Anna Everetts, Administrative
Assistant.
C hem istry and Biochem istry: Kathryn R.
McGinty, B.A., M.A., California State
University at Long Beach, Administrative
Assistant; David S. Trimble, B.S., Denison
University; Ph.D., University of Tennessee,
Instrument Coordinator.
Classics: Deborah Sloman, Administrative
Assistant.
Com puter Science: Bridget M. Rothera,
Administrative Assistant; Jeffrey M. Knerr,
B.S., College of William and Mary; M.S.,
Ph.D., University o f North Carolina,
Lab/System Administrator.
Econom ics: Nancy Carroll, B.A., Barat
College, Administrative Assistant.
E ducational Studies: Kae Kalwaic, B.S.,
Shippensburg University; M.Ed., Temple
University, Administrative Assistant.
E ngineering: Holly Castleman, Administrative
Assistant; Grant Smith, Mechanician; Edmond
Jaoudi, Electronics, Instrumentation, and
Computer Specialist, B.S., Fairleigh Dickinson
University; M.Arch., Virginia Polytechnic
Institute and State University.
E nglish Literature: Carolyn Anderson,
Administrative Coordinator; Joanne Howard,
B.A., Rutgers University.
E nvironm ental Studies: Carolyn Warfel, A.S.,
Widener University, Administrative Assistant.
F ilm and M edia Studies: Carolyn Anderson,
Administrative Coordinator; Joanne Howard,
B.A., Rutgers University.
G ender and Sexuality Studies: Anna Everetts,
Administrative Assistant.
G erm an Studies: Eleonore Baginski, B.S., St.
Joseph’s University, Administrative
Coordinator; Cassy Burnett, Administrative
Assistant.

17 Administration
History: Jennifer Moore, B.A., University of
Pennsylvania; M.S.Ed., University of
Pennsylvania, Administrative Assistant
Interpretation Theory: Anna Everetts,
Administrative Assistant.
Latin Am erican Studies: Anna Everetts,
Administrative Assistant.
Linguistics: Aaron J. Dinkin, A.B. Harvard
University, Phonetics Lab Coordinator;
Dorothy Kunzig, Administrative Assistant.
Mathematics and Statistics: Stephanie J.
Specht, Administrative Assistant; Steve
Amgott, B.A., University of Pennsylvania;
Ph.D., Rutgers University, Computer
Laboratory Coordinator.
Modern Languages and Literatures:

Eleonore Baginski, B.S., St. Joseph’s
University, Administrative Coordinator; Cassy
Burnett, Administrative Assistant; Michael
Jones, B.A., State University of New York at
Buffalo, Language Resource Center Director.
Music and Dance: Bernadette Dunning,
Administrative Coordinator; Susan Grossi,
Administrative Assistant (Dance); Geoffrey
Peterson, Concert Manager, B.M., Cleveland
Institute of Music; Hans Boman, B.M.,
Philadelphia College of Performing Arts, Dance
Program Accompanist.
Peace and Conflict Studies: Anna Everetts,
Administrative Assistant.
Philosophy: Donna Mucha, Administrative
Assistant.
Physical Education and Athletics: Christyn P.
Chambers, B.A., Washington University; M.A.,
University of North Carolina at Chapel Hill,
Associate Director of Athletics; Marian Fahy,
Sharon J. Green, Administrative Assistants;
Ray Scott, Larry Yannelli, Equipment/Facilities
Managers; Marie Mancini, A.T.C., B.S., West
Chester University; Jessica Quinn, M.S.,
A.T.C., West Chester University; Allison
Hudak, A.T.C., West Chester University.
Physics and Astronom y: Carolyn Warfel,
A. S., Widener University, Administrative
Assistant; James Haldeman,
Instrumentation/Computer Technician; Steven
Palmer, Machine Shop Supervisor; Timothy
Gray, B.A., Swarthmore College; Ph.D.,
Princeton University, Postdoctoral Research
Scientist.
Political Science: Gina Ingiosi; Deborah
Sloman, Administrative Assistants.
Psychology: Joanne M. Bramley,
Administrative Coordinator; Julia L. 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.
Theater: Liza Clark, B.A., Swarthmore
College, Arts Administration Intern; Laila
Swanson, B.A., Trondheim School o f Business,
Trondheim, Norway, M.F.A., Temple
University, Costume Shop Supervisor; Stephen
P. Hungerford, B.A., Shippensburg University,
M.A., University o f Pennsylvania, Production
Manager and Technical Director; Jean Tiemo,
B.A., Widener University, J.D., Widener
University School of Law, Administrative
Assistant.

18 Visiting Examiners 2008
Art
Barbara Diduk, Dickinson College
Mark Van Buskirk, Earlham College

Walter Nicholson, Amherst College, Emeritus
Sam Schulhofer-Wohl, Princeton University
Cameron Shelton, Wesleyan University

Art History
Julie Davis, University o f Pennsylvania
Gordon Hughes, Rice University
Charles Palermo, The College o f William <6
Mary
Linda Pellecchia, University o f Delaware
Mary Shepard, Friends University

Educational Studies
Gerald Campano, Indiana University, School o f
Education
Suzanne Hidi, University o f Toronto
Donna Kay Johnston, Colgate University
David Karen, Bryn Mawr College
Lawrence Sipe, University o f Pennsylvania

Biology
Jon Allen, Bowdoin College
Daniel Ardia, Franklin and Marshall College
Nancy Bemer, University o f the South
Gregory Davis, Princeton University
Betsey Dyer, Wheaton College
David Glanzman, University o f California, Los
Angeles
Mark Gromko, Bowling Green State University
Carl Heuther, University o f Cincinnati
Bart Krekelberg, Rutgers University, Newark
Patricia Labosky, Vanderbilt University
Joseph Lorenz, Coriell Institute o f Medical
Research
Sharon Lynn, The College o f Wooster
Paula McSteen, Pennsylvania State University
Paul Sniegowski, University o f Pennsylvania
Joseph Thompson, Franklin and Marshall
College
Elaina Tuttle, Indiana State University
Dirk Vanderklein, Montclair State University
Christine White-Ziegler, Smith College
Alan Wolfe, Loyola University, Chicago

Engineering
Gerard Jones, Villanova University
Paul Oh, Drexel University
Sridhar Santhanum, Villanova University

Chemistry and Biochemistry
David Cafiso, University o f Virginia
James Coe, The Ohio State University
George Helz, University o f Maryland, Emeritus
Matthew Neiditch, University o f Medicine and
Dentistry o f New Jersey
Susan White, Bryn Mawr College
Classics—Greek
T. Corey Brennan, Rutgers University, New
Brunswick
Andrew Ford, Princeton University
Ravi Sharma, Haverford College
Classics—Latin
Cynthia Damon, University o f Pennsylvania
Stephen Wheeler, Pennsylvania State
University
Computer Science
Karen Karavanic, Portland State University
Gideon Mann, Google, Inc.
James Marshall, Sarah Lawrence College
Economics
Richard Ball, Haverford College
Michael Ehrhardt, University o f Tennessee
Jaime Marquez, Federal Reserve Board
Robert Murphy, Boston College

English Literature
Kristina Baumli, University o f Pennsylvania
Judith Berman, University o f Pennsylvania
Woon-Ping Chin, Dartmouth College
Anthony Cuda, University o f North Carolina,
Greensboro
Hannibal Hamlin, The Ohio State University
David Jenemann, University o f Vermont
Homay King, Bryn Mawr College
Sanjay Krishnan, University o f California,
Irvine
Evan Radcliffe, Villanova University
Bethany Schneider, Bryn Mawr College
Environmental Studies
Mark Sagoff, University o f Maryland
Film and Media Studies
Wendy Weinberg, University o f the Arts
History
Holly Case, Cornell University
Marybeth Hamilton, Birkbeck College,
University o f London
Teresa Meade, Union College
Gregory Mixon, University o f North Carolina,
Charlotte
Ann Moyer, University o f Pennsylvania
Kevin Murphy, University o f Minnesota
Geoffrey Plank, University o f Cincinnati
Janice Reiff, University o f California, Los
Angeles
Joshua Sanborn, Lafayette College
Carol Summers, University o f Richmond
Janet Theiss, University o f Utah
Michael Zuckerman, University o f
Pennsylvania
Latin American Studies
Aurelia Gomez Unamuno, Haverford College
Linguistics
William Idsardi, University o f Maryland
Edward Keenan, University o f California, Los
Angeles
John Rickford, Stanford University
Don Ringe, University o f Pennsylvania
Rafael Salaberry, University o f Texas, Austin
Harold Schiffman, University o f Pennsylvania

18 Visiting Examiners 2008
Mathematics and Statistics
Benjamin Kennedy, Gettysburg College
John McCleary, Vassar College
Jerome Reiter, Duke University
Thomas Roby, University o f Connecticut
Modern Language—Arabic Studies
Roger Allen, University o f Pennsylvania
Modern Language—Chinese
Yingjin Zhang, University o f California, San
Diego
Modern Language—French
Panivong Norindr, University o f Southern
California
Modern Language—German
Erik Butler, Emory University
Modern Language—Russian
Galya Diment, University o f Washington
George Pahomov, Bryn Mawr College
Lenka Pankova, University o f Pittsburgh
Modern Language—Spanish
Samuel Amell, The Ohio State University
Music and Dance
Ingrid Arauco, Havetford College
Robin Leaver, Westminster Choir College,
Rider University
Geoffrey Michaels, Independent Musician
Philosophy
Daniel Dahlstrom, Boston University
Frank Farrell, Purchase College, State
University o f New York
John Greco, Saint Louis University
Bennett Helm, Franklin and Marshall College
Judith Lichtenberg, Georgetown University
David Luban, Georgetown University
Ravi Sharma, Havetford College
Roger White, Massachusetts Institute o f
Technology
Physics and Astronomy
Thomas Donnelly, Harvey Mudd College
Duane Liedahl, Lawrence Livermore National
Laboratory
Charles Sackett, University o f Virginia
William Stuckey, Elizabethtown College
Mark Taylor, Hiram College
William Wootters, Williams College
Political Science
Sheri Berman, Barnard College
Janice Bially Mattem, Lehigh University
W. James Booth, Vanderbilt University
Martha Finnemore, George Washington
University
Timothy Harrison, U.S. Department o f Health
and Human Services
Ronald Kahn, Oberlin College
Richard Mansbach, Iowa State University
Nicole Mellow, Williams College

Shelley Rigger, Davidson College
Arthur Schmidt, Temple University
Dana Villa, University o f Notre Dame
Psychology
Russell Epstein, University o f Pennsylvania
John Monterosso, University o f California, Los
Angeles
Marc Schulz, Bryn Mawr College
Julie Sedivy, Brown University
Thomas Shipley, Temple University
Gretchen Van de Walle, Rutgers University,
Newark
Psychology and Educational Studies
Gregg Solomon, National Science Foundation
Public Policy
John Gardner, Milwaukee Area Technical
College
Michael Horowitz, University o f Pennsylvania
Kirk Larsen, George Washington University
Jonathan Morduch, New York University
Wagner Graduate School
Sam Schulhofer-Wohl, Princeton University
Religion
Eoghan Ballard, Delaware County Community
College
Todd Cioffi, Whitworth University
David Haberman, Indiana University
Joel Kaminsky, Smith College
Geoffrey Plank, University o f Cincinnati
Michael Pregill, Elon University
Sociology and Anthropology
Kathryn Linn Geurts, Hamline University
Mark Goodale, George Mason University
Dana Heller, Old Dominion University
Jeffrey Himpele, Princeton University
Linden Lewis, Bucknell University
Ann Mische, Rutgers University, Piscataway
Karen Nakamura, Yale University
Theater Studies
Deborah Margolin, Yale University
Judith Miller, New York University
James Peck, Muhlenberg College
Women’s Studies
Lisa Arellano, Colby College

19 Degrees Conferred
June 1,2008

19.1 Bachelor of Arts
Awo Akosua Kesewa Aboagye, Biology
Jennesa Natalia Calvo-Friedman, Political
Carolyn Beth Abott, Economics
Science
MaiyAnne Anyeley Adjei, Asian Studies
Katherine Margaret Camillus, Economics
Paul Kwame Ofori Agyiri, Jr., Economics
Allison Lyn Cappuccio, Political Science
Mikio Shaun Mikuriya Akagi, Philosophy
Edson Enrique Carias, Biology
Nathaniel David Feder Allen, Political Science
Kevin Michael Carr, English Literature
Travis Watson Allen, English Literature
James Aloysius Casey III, Philosophy
Ekaterina Sergeivna Altynova, Biology
Laura Ann Cass, History
Sahil Anand, Sociology & Anthropology and
Ernestine Chaco, Chemistry
Economics
Stephanie Elyse Charpentier, History and
Elisha Eumi Ann, Special Major in Educational
Economics
Studies and Psychology
Ayan Chatteijee, Economics
Matthew LeRoi Armstead, Theater
Justin Kevin Chen, Psychology
Samuel James Baillet Asamow, Philosophy
Andrew Yu Cheng, Philosophy and
Ranga Keshani Atapattu, Special Major in
Mathematics
Psychobiology
Min Suk Choi, Psychology
Rachel Irene Aucott, Religion
Sung Uk Choi, Sociology & Anthropology
Yeon Kyung Bae, Art History
Elena Shanti Chopyak, Sociology &
Christina Young Baik, English Literature
Anthropology
Madalyn Ann Baldanzi, History and English
Eric Martin Christiansen, Mathematics
Literature
Patrick Nelson Christmas, Biology
Joseph Richmond Walthall Baldwin, Biology
Arthur Racian Chu, History
Nanelle Rose Barash, Biology
Woosung Chung, Asian Studies
Allison June Barlow, Computer Science
Twan LeGrett Claiborne, Linguistics
Katherine Elyse Bates, Psychology and
Micaya Vance Clymer, Special Major in
Linguistics
Linguistics and Languages
Adele Marilyn Batonga-Ngassa, Comparative
Chelsea Elizabeth Codings, Sociology &
Literature
Anthropology
Nicole Belanger, Economics and Mathematics
Matthew Ian Conan, History
Alexander Raffety Benn, Computer Science
Kathleen Amanda Condon, Biology
Lisa Ann Benson, Psychology
Christina Marie Constant, Sociology &
Karen Ann Berk, Psychology and Sociology &
Anthropology
Anthropology
Linda Nicole Corchado, Political Science
Julia Elizabeth Bertaut, Religion
Mehmet Omer Gorluhan, Economics
Hitesh Kumar Bhattarai, Special Major in
Tatiana Maria Cozzarelli, Special Major in
Biochemistry and Economics
Educational Studies and Sociology &
Elizabeth Ann Bierut, Political Science
Anthropology
Rebecca Ann Black, Mathematics and
Benjamin David Cronin, Mathematics
Linguistics
Jessica Arisa Cunningham, Economics
Susannah Evelyn Blair, A rt History
George Edward Dahl, Computer Science
Benjamin Wong Blonder, Physics
Mufaddal Quresh Dahodwala, Sociology &
Andrew Edward Bonessa, Economics
Anthropology
Michael James Bonesteel, Special Major in
Scott Stephen Dalane, Computer Science
Educational Studies and Mathematics
Andrew William Dale, Economics
Lake Dawson Bookman, Physics and
Adam Vincent Dalva, English Literature
Mathematics
Arpita Das, Mathematics
Joseph Edmund Borkowski, Theater and
Marissa Sue-Ann Davis, History
German
Alicia de los Reyes, Mathematics
Natalie Joyce Bowlus, Mathematics
Lea Franchi Deutsch, Special Major in
Benjamin Hofinan Bradlow, History
Educational Studies, Political Science and
Kinei Imani Braithwaite, Spanish
English Literature
Shane Michael Breitenstein, Sociology &
Ethan Robert Deyle, Physics
Anthropology
Amy Marie DiBiase, History and Art
Naima Taaj Ajmal Brown, Sociology &
Bradley Horatio Dickerson, Biology
Anthropology
James Davis Louis Digges La Touche,
Jacob Oliver Brunkard, Biology and History
Linguistics and Computer Science
Sarah Michelle Burford, A rt History
Mark Dlugash, Special Major in Educational
Annis Faye Burke, Russian
Studies and Psychology
Rebecca Gila Burrow, History
Seth Thomas Donoughe, Biology

19 Degrees Conferred
Meghan Wotton Downie, Art
Rahul D’Silva, English Literature
Wenxin Du, Economics and Mathematics
Eric Nicholas Duchon, Physics and
Mathematics
Sebastian Maxwell Duncan-Portuondo, Art
Stephanie Rebecca Duncan, Theater
Christine Marie Duranza, French
Wren San Chiu Elhai, Political Science
Thomas Benjamin Emmons, Physics
Giannina Esquivel, Economics and Theater
Jonathan Michael Estey, History
James Phillip Faunes, History
Kathryn Elizabeth Feniello, Philosophy
Andrew Jack Fieldhouse, Economics and
Political Science
Abigail Healy Fischer, English Literature
Matthew Joseph Fisher, Biology
Noam Edward Fliegelman, Psychology
Nicholas Matthew Forrest, English Literature
Scott Bradley Fortmann-Roe, Economics
Andrew Michael Frampton, Computer Science
and Philosophy
Juliana Rebecca Franklin, Linguistics
Jeremy Matthew Freeman, Special Major in
Neuroscience
Christophe Laurent Gagné, Psychology
Peter Gage Gardner, Political Science
David Kent German, Computer Science
Anna Eunjoo Ghublikian, Art History
Ethan James Jarett Giller, Economics and
Psychology
Alexander Marlowe Ginsberg, Philosophy
Katherine Nicole Gold, Art History
Anna Lucia Gonzalez, Political Science
Rodalyn Gonzalez, Psychology
Lauren Elizabeth Goodfriend, Mathematics
Michael Alexander Gorbach, Physics and
Computer Science
Abigail Alice Graber, History and Political
Science ‘
Shaterra Nicole Green, French
Sasha Loomis Grenier, Sociology &
Anthropology and Religion
Kira Maeve Grennan, Art
Joseph James O’Boyle Grimm, Mathematics
and Physics
Susannah Louise Nitz Gund, Special Major in
Linguistics and Languages
Alexander Matthew Hahn, Sociology &
Anthropology and Biology
Sara Katherine Haley, Art
Neal Patrick Halloran, English Literature
Haesun Han, Biology and Art
Leah Birge Handel, History
Christopher Mark Harman, Computer Science
Audrey Etta Harmon-Smith, Biology
Julian Maxime Harper, Political Science and
Economics
Camila Gabriela Harrigan-Labarca, Sociology
<ê Anthropology
Jenelle Latrice Harris, English Literature

Jonathan Marshall Harris, Sociology &
Anthropology
John Patrick Heagy, Economics
Melina Angelos Healey, English Literature
Elizabeth Yung-Fong Hemphill, Sociology &
Anthropology
Maria Cristina Herrera, Political Science
Andrew Charles Herrmann, Latin
Eva Margaret Holman, English Literature
Jason Patrick Home, Mathematics
Sophie Pilloo Horowitz, Philosophy and Art
Maisha Wright Howard, Special Major in
Educational Studies and Psychology
Stephan Owen Steele Hoyer, Physics
Stephanie Lin Hsu, Special Major in
Educational Studies and Sociology &
Anthropology
Meagan Chen-Mei Hu, History and Chinese
Yusha Hu, Biology
Linda Liyin Huang, Art
Ashanti Lynnae Hubbs, Psychology
Jason Ung Huh, Economics
Lauren Delia Irizarry, Biology
Daniel Jamison, Latin
Gregory Derek Jehle, Comparative Literature
Michael Robert Johns, Computer Science
Alyosha Gavyn Johnson, Political Science
Darren Christopher Johnson, Economics
Rachel Victoria Jordan, Psychology
Rita Nayna Kamani Renedo, Special Major in
Educational Studies and Political Science
Matthew Itzhak Kaminski, Philosophy
Brandon James Karlow, Political Science and
Chemistry
Nicole Rebecca Kast, Sociology &
Anthropology
Anna Brennan Ross Kastner, Political Science
Micah Gabriel Katz, Biology
Jeffrey Thomforde Kaufman, Linguistics and
Computer Science
Patricia Keyunna Kelly, Biology
Shyan Fatimeh Khaleeli, Economics
Mark William Kharas, Religion
Ishita Sunil Kharode, Biology and Sociology &
Anthropology
Kyle Matthew Khellaf, Latin
Jooyoung Kim, Economics
Lauren Emily Kluz-Wisniewski, Political
Science and English Literature
Katherine Mary Koch, Linguistics
Elizabeth Catherine Koerber, Comparative
Literature
Anne Katherine Kolker, Political Science and
Theater
Adam Clinton Koontz, Comparative Literature
Benjamin Cumming Krasity, Special Major in
Biochemistry
Matthew Ross Kurman, Political Science
Hyoung Tae Kwon, Special Major in
Biochemistry
Evelyn Ja Lai, English Literature and Chinese
Eve Rachel Lampenfeld, Art
Jessica Austin Langston, Mathematics

19 Degrees Conferred
Nathan Todd La Porte, Chemistry
Serena Trac Anh Le, English Literature and
Music
Andrew George LeClair, Special Major in
Psychobiology
Philip Minjun Lee, Political Science
Tiya Anna Lee, Economics
Meredith Eugenie Leich, A rt History
Jennifer Brooke Lewis, Mathematics
Yafeng Li, Special Major in Biochemistry
Jason Bradley Lissy, Political Science
Ross Lee Littauer, Psychology
Adam Joseph Lizzi, Mathematics
Jonathan Sing-Chi Lo, Biology
Finlay Winter Logan, History and Religion
Haley Elizabeth Loram, Political Science
Mark Phillip Loria, Music
Melissa Ann Lovett, Religion and History
Dominic Steven Lowell, Sociology &
Anthropology
Erica Kristen Lukoski, Economics
Kevin Lee Lull, Psychology
Peter Kunwoo Ma, Mathematics
Andrew Scot Macurdy, Economics
David G. Steinberg Marquardt, Special Major
in Biochemistry
Steven McCaughan Marshall, English
Literature
Catalina Martinez, Special Major in
Educational Studies and Sociology &
Anthropology
Justin Talmage Massey, Special Major in
Biochemistry
Francis John Mazzucco, History and Political
Science
James Randall McAuley, Special Major in
Biochemistry
Ian Albrecht McCormick, Economics
Ruth Lupine McDonough, Religion
Lucy Alexandra McNamara, Biology
Lesley Gillian McNiesh, Political Science
Claire Emily Melin, Psychology
Anna Jacinta Mello, Biology
Maria Paula Mello, Psychology
Benjamin A Mendelson, Sociology &
Anthropology
James Mendez Hodes, Religion
Jamie Elizabeth Midyette, Special Major in
Educational Studies and Spanish Literature
Karen Minyety, Sociology & Anthropology
Janelle Nicole Mirabeau, Biology
Alexander William Mitchell, English Literature
Ei Yin Mon, Economics
Nathaniel Burton Monson, Mathematics
Julian James Moore, History
Marshall Gabriel Morales, Special Major in
Environmental Science
Richard Hoawing Mui, Economics
Eric Daniel Mulligan, Biology
Christopher Charles Nana-Sinkam, Sociology &
Anthropology
Whitney Sayuri Nekoba, Biology

Nicole Asong Nfonoyim, Sociology &
Anthropology
Lily Ng, Sociology & Anthropology and
Economics
Michael Nguyen, Sociology & Anthropology
Phuong Anh Nguyen, Special Major in
Biochemistry and Economics
Eleanor Hope Nussbaum, English Literature
Stephanie Simbi Nyombayire, Political Science I
Leslie Mairin Odle, History
JeeYoung Ma Oh, Political Science
Andrew John Owens, English Literature
Jiou Park, Religion and Economics
Veronica Sofia Paz Soldan, Economics and
Psychology
Renata Peralta, Special Major in Educational
Studies and Political Science
Dahlia Erin Perez, Biology
David Patrick Perez, Political Science
Alexis Victoria Pemas, A rt History and
Sociology & Anthropology
Margaret Leigh Perry, Biology
Daniel James Peterson, Physics and Philosophy
Rasa Alanovna Petrauskaite, Economics
Molly Piels, History
Andrea Lin Pien, Political Science and Asian
Studies
Lenore Goto Pipes, Biology and Sociology &
Anthropology
Genevra Mayer Pittman, Biology
Daniel Jason Plansky, Economics and Biology
Deborah Barbara K.E. Plummer, Economics
Michael Charles Pollack, Political Science
Laura Joanne Popovics, Psychology
Jordi Pujol, Economics
Daniel Martin Putnam, Philosophy
Andrew Paul Quinton, Mathematics
Trude Enola Raizen, Political Science
Omar Fikry Ramadan, Sociology &
Anthropology and Religion
Kathryn Victoria Ramey, Political Science
Christina Marie Ramirez, Biology
Sherief Medhat Raouf, Psychology
Genna Carey Robbins, Biology
Jesse McClure Robbins, Sociology &
Anthropology and History
Molly Margaret Robbins, Political Science
Sarah Jan Roberts, Philosophy
David Isaac Rosen, Computer Science
Michael Jonathan Rosenberg, Physics
Robert Calverley Russell, Psychology
Armand Vincent Russo, Biology and Religion
John Peter Russo, English Literature and
Biology
Ronni Sadovsky, Philosophy and Linguistics
Alana Louise Salguero, Art History
Megan Theresa Sanborn, Psychology
Lucas Alan Sanders, Religion and Computer
Science
Alison Elizabeth Santiago, Religion
Katherine Toshiko Santohigashi, Religion
Daniel John Sartori, Biology and Economics

19 Degrees Conferred
Sandra Perry Schulberg, Sociology &
Anthropology
Allison Mary Schultz, English Literature
Benjamin Breed Schultz, Philosophy
Megan Rae Schuster, Computer Science
Anne Ashby Searcy, History and Music
Renee Louise Sevier, Special Major in Film
Studies
Justin Blake Shaffer, Sociology & Anthropology
Roger William Shaw, Biology
Alfred Young-Kee Shon, Special Major in
Psychobiology
Jibril Dixon Skaden, Psychology
Nura Hassan Skaden, History
Dwight Bennett Smith, English Literature
Lauren Rile Smith, English Literature and
Philosophy
Gwendolyn Alyce Snyder, Sociology &
Anthropology and Religion
Colin Douglas Sowder, Mathematics and
Philosophy
Kathryn Louise Speer, Biology and Dance
David William Frierson Stifler, Latin and
Linguistics
Scott Wesley Storm, Special Major in
Educational Studies and English Literature
Rachel Tamor Sugar, Theater
Ryan Robert Sutcliffe, Psychology
Eric Andrew Sweigard, History
Samantha Dolina Swisher, Biology
Rory Alison Sykes, A rt History
Tigest Tamrat, History
Hilary Casswell Yuko Tanabe, English
Literature
Scott Isaac Tanner, Political Science and
Philosophy
Nora Eloise Taplin, Sociology & Anthropology
and Political Science
Syeda Mazida Tasnim, Sociology &
Anthropology and Religion
Lydia Thé, Biology
Jennifer Kelly Thompson, French
Patrick John Tiedemann Jr., History and
Political Science
Danielle Joanne Tocchet, History
Nicholas Alexander Topoluk, Chinese
Kristen Marie Traband, Political Science
Evan Joshua Trager, Biology
Katie Rose Trevino-Zimmerman, Linguistics
Laura Lindley Tupper, Mathematics and
Linguistics
Rachel Jean Turner, Special Major in Theory in
Art and its Application to Therapy
Ethan Paul Ucker, Philosophy
Lucy VanEssen-Fishman, Greek
Alyssa Wynne Van Thoen, French and Music
Ivano Michael Ventresca, Economics and
Biology
Carlos Saul Villafuerte, Philosophy
Revée Michaela Walters, Psychology
Emily Jean Walz, Biology
Emmanuelle Maryse Wambach, Art
Ben Warren, Mathematics

Brandon Lee Washington, Special Major in
Film Studies
Ross Edward Weller, English Literature
Vanessa Marie Wells, Economics
William James Welsh, Sociology &
Anthropology
Ashley Elizabeth Werner, Economics and
Religion
Alexander Gates Reifman Wheeler, English
Literature
Glenavin Lindley White, History and
Philosophy
Kyle Valliant White, Economics and Political
Science
Bryce Taylor Wiedenbeck, Computer Science
Elizabeth Grace Wilbanks, Chemistry and
Biology
Adam Walter Winegar, Economics
Amanda Marie Winters, Religion
Stephen Michael Wolf, Economics
Brandon Lee Wolff, Political Science and
Sociology & Anthropology
Corlett Wolfe Wood, English Literature
Mary Katherine Wootters, Mathematics and
Computer Science
Alyssa Roxanne Work, Political Science
Joanna Mausner Wright, Special Major in
Dance and Theater
Sunny Chen Yang, Sociology & Anthropology
Sheen Shepherd Yen, Economics
Dan Young Jee Yoon, Biology
Nardine Ramez Zakhary, Biology
Barry Michael Zee, Biology
Franny Yanggu Zhang, Special Major in
Psychobiology

19.2 Bachelor of Science
Paul Kwame Ofori Agyiri, Jr., Engineering
Allison June Barlow, Engineering
Alexander Raffety Benn, Engineering
Rebecca Gila Burrow, Engineering
Christopher Paul Caruso, Engineering
Mehmet Omer Qorluhan, Engineering
Marie Catherine Cosgrove-Davies, Engineering
Scott Bradley Fortmann-Roe, Engineering
Samuel Garcia, Engineering
David Kent German, Engineering
Lauren Elizabeth Goodfriend, Engineering
Seth Aogu Hara, Engineering
Jonathan Marshall Harris, Engineering
Tristan Fabian Samuel Lawson, Engineering
Patrick Brent Lindsey, Engineering
Molly Piels, Engineering
Jonathan Bassett Shoop III, Engineering
Anima Singh, Engineering

20 Awards and Distinctions
20.1 Honors Awarded by the
Visiting Examiners
Highest Honors
Nanelle Rose Barash, Shane Michael
Breitenstein, George Edward Dahl, Mark
Dlugash, Wenxin Du, Abigail Alice Graber,
Serena Trac Anh Le, Michael Charles Pollack,
Daniel Martin Putnam, Ronni Sadovsky, Mary
Katherine Wootters
High Honors
Carolyn Beth Abott, Mikio Shaun Mikuriya
Akagi, Samuel James Baillet Asamow,
Katherine Elyse Bates, Lisa Ann Benson,
Rebecca Ann Black, Susannah Evelyn Blair,
Benjamin Hofman Bradlow, Jacob Oliver
Brunkard, Sarah Michelle Burford, Katherine
Margaret Camillus, Kevin Michael Carr,
Stephanie Elyse Charpentier, Micaya Vance
Clymer, Kathleen Amanda Condon, Adam
Vincent Dalva, Ethan Robert Deyle, Amy
Marie DiBiase, Bradley Horatio Dickerson,
Wren San Chiu Elhai, Jonathan Michael Estey,
Kathryn Elizabeth Feniello, Andrew Jack
Fieldhouse, Jeremy Matthew Freeman,
Alexander Marlowe Ginsberg, Joseph James
O’Boyle Grimm, Susannah Louise Nitz Gund,
Leah Birge Handel, Maria Cristina Herrera,
Sophie Pilloo Horowitz, Stephan Owen Steele
Hoyer, Stephanie Lin Hsu, Yusha Hu, Daniel
Jamison, Brandon James Karlow, Jeffrey
Thomforde Kaufman, Mark William Kharas,
Adam Clinton Koontz, Benjamin Cumming
Krasity, Nathan Todd La Porte, Meredith
Eugenie Leich, Jason Bradley Lissy, James
Randall McAuley, Lucy Alexandra McNamara,
Nathaniel Burton Monson, Richard Hoawing
Mui, Nicole Asong Nfonoyim, Phuong Anh
Nguyen, Leslie Mairin Odle, Andrew John
Owens, Daniel James Peterson, Molly Margaret
Robbins, Michael Jonathan Rosenberg,
Benjamin Breed Schultz, Anne Ashby Searcy,
Jonathan Bassett Shoop III, Dwight Bennett
Smith, Gwendolyn Alyce Snyder, David
William Frierson Stifler, Scott Wesley Storm,
Rachel Tamor Sugar, Scott Isaac Tanner, Laura
Lindley Tupper, Lucy VanEssen-Fishman,
Corlett Wolfe Wood, Alyssa Roxanne Work
Honors
Nathaniel David Feder Allen, Christina Young
Baik, Madalyn Ann Baldanzi, Nicole Belanger,
Elizabeth Ann Bierut, Annis Faye Burke,
Jennesa Natalia Calvo-Friedman, Andrew Yu
Cheng, Eric Martin Christiansen, Marissa SueAnn Davis, Eric Nicholas Duchon, Nicholas
Matthew Forrest, Peter Gage Gardner, Michael
Alexander Gorbach, Julian Maxime Harper,
Melina Angelos Healey, Matthew Itzhak
Kaminski, Kyle Matthew Khellaf, Philip
Minjun Lee, Yafeng Li, Andrew Scot Macurdy,
Lesley Gillian McNiesh, Eleanor Hope
Nussbaum, JeeYoung Ma Oh, Lenore Goto

Pipes, Kathryn Victoria Ramey, Sarah Jan
Roberts, Amanda Marie Winters, Barry
Michael Zee

20.2 Elections to Honorary
Societies
Phi Beta Kappa
Mikio Shaun Mikuriya Akagi, Samuel James
Baillet Asamow, Alexander Raffety Benn, Lisa
Ann Benson, Julia Elizabeth Bertaut, Rebecca
Ann Black, Benjamin Wong Blonder, Shane
Michael Breitenstein, Sarah Michelle Burford,
Katherine Margaret Camillus, Stephanie Elyse
Charpentier, Min Suk Choi, Benjamin David
Cronin, George Edward Dahl, Ethan Robert
Deyle, Mark Dlugash, Wenxin Du, Wren San
Chiu Elhai, Jonathan Michael Estey, Scott
Bradley Fortmann-Roe, Jeremy Matthew
Freeman, Lauren Elizabeth Goodfriend, Abigail
Alice Graber, Sasha Loomis Grenier, Kira
Maeve Grennan, Julian Maxime Harper, ,
Stephan Owen Steele Hoyer, Stephanie Lin
Hsu, Darren Christopher Johnson, Adam
Clinton Koontz, Hyoung Tae Kwon, Serena
Trac Anh Le, Jason Bradley Lissy, Andrew
Scot Macurdy, Francis John Mazzucco, Ruth
Lupine McDonough, Lucy Alexandra
McNamara, Phuong Anh Nguyen, Michael
Charles Pollack, Daniel Martin Putnam, Ronni
Sadovsky, Benjamin Breed Schultz, Megan Rae
Schuster, Anne Ashby Searcy, Anima Singh,
Rachel Tamor Sugar, Lucy VanEssen-Fishman,
Ivano Michael Ventresca, Glenavin Lindley
White, Corlett Wolfe Wood, Mary Katherine
Wootters, Alyssa Roxanne Work, Sunny Chen
Yang, Dan Young Jee Yoon
Sigma Xi
Awo Akosua Kesewa Aboagye, Paul Kwame
Ofori Agyiri, Jr., Mikio Shaun Mikuriya Akagi,
Ranga Keshani Atapattu, Joseph Richmond
Walthall Baldwin, Nanelle Rose Barash,
Katherine Elyse Bates, Alexander Raffety
Benn, Lisa Ann Benson, Karen Ann Berk,
Hitesh Kumar Bhattarai, Rebecca Ann Black,
Benjamin Wong Blonder, Natalie Joyce
Bowlus, Jacob Oliver Brunkard, Edson Enrique
Carias, Christopher Paul Caruso, Min Suk Choi,
Eric Martin Christiansen, Micaya Vance
Clymer, Kathleen Amanda Condon, Mehmet
Omer £orluhan, George Edward Dahl, Arpita
Das, Ethan Robert Deyle, Bradley Horatio
Dickerson, Mark Dlugash, Seth Thomas
Donoughe, Thomas Benjamin Emmons, Noam
Edward Fliegelman, Scott Bradley FortmannRoe, Jeremy Matthew Freeman, Lauren
Elizabeth Goodfriend, Michael Alexander
Gorbach, Haesun Han, Audrey Etta HarmonSmith, Stephan Owen Steele Hoyer, Yusha Hu,
Lauren Delia Irizarry, Brandon James Karlow,
Micah Gabriel Katz, Patricia Keyunna Kelly,
Ishita Sunil Kharode, Benjamin Cumming
Krasity, Hyoung Tae Kwon, Jessica Austin

20 Awards and Distinctions
Langston, Nathan Todd La Porte, Andrew
George LeClair, Yafeng Li, Ross Lee Littauer,
Justin Talmage Massey, James Randall
McAuley, Lucy Alexandra McNamara,
Whitney Sayuri Nekoba, Phuong Anh Nguyen,
Dahlia Erin Perez, Margaret Leigh Perry,
Daniel James Peterson, Lenore Goto Pipes,
Laura Joanne Popovics, Michael Jonathan
Rosenberg, Robert Calverley Russell, Armand
Vincent Russo, Daniel John Sartori, Roger
William Shaw, Alfred Young-Kee Shon, Anima
Singh, Lydia The, Evan Joshua Träger, Katie
Rose Trevino-Zimmerman, Laura Lindley
Tupper, Alexander Gates Reifman Wheeler,
Biyce Taylor Wiedenbeck, Elizabeth Grace
Wilbanks, Corlett Wolfe Wood, Mary
Katherine Wootters, Dan Young Jee Yoon,
Nardine Ramez Zakhary, Barry Michael Zee
Tau Beta Pi
Scott Bradley Fortmann-Roe, Lauren Elizabeth
Goodfriend, Anima Singh

20.3 Pennsylvania Teacher
Certification
Elisha Eumi Ann, Patrick Nelson Christmas,
Whitney Sayuri Nekoba, Renata Peralta, Scott
Wesley Storm, Ross Edward Weller

20.4 Fellowships
The Susan P. Cobbs Fellowship to William
Beck’ll.
The Sarah Kaighn Cooper Scholarship to
Aaron Schwartz ’09
The Hamah A. Leedom Fellowship to Mikio
Akagi ’08, Joseph Baldwin ’08, and Wee
Chua ’06.
The Joshua Lippincott Fellowship to Matthew
Davis ’01, Jason Lissy ’08, Sarah Nusser
’02, and Michael Pollack ’08
The John Lockwood Memorial Fellowship to
Bernadette Baird-Zars ’06
The Thomas B. McCabe Jr. and Yvonne Motley
McCabe Memorial Fellowship to Theodore
Chan ’02, Randy Goldstein ’05, Emmanuelle
Gounot ’04, Feng He ’03, Annaliesse Hyser
’02, Justin Kane ’02, David Pearce ’03,
Wonjae Rhee ’04, Shiva Thiagarajan ’05,
and Sheen Yen ’08
The Mellon Mays Undergraduate Fellowship to
Lorenzo Ramirez ’10, Isabel Rivera ’10,
Kaitlin Smith ’10, Aaron Sweeney ’10, Joel
Tolliver ’10, and Abigail Weathers ’10
The Lucretia Mott Fellowship to Annis Burke
’08, Bella Liu ’07, Amy Retsinas ’01,
Katherine Sydenham ’07, and Talia Weiner
’01
The J. Roland Pennock Undergraduate
Fellowship in Public Affairs to Madeline
Case ’09 and Li Chiao Yin ’09

The David G. Smith Internship in Health and
Social Policy to Alison Flamm ’09 and Ben
Young ’09.
The Martha E. Tyson Fellowship to Katharine
Davenport ’05, Youngmee Hahn ’05, and
Sarah Jay ’01
The Hans Wallach Research Fellowship to
Rachel Adler ’10

20.5 Awards and Prizes
The Adams Prize in Econometrics to Jason U.
H uh’08
The Stanley Adamson Prize in Chemistry to
Jesse Handler ’09
The Jonathan Leigh Altman Summer Grant to
Elizabeth Brown ’09, Adrian Davalos ’09,
and Sebastian Moya ’09.
The American Chemical Society Scholastic
Achievement Award to Phuong Anh Nguyen
’08
The American Chemical Society Undergraduate
Award in Analytical Chemistry to Sunjay
Barton ’09
The American Chemical Society Undergraduate
Award in Organic Chemistry to Madeleine
Laupheimer ’10
The American Institute o f Chemists Student
Honor Award to Benjamin Krasity ’08 and
Yafeng Li ’08
The Solomon Asch Award in Psychology to Lisa
Ann Benson ’08 and Mark Dlugash ’08
The Boyd Barnard Prize to Harrison Russin ’09
The James H. Batton '72 Award to Randall
Keith Benjamin ’09 and Charmaine Giles ’10
The Paul H. Beik Prize in History to Benjamin
Bradlow ’08
The Tim Berman Memorial Award to Brendan
Grady ’08
The Black Alumni Prize to Romane Paul ’10
and Kylah Field ’09
The Black Cultural Center Leadership Award to
Nicole Nfonoyim ’08 and Adele Marilyn
Batonga-Ngassa ’08
The Brand Blanshard Prize in Philosophy to
Vivaan Nehru ’09
The Sophie and William Bramson Prize to
Shane Breitenstein ’08
The Daniel Walter Brenner Memorial
Scholarship to Barry Zee ’08
The Heinrich W. Brinkmann Mathematics Prize
to Adam Lizzi ’08
The Chemistry and Biochemistry Department
Service Awards to Barry Zee ’08 and
Douglas Gilchrist-Scott ’09
The Susan P. Cobbs Scholarship to Sarah
Lannom ’09
The CRC Press Freshman Chemistry
Achievement Award to Camilia Kamoun ’ 11
and Emilia Thurber ’11
The Alice L. Crossley Prize in Asian Studies to
Elizabeth Bogal-Allbritten ’09 and Stephanie
Lin Hsu ’08, honorable mention to Fletcher
Coleman ’09 and Anson Stewart ’10

20 Awards and Distinctions
The D eans' Awards to ’08 graduates Elisha
Ann, Matthew Armstead, Marilyn BatongaNgassa, Katie Camillus, Sung Choi, Marissa
Davis, Mark Dlugash, Alex Ginsberg, Seth
Hara, Haley Loram, Dominic Lowell, Nicole
Nfonoyim, Stephanie Nyombayire, Rory Sykes,
Brandon Wolff
The Robert Dunn Award to Matt Allen ’10
The Eastern Analytical Symposium Award (not
awarded this year)
The William C. Elmore Prize in Physics to
Ethan Deyle ’08 and Benjamin Blonder ’08
The Lew Elverson Trophy to Ian McCormick
’08
The Robert Enders Field Research Award to
Helen Chmura ’09, Andrew Hoot ’10, and
Jacob Socolar ’11
The Robert Enders Memorial Scholarship to
Margaret Leigh Perry ’08
The Flack Achievement Award to Aaron
Schwartz ’09 and Lauren Stokes ’09
The Friedman Field Research Award (not
awarded this year)
The Dorothy D itter Gondos Award to Gregory
Jehle ’08 (first prize), Rahul D’Silva ’08 and
Alice Xiang ’10 (second prize)
The Gonzalez- Vilaplana-Scott Prize fo r
Outstanding Achievement in Chemistry to
Phuong Anh Nguyen ’08, Benjamin Krasity
’08, and Yafeng Li ’08
The Hay-Urban Award in Religious Studies to
Virginia Tice ’09
The John Russell Hayes Poetry Prizes to
Michael Duffy ’11 and Nina Pelaez ’11
The Samuel Hayes III Research Grant to Ishan
Irani’l l .
The Eleanor Kay Hess Award to Anne Miller
’10 and Kathryn Riley ’10
The Philip M. Hicks Prize fo r Literary Criticism
Essay to Christina Baik ’08, Rahul D’Silva
’08, and Sarah lift ’09
The History 091 Award to Eric Sweigard ’08
and Glenavin White ’08
The Jesse H. Holmes Prize in Religion to Josh
Cohen ’09 and Paul Capobianco ’11
The Gladys Irish Award to Karen Berk ’08
The Ivy Award to Mark Dlugash ’08
The Chuck James Literary Prize (not awarded
this year)
The Naomi Kies Award to Marissa Davis ’08
and Stephanie Nyombayire ’08
The Kwink Trophy to Patrick Christmas ’08
The Olga Lamkert Memorial Fund Scholarship
Award to Candice Nguyen ’l l
The Lande Field Research Award to Daniel
Vail ’l l and Daisy Yuhas ’09
The Lang Award to Wenxin Du ’08
The Leo M Leva Memorial Prize in Biology to
Barry Zee ’08, Lucy McNamara ’08, Seth
Donoughe ’08, Dahlia Perez ’08, Patricia
Kelly ’08, and Margaret Leigh Perry ’08

The Linguistics Prize in Applications o f Theory
to Susannah Gund ’08 and Katie TrevinoZimmerman ’08
The Linguistics Prize in Linguistic Theory to
Rebecca Black ’08)
The McCabe Engineering Award to Lauren
Goodfriend ’08
The Norman Meinkoth Field Biology Award to
Mollie Barnard ’10 and Keith Torrey ’09
The Norman Meinkoth Memorial Scholarship to
Margaret Leigh Perry ’08
The Morris Monsky Prize in Mathematics to
Rachael Mansbach ’ 11 and Paul Wiggins ’11
The Lois Morrell Poetry Award to Nicholas
Forrest ’08
The Morrell-Potter Summer Stipend in Creative
Writing to Krystyn Mcllraith ’09 and Robin
Myers ’09
The A. Edward Newton Student Library Prizes
to Jake Brunkard ’08 (first prize), Mark
Kharas ’08 (second prize), and Trude Raizen
’08 (third prize)
The Helen F. North Award (not awarded this
year)
The Oak L eafAward to Stephanie Nyombayire
’08
The May E. Parry Award to Katherine Gold ’08
The Drew Pearson Prize to Benjamin Bradlow
’08, Wren Elhai ’08, and Miles Skorpen ’09
The John W. Perdue Memorial Prize (not
awarded this year)
The William Plumer Potter Prizes in Fiction to
Lauren Rile Smith ’08 (firstprize), Sarah
Peterson ’09 (second prize), and Olatokunbo
Adegboro ’09 (third prize)
The Ernie Prudente Sportsmanship Award to
Kristen Traband ’08 and Frank Mazzucco
’08
The Dinny Rath Award to Jennie Lewis ’08
The Rockefeller Brothers Fund Fellowships for
Minority Students Entering the Teaching
Profession to Kylah Field ’09.
The Judith Polgar Ruchkin Prize to Rita
Kamani ’08
The James H. Scheuer Environmental
Fellowship to Rajesh Sean Thackurdeen ’00
The Somayyah Siddiqi '02 Economics Research
Fellowship (not awarded this year)
The Frank Solomon Jr. Student Art Prize to
Amy DiBiase ’08, Eve Lampenfeld ’08, and
Sophie Horowitz ’08.
The Hally Jo Stein Memorial Award fo r Dance
to Kathryn Speer ’08 and Hilary Tanabe ’08
The Karen Dvonch Steinmetz ’76 Memorial
Prize to Elizabeth Richey ’07 and Aaron
Schwartz ’09
The Jeanette Streit Rohatyn '46 “Baudelaire
Award” (not awarded this year)
The Peter Gram Swing Prize to Anne Searcy
’08

20 Awards and Distinctions
The Melvin B. Troy Award to Hilary Tanabe
’08; Carmella Ollero ’09 (dance) and
Bradley Gersh ’09 (music)
The Vollmecke Service Award to Seth Hara ’08
and Anima Singh ’08
The Eugene Weber Memorial Fund Scholarship
to Jeff Sloan ’09
The Jerome Wood Memorial Excellence and
Leadership Award to Marissa Davis ’08 and
Matthew Armstead ’08

21 Enrollment Statistics
21.1 Enrollment of Students by Classes (Fall 2007)
Seniors
Juniors
Sophomores
Freshmen
Graduate students
Special student
TOTAL

Men
179
185
174
175
713
0
3
716

Women
189
194
194
190
767
0
8
775

Total
368
379
368
365
1,480
0
11
1,491

Note: These counts include 80 students studying abroad.

21.2 Geographic Distribution of Students (Fall 2007)
Alabama.................................7
Arizona...................................8
Arkansas.................................5
California............................ 137
Colorado.................................9
Connecticut..........................38
Delaware.............................. 19
District of Columbia............. 11
Florida..................................36
Georgia................................. 19
Guam...................................... 1
Hawaii.................................. 10
Idaho.......................................4
Illinois...................................33
Indiana....................................9
Iowa........................................5
Kansas........ ...........................4
Kentucky................................5
Louisiana................................7
Maine.................................... 13
Maryland..............................76
Massachusetts.......................82
Michigan.............................. 14
Minnesota............................. 16
Mississippi.............................. 1
Missouri................................10
Montana..................................4
Nebraska.................................2
Nevada....................................2
New Hampshire......................5
New Jersey......................... 149

New Mexico........................... 5
New York...........................218
North Carolina..................... 28
Ohio......................................34
Oklahoma............................... 5
Oregon................................. 19
Pennsylvania...................... 188
Puerto R ico............................ 1
Rhode Island.......................... 7
South Carolina....................... 6
Tennessee............................... 5
Texas.................................... 39
Utah........................................3
Vermont............................... 10
Virginia................................ 39
Washington..........................23
West Virginia......................... 2
Wisconsin............................. 10
Total United States........ 1,383

Bolivia.................................... 1
Brazil......................................2
Canada....... ........................... 3
Costa Rica..............................2
Denmark................................. 1
France..................................... 1
Germany...................
2
Ghana..................................... 5
Greece.................................... 1

Hong Kong............................6
Hungary................................. 1
India.......................................6
Jamaica.................................. 1
Japan......................................3
Latvia..................................... 1
Malaysia................................3
Mexico...................................3
Morocco................................. 1
Myanmar................................ 1
5
Nepal........... „...........
Nigeria................................... 1
Norway.................................. 1
Pakistan.................................. 1
Palestine..... ....................
1
People's Republic of China ..13
Peru........................................3
Rwanda.................................. 1
South Africa.......................... 1
South Korea.........................24
Switzerland............................2
Trinidad and Tobago............. 1
Turkey....................................6
United Kingdom.................... 1
Venezuela..............................2
Vietnam................................. 1
Total from abroad........... 108
GRAND TOTAL............1.491

22 Courses of Instruction and
Course Numbering System
The semester course credit is the unit o f credit.
One semester course credit is normally
equivalent to 4 semester hours elsewhere.
Seminars and colloquia are usually given for 2
semester course 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 first-year students or
sophomores.)
100 to 199
Seminars for upper-class
students and graduate
students.
The numbers for yearlong courses are joined by
a hyphen (e.g., 001-002) and must be continued

for the entire year. For introductory language
yearlong courses, 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, but are subject to change. A
better guide to course offerings in any particular
semester is the schedule of courses available at
the Registrar's website
www.swarthmore.edu/Admin/registrar/.

Footnote Key
1 Absent on leave, fall 2008.
2 Absent on leave, spring 2009.
3 Absent on leave, 2008-2009.
4 Absent on administrative leave,
2008-2009.
5 Fall 2008.
6 Spring 2009.
7 Affiliated faculty.
8 Ex-officio.

9 Campus coordinator, Swarthmore Program
in Grenoble, fall 2008.
10 Campus coordinator, Swarthmore Program
in Grenoble, spring 2009.
11 Program director, Swarthmore Program in
Grenoble, fall 2008.
12 Program director, Swarthmore Program in
Grenoble, spring 2009.

Art
SYDNEY L. CARPENTER, Professor of Studio Art and Chair*
3
MICHAEL W. COTHREN, Professor of Art History and Art History Coordinator
RANDALL L. EXON, Professor of Studio Art, Acting Chair and Studio Art Coordinator
CONSTANCE CAIN HUNGERFORD, Professor of Art History4
BRIAN A. MEUNIER, Professor of Studio Art
PATRICIA L. REILLY, Associate Professor of Art History1
JANINE MILEAF, Assistant Professor of Art History
TOMOKO SAKOMURA, Assistant Professor of Art History3
DOUG HERREN, Visiting Assistant Professor of Studio Art
ADRIENNE BAYTON, Visiting Assistant Professor of Studio Art (part time)
ELANA HAGLER, Visiting Assistant Professor of Studio Art (part time)
JESSICA TODD HARPER, Visiting Assistant Professor o f Studio Art (part time)
DANIEL A. HEYMAN, Visiting Assistant Professor o f Studio Art (part time)5
MARY PHELAN, Visiting Assistant Professor of Studio Art (part time)6
NIKKI A. GREENE, Visiting Instructor of Art History5
KATHRYN E. O’ROURKE, Visiting Instructor of Art History
JUNE V. CIANFRANA, Administrative Assistant
1Absent on leave, fall 2008.
3 Absent on leave, 2008-2009.
4 Absent on administrative leave, 2008-2009.
s Fall 2008.
‘ Spring 2008.

• Why is having a keen visual intelligence so
crucial to a rewarding life?
• Why are museums one of the first places we
go to understand the culture and history of a
people?
• What goes on between the eye, mind, and
hand during the process of creating a work
of art?
Art is a place where history, religion,
psychology, politics, and culture converge. The
Art Department at Swarthmore offers two
avenues of study: studio art and art history. In
both, students are introduced to basic skills of
visual analysis and expression and to the
conceptual frameworks necessary for applying
them across disciplines and professions.
The artists and art historians at Swarthmore
College consider visual intelligence to be
fundamental to a liberal arts education. The
department members believe that the ability to
understand works of art—either through
analysis or practice—is the key to a richer
understanding of the human experience. The
study of art is the most direct way of
developing a better understanding and
appreciation of the cultures and societies of our
contemporary world, the visual phenomena
found in it—both in nature and in society—and
the historical record of human development.
Artists have and continue to interpret their
experiences, and art historians have and
continue to interpret the objects made.
Students learn and create in a department that is
made up of a close-knit group of practitioners
and art historians. This special environment
allows the kind of one-on-one relationship to
faculty and colleagues that enables students to

gain the skills they need to succeed in their
chosen paths. The proximity to Philadelphia,
New York, and Washington; some of the most
important collections of art in the United States;
and a lively art scene puts Swarthmore in a
unique position compared with other liberal arts
colleges across the country.
List Gallery. The List Gallery was established
to enhance the art curriculum. Each year, the
gallery mounts five or six exhibitions of both
emerging and nationally known artists. 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,
giving students access to a broad range of
media and interpretation. Occasionally, the
gallery presents historical exhibitions that offer
art history students opportunities for direct
observation and analysis.
Located in the Eugene M. and Theresa Lang
Performing Arts Center, the List Gallery’s
1,200-square-foot facility was made possible, in
part, through generous gifts by Vera G. List and
Eugene ’38 and Theresa Lang. The Phillip
Bruno Fine Art Fund supports work with the
permanent collection. The Aim Trimble Warren
Exhibition Fund and the List Gallery Fund
support List Gallery exhibitions.
Donald Jay Gordon Visiting Artist; Heilman
Artist. Each year, the Art Department invites
distinguished artists to the College as the
Maijorie Heilman Visiting Lecturer or the

Art
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 nonmajors.
Lee Frank Lecture: See section 2.4.
Benjamin West Lecture: See section 2.4.
Jonathan Leigh Altman Summer Grant: See
section 2.4.
Frank Solomon Jr. Student A rt Prize: See
chapter 11.

Requirements and
Recommendations
Prerequisites
Most art history courses are offered without
prerequisites. STUA 001 is the prerequisite for
all studio arts courses, even for seniors.
Students are advised that graduate work in art
history requires a reading knowledge of at least
German and French. The Art Department
approves a credit for Advanced Placement,
grade 5 in art history (on completion of an art
history course in the department) and studio arts
(with submission of a portfolio).
Study Abroad
The Art Department strongly encourages those
with an interest in art and its history to consider
incorporating foreign study—either during a
summer or a regular academic term—into their
Swarthmore program. Important examples of
art and architecture are scattered throughout the
world, and the encounter with works still
imbedded in their original context is vital to an
understanding of their historical and
contemporary significance. Past experience has
shown, however, that art courses in most
foreign study programs fall considerably below
the academic standards of comparable courses
at Swarthmore. Students who are interested in
bettering their chances of gaining a full
Swarthmore credit for a course taken in a
foreign program are advised to meet with either
the studio art coordinator and/or the art history
coordinator, before leaving the campus.
Note: Study abroad for junior studio art majors
should occur before the spring semester o f the
junior year. Study abroad for junior art history
majors should take place in the fall of the junior
year because the required Junior Workshop
course is in the spring of the junior year.
Course Major in Art History
Art history majors are required to take ARTH
002 (Western Art), ARTH 003 (East Asian
Art), ARTH 020 (Junior Workshop), one course
in studio arts, and 6 elective credits in art
history including at least one 2-credit seminar
and courses or seminars in each of the four
subject areas: (1) Ancient and Medieval, (2)
Renaissance and Baroque, (3)

European/American after 1800, and (4) Asian
or non-Westem. The comprehensive
requirement will consist of an examination
given in the spring of the senior year.
Course Minor in Art History
The course minor in art history will consist of 5
credits in art history, 4 of which must be taken
at Swarthmore.
Course Major in Art
The course major in art consists o f four courses
in art history (including ARTH 002) and seven
courses in studio arts (including courses in
drawing, a three-dimensional medium, an
advanced credit). The comprehensive consists
of a senior exhibition and written artist
statement prepared during the fall and spring of
the senior year.
Course Minor in Art
Not offered.
Majors and Minors in the Honors
Program
Students may formulate honors programs as
either majors or minors, in either art history or
art. For details, consult guidelines available in
the department office.

Art History
ARTH 001C. First-Year Seminar: Making
Art History
Are works of art direct extensions, pure
reflections, or unique expressions of an
individual artist’s genius, fragile by implication
and susceptible to destruction from
overanalysis? Or are works of art (as well as the
definition just offered) cultural artifacts
produced under specific material and social
conditions, and fully meaningful only under
extended analysis? Must we choose? And are
these questions themselves, and the talk they
generate or suppress, yet another manifestation
of the Western European and American
commodification of art, its production, and its
consumption? Such questions will underlie this
introduction to the goals, methods, and history
of art history. Focusing on works drawn from a
variety of cultures and epochs, as well as on the
art historical and critical attention those works
have attracted, students will learn to describe,
analyze, and interpret both images and their
interpretations and to convey their own
assessments in lucid writing and speaking.
Writing course.
1 credit.
Fall 2008. Cothren.
ARTH 001D. First-Year Seminar:
Architecture of Philadelphia
Since its days hosting the Constitutional
Convention in a mansion on the edge of town,

Art
to its current refashioning as a hip urban center
of glassy condo towers, Philadelphia and its
architecture have changed many times. This
course examines the architectural and urban
history of the city from the 17th century to the
present. It considers the buildings and growth of
Philadelphia in the context of the architecture of
the United States as well as the forms, figures,
and typologies unique to the city. We will
explore the architectural implications of
Philadelphia’s changing fortunes and status,
considering the social, cultural, and historical
forces that have shaped its development.
Students will visit Philadelphia several times
during the semester to complete looking and
writing assignments.
Writing course.
1 credit.
Fall 2008. O’Rourke.
ARTH 001E. First-Year Seminar:
Michelangelo and Renaissance Culture
In this discussion-based first-year seminar, we
will study the sculptures, paintings,
architecture, poetry, drawings, and biographies
of the Renaissance artist Michelangelo. We will
investigate these in light of Michelangelo’s
patrons, audiences, and the larger cultural,
political, and religious contexts in which these
works were produced. We will also consider the
ways in which these works have been analyzed
over the centuries and how the biographies and
myths of Michelangelo have been created and
understood. In doing so, we will develop a
critical understanding of the methods and
terminology of the discipline of art history
itself. Course projects include convening as a
mock group of museum trustees to discuss
whether the museum should purchase a
sculpture that has recently been attributed to
Michelangelo.
Writing course.
1 credit.
Spring 2009. Reilly.
ARTH 001F. First-Year Seminar:
Interpreting Picasso
How should we understand the art of one o f the
most significant artists of the 20th century?
Although long embraced by the history of art,
Picasso’s art still remains a challenge to its
interpreters. This course looks at the sets of
questions developed within the discipline of art
history to understand this protean artist.
Strategies addressed include formal analysis,
biography, iconography, semiotics, social
history, feminist critique, ethnography, and the
history of exhibition and display. Emphasis will
be placed on developing critical skills in oral
and written formats.

Writing course.
1 credit.
Not offered 2008-2009. Mileaf.
ARTH 001G. First-Year Seminar: The Art
of Exhibition
This first-year seminar examines the art
exhibition as a vehicle for communication of
aesthetic, political, social, and theoretical
convictions. Recent critical debates surrounding
such controversial exhibitions as Sensation
(The Brooklyn Museum, 1997); Freestyle
(Studio Museum in Harlem, 2001); and
Mirroring Evil (The Jewish Museum, 2002)
will be discussed as well as such historical case
studies as the Impressionist exhibitions of the
1870s and 1880s, the Armory show of 1913,
and First International Dada Fair held in Berlin
in 1921. Along with an introduction to the
vocabulary and methods of art analysis,
students will explore art writing from the
viewpoint of the critic and the curator. They
will visit current exhibitions, meet with
curators, write exhibition reviews, and design a
virtual exhibition, complete with introduction,
wall text, and object labels.
Writing course.
1 credit.
Not offered 2008-2009. Mileaf.
ARTH 002. Western Art
This course provides an introduction to
Mediterranean and European art from
prehistoric cave painting through the 19th
century. We will consider a variety of media—
from painting, sculpture, and architecture to
ceramics, mosaic, metalwork, prints, and
earthworks. The goal of this course is to
provide a chronology of the major works in the
Western tradition and to provide the vocabulary
and methodologies necessary to analyze these
works of art closely in light of the material,
historical, religious, social, and cultural
circumstances in which they were produced and
received. We will give attention to the use and
status of materials; the representation of social
relations, gender, religion, and politics; the
context in which works of art were used and
displayed; and the critical response these works
elicited.
1 credit.
Each semester. Cothren or Reilly.
ARTH 003. East Asian Art
This course surveys the major artistic traditions
of East Asia—China, Korea, and Japan—from
prehistoric times to the 20th century. We will
examine the uses and functions of select works
of painting, sculpture, architecture, calligraphy,
woodblock prints, and ceramics in their specific
sociocultural and political contexts as well as
the artistic vocabulary, formats, and tools
unique to each medium. Particular focus will be

Art
given to the rich cultural exchange among the
three countries, issues of gender and class, and
the impact of religion, philosophy, and
literature on the visual arts. Although generally
presented in a chronological order, the course
will take a thematic approach to better
understand the similarities and differences of
the East Asian artistic tradition.
1 credit
Not offered 2008-2009. Sakomura.
ARTH 005. Modern Art
This course surveys European and American art
from the late 18th century to the present. It
introduces significant artists and art movements
in their social, political, and theoretical
contexts. Attention will also be given to
interpretive strategies that have been used to
write the history of this art. Issues to be
considered include definitions of modernism
and modernity, constructions of gender, the rise
of urbanism and leisure, the independent art
market, and questions of originality and
representation.
1 credit.
Fall 2008. Mileaf.
ARTH 012. The Architecture of Frank
Lloyd Wright
Frank Lloyd Wright’s career straddled two
centuries and changed the course of
architecture. We will examine his buildings and
writings, from the time of his association with
Louis Sullivan to the design of the Guggenheim
museum and consider Wright’s work in relation
to the diverse currents of international
modernism. Special attention will also be given
to his houses and his influence on modem
American domestic life.
1 credit.
Spring 2009. O’Rourke.
ARTH 013. Ancient Greek and Roman
Art
This chronological survey will begin with a
glance at the art of the Aegean and conclude
with a study of the art and architecture of late
Imperial Rome. We will consider issues such as
mythology in daily ritual; the religious, social,
and political functions of sculpture; the use of
architecture as propaganda; and the invention of
the ideal warrior, athlete, and maiden.
Writing course.
1 credit.
Not offered 2008-2009. Reilly.
ARTH 014. Early Medieval Art and
Architecture
In this introduction to European art and
architecture 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 propaganda, and the
efflorescence of monastic art under the Cluniacs
and Cistercians.
1 credit.
Spring 2009. Cothren.
ARTH 019. Contemporary Art
This course takes a focused look at European
and American art from 1945 to the present, a
period during which most conventional
meanings and methods of art were challenged
or rejected. Beginning with the brushstrokes of
abstract expressionism and continuing through
to the bitmaps of today’s digital art, we
consider the changing status of artists, artworks,
and institutions. Emphasis will be placed on
critical understanding o f the theoretical and
historical foundations for these shifts.
1 credit.
Spring 2008. Mileaf.
ARTH 020. Junior Workshop
This foundation colloquium for art history
majors will explore various approaches to the
historical interpretation of the visual arts.
Attention will be given to art historiography—
both theory and practice—through the critical
reading and analysis of some important
foundation texts of the discipline as well as
more recent writings that propose or challenge a
variety of old and new analytic strategies.
Central to the course will be the research and
writing o f a paper interpreting a work of art or
architecture available in the Philadelphia area,
an exercise that will help majors develop a
clearer sense of the sorts of questions that are
central to their own interest in the historical
study of visual culture.
1 credit.
Spring 2009. Reilly.
ARTH 021. African-American Art and
Identity
This course analyzes constructions of AfricanAmerican identity as related to visual works of
art by and of African Americans, from early
colonial America to the present. The course
incorporates a variety of social and historical
issues, media and disciplines, and students are
encouraged to consider art and artists through
an interdisciplinary lens. Music, film, and
literary sources will be presented in lecture.
There is a special focus on art and artists from
the Philadelphia area.
1 credit.
Fall 2008. Greene.

Art
ARTH 022. History of Latin American
Architecture
Beginning with the first Spanish settlements in
the early 16th century, this course surveys the
architecture of one of the most rich and diverse
regions in the world. We will examine the ways
that renaissance, baroque, neoclassical, and
modernist architectural forms were transmitted
to Latin America and transformed there by new
societies. We will consider the roles of native
artists and architects, and the place of religion
and politics in shaping new forms and building
types. The course will explore the distinctive
characteristics of Latin American architecture
and the considerable variety within the region.
The formal, social, and environmental
implications of the transformations of the
region’s great cities, from Tenochtitlan to the
colonial centers to the megacities of the 21st
century, will also be considered.
1 credit
Fall 2008. O’Rourke.
ARTH 024. Architecture of Mexico City
From the imperial capital of two cultures, to the
pounding megalopolis of the 21st century,
Mexico City has been one of the world’s great
urban centers for nearly 700 years. Its many
faces and extraordinary history are the subjects
of this course. Our primary focus will be the
urban and architectural development of the city
from the Aztecs to today, but we will also
consider how the capital has been viewed and
represented by travelers, artists, and critics. The
course will proceed in a generally chronological
manner, but much like the way the ancient past
and ultra-modem present touch in today’s
Mexico City, we will also examine moments
from different centuries next to one another to
explore the continuities and chaos of urban
experience and daily life.
1 credit.
Spring 2009. O’Rourke.
ARTH 025. Native American Art
An overview of the arts of native peoples across
the North American continent from the
archaeological records of prehistory to the
contemporary creations of painters and
sculptors working within an international “art
world.” Attention will be given to the
theoretical, political, and methodological
challenges inherent in the study of these
indigenous arts and their interactions with other
cultures and cultural viewpoints, past and
present. Discussions will focus on issues of
identity and ritual, artists and their audiences,
archaeology and recovery, colonization and
tourism.
1 credit.
Not offered 2008-2009. Cothren.

ARTH 032. Crafting Nature: The Art of
Japanese Tea Culture
This course explores the rich cultural practice
of chanoyu, the “Japanese tea ceremony,”
which emerged around the preparation of
powdered green tea. We will examine the ritual,
aesthetic, and institutional history of this
practice from the 12th century to the present
and consider the various cultural forms—
painting, calligraphy, ceramics, architecture,
garden design, religious ritual, performance,
food preparation, and flower arrangement—that
were integrated into and developed through
chanoyu. Discussions will include the place of
Zen Buddhism in the history of chanoyu, the
role of chanoyu in Japanese aesthetic discourse
and art collecting practices, and the impact of
chanoyu on contemporary productions of
architecture, lacquerware, metalware, and
ceramics. We will also learn the craft of tea
preparation and visit Shofuso, the Japanese
House and Garden in Fairmount Park,
Philadelphia.
Writing course.
1 credit.
Not offered 2008-2009. Sakomura.
ARTH 033. Famous Places and Sacred
Sites: The Art of Landscape in East Asia
This course surveys the major traditions of
landscape art in premodem East Asia. We will
explore the ways in which places and spaces are
transformed into famous places and sacred sites
and consider the critical role played by visual
representation in this process. Major topics
include the relationship between landscape and
power, cultural memory, literature, mythology,
seasonality, travel, and literati culture. We will
examine the functions of landscape art in
various cultural, geographical, and temporal
contexts of East Asia and consider the complex
processes of cultural dissemination and
adaptation by looking at the reception of
Chinese landscape painting tradition in Korea
and Japan.
1 credit.
Not offered 2008-2009. Sakomura.
ARTH 034. East Asian Calligraphy
This course surveys the major calligraphic
traditions of China, Korea, and Japan from
1200 B.C.E. to the present. In addition to
analyzing the development and dissemination
of calligraphic styles and the works of
individual calligraphers, we will explore how
calligraphy conveys meaning, how the history
of calligraphy has been written, and how
calligraphy has been used as a powerful tool for
cultural and political commentary.
1 credit.
Not offered 2008-2009. Sakomura.

Art
ARTH 039. Contemporary Japanese
Visual Culture
This course aims to familiarize students with
the visual culture of contemporary Japan and its
complex relationship to the traditional arts of
Japan as well as to Western culture. Topics
examined will include representations of
gender, nature, tradition, history, nation, city
and suburbia, tourism, food, commodity, and
fashion. We will closely analyze and critique
works in the print medium such as
advertisements, graphic design, photography,
magazines, and manga. We will also discuss
examples and trends in Japanese product design
and character design that have achieved global
recognition, such as MUJI and Hello Kitty.
1 credit.
Not offered 2008-2009. Sakomura.
ARTH 042. Colloquium on Islamic
Narrative Painting
After a brief general introduction to the forms,
foundations, and practices of Islamic art, we
will explore the history and evolution of
pictorial narrative traditions across the Islamic
world, with special attention to 13th-century
Baghdad and 16th-century Persia.
1 credit.
Not offered 2008-2009. Cothren.
ARTH 045. Gothic
This course will examine the formation of “The
Gothic” around 1140 and its development and
codification in the Ile-de-France to the middle
of the 13th century; monasteries, cathedrals,
and chapels; neo-platonism and the new
aesthetic; “court-style” and political ideology;
structural technology and stylistic change;
patronage and production; contextualizing
liturgy and visualizing dogma.
1 credit.
Not offered 2008-2009. Cothren.
ARTH 051. Renaissance Art in Florence
and Environs
An introduction to painting, sculpture,
drawings, prints, and architecture produced in
Florence and its environs from the late 14th to
the 16th century. We will consider a full range
of issues related to the production and reception
of these works, including the representation of
individuals, the state, and religion. We will also
examine the context in which these works were
used and displayed, art and anatomy, art and
gender, the critical responses these works
elicited, and the theories of art developed by
artists and nonartists alike.
1 credit.
Not offered 2008-2009. Reilly.

ARTH 056. Print Culture in Early Modern
Europe
This course examines the role o f printed images
in the visual culture of early modem Europe.
We will consider the ways in which prints
actively shaped and reflected the larger social,
religious, and political cultures of which they
were part. Topics will include the technologies
of printmaking, the relationship between printed
images and texts, the reproductive versus
original print, the markets for prints, and prints
and the transmission of culture.
1 credit.
Not offered 2008-2009. Reilly.
ARTH 065. Modern Architecture
A survey of modem architecture from the late
19th century to the present, this course will
consider topics such as: the skyscraper,
Expressionism, the International Style, Art
Deco, and Post-Modernism. Our principle focus
will be the buildings of Europe and the
Americas, though we will also consider
modernism in Asia and 20th century urban
planning. Themes that will be explored
throughout the course include the role of
technology in shaping modem buildings,
architecture’s relationship to social change, and
architects’ understandings of nature and the
environment. We will study the built and
written work o f key figures including Sullivan,
Wright, Gropius, Le Corbusier, Kahn, Venturi,
and Scott Brown.
1 credit.
Spring 2009. O’Rourke.
ARTH 074. Studies in the History of
Photography
This course will consider the theoretical
implications of the invention of photography by
taking a focused look at select moments in the
history of this medium. What is meant by “the
photographic?” And how have practitioners of
photography asserted and/or challenged such a
concept? Essays by Walter Benjamin, Roland
Barthes, Susan Sontag, Rosalind Krauss,
Martha Rosier, and others will form a
foundation for discussions about specific artists,
movements, and techniques. The class is
organized around group discussions and is
driven by student contributions.
1 credit.
Not offered 2008-2009. Mileaf.
ARTH 076. The Body in Contemporary
Art
This course examines the use of the body as a
subject and medium in art of the past few
decades. While poking, prodding, fragmenting,
and displaying the bodies of themselves and
others, recent artists have called into question
everything from conventional uses of the nude
to the viewer’s own physical experience of art.

Art
Themes to be considered include the abject,
health and sickness, performance, fetishism,
masquerade, identity politics, and technology.
This course will require careful reading of
assigned texts, active participation in regular
discussions, and frequent writing assignments.
Prerequisite: ARTH 005 or permission of the
instructor.
1 credit.
Not offered 2008-2009. Mileaf.
ARTH 077. Exhibiting the Modern
This course surveys major exhibitions of
modem art in Europe and America, along with
questions about modernist exhibition strategy
and practice. We will consider such watershed
exhibitions as the Salon des refusés (Paris), the
Armory Show (New York), the First
International Dada Fair (Berlin), and the 0.10
Exhibition (Moscow) as well as such venues as
the Museum of Modem Art, An American
Place, Julian Levy Gallery, Art of This Century,
and Leo Castelli Gallery.
Prerequisite: ARTH 001,002, or 005.
1 credit.
Spring 2009. Mileaf.
ARTH 096. Directed Reading
1 credit.
Staff.
ARTH 180. Thesis
A 2-credit thesis normally carried out in the fall
of the senior year. The topic must be submitted
and approved by the instructor in charge before
the end of the junior year.
2 credits.
Staff.

Seminars
Unless otherwise noted, the prerequisite for all
seminars is two courses in art history.
ARTH 136. Word and Image in Japanese
Art
This seminar explores the interrelationship
between text and image in Japanese art from the
Heian (794-1185) to the Edo (1615-1868)
periods, with an emphasis on major traditions in
the yamato-e (“Yamato” or Japanese painting)
style. We will examine the ways in which select
works of narrative tales and poetry are
visualized and explore the complex and
nuanced interactions of text, image, and
calligraphy. The relation between artistic
formats and conventions of pictorializing and
inscribing text will be considered through a
wide range of media, including handscrolls,
album books, folding screens, poem sheets,
woodblock prints, lacquerware boxes, textiles,
and fans. Topics will include visual reception of
literary classics and significance of court

culture through the ages. We will strive to
deepen our understanding of the function and
meaning of objects in their respective
sociocultural contexts.
2 credits.
Not offered 2008-2009. Sakomura.
ARTH 147. Visual Narrative in Medieval
Art
This seminar examines how and why
tendentious stories are told in pictures during
the European Middle Ages and the various
ways art historians have sought to interpret their
design and function. After introductory
discussions on narratology, the class focuses on
an intensive study of a few important and
complex works of art that differ in date of
production, geographic location, viewing
context, artistic tradition, and medium. In past
years, these have included the Bayeux
Embroidery of ca. 1070, the stained-glass
windows of the Parisian Sainte-Chapelle of ca.
1245, and Giotto’s frescos in the Arena Chapel
in Padua of 1303-1305.
2 credits.
Spring 2009. Cothren.
ARTH 151. The Visual Culture of
Renaissance Rome
From the 14th to the 17th century, Rome was
transformed from a “dilapidated and deserted”
medieval town to a center of spiritual and
worldly power. This seminar will consider the
defining role that images played in that
transformation. In addition to studying the
painting, sculpture and architecture of artists
such as Fra Angelico, Bramante, Raphael, and
Michelangelo, we will study the creation and
use of objects such as banners, furniture, and
temporary festival decorations. Topics will
include papal reconstruction of the urban
landscape; the rebirth of classical culture, art
and the liturgy, private devotion and public
ritual, and the construction of the artist as
genius.
2 credits.
Not offered 2008-2009. Reilly.
ARTH 164. Modern Art
Current discussions from multiple theoretical
perspectives of artists such as Courbet, Manet,
Degas, Gauguin, Cezanne, Picasso, and Pollock
and the issue o f “modernism” in 19th- and 20thcentury painting.
2 credits.
Not offered 2008-2009. Hungerford.
ARTH 166. Avant-Garde: History,
Theory, Practice
This seminar examines European and American
avant-garde art from roughly 1850-1950. After
theoretically and historically situating avantgardism as a concept, we will focus on such

Art
early 20th-century movements as cubism,
futurism, constructivism, dada, and surrealism.
We will also consider historical debates
surrounding the significance and legitimacy of
avant-garde practice and contemporary
discussions regarding the relevance—or even
possibility—of avant-gardism today. Of
particular interest throughout the term will be
artists’ engagements with politics, mass culture,
and technology.
2 credits.
Fall 2008. Mileaf.
ARTH 168. Dada and Surrealism
Signing a name, going into a trance, collecting
dust, shopping in a flea market, dreaming,
scribbling, and playing a game—all of these
activities were investigated as methods of art
production by artists associated with Dada and
surrealism in the early decades of the 20th
century. This seminar examines not only these
new modes of making art but also the artists’
political, cultural, and theoretical reasons for
developing them. By carefully reading primary
and secondary texts, we consider the questions,
aims, and desires of these revolutionary art
movements as well as the methods of art history
that have been conceived to address them.
2 credits.
Not offered 2008-2009. Mileaf.

Studio Arts
STUA 001. Foundation Drawing
This course is designed as an introduction to
drawing as the basis for visual thinking and
perception. The class will focus on concepts
and practices surrounding the use of drawing as
a visual language rather than as a preliminary or
planning process. Whether students are
interested in photography, painting, pottery,
sculpture, installation or performance, the
ability to design and compose visually is
fundamental to their development. The course
follows a sequence of studies that introduces
students to basic drawing media and
compositional elements while they also learn to
see inventively.
This course is a prerequisite for all other
courses in studio art.
1 credit.
Each semester. Bayton.
STUA 001B. First-Year Seminar: Making
Art
This studio art experience is designed for firstyear artists in all media who have demonstrated
through a portfolio presentation their
knowledge of the elements of visual thinking,
design, and composition. This course is similar
in content to the foundation drawing class
STUA 001. However, it will be more in depth,

with more emphasis on individually designed
studio and research projects. Portfolios of actual
or photographed work must be submitted for
evaluation dining the freshman advising week
prior to the start of the fall semester. Contact
the department for details.
1 credit.
Fall 2008. Exon.
STUA 005. Color Photography
This class is an introduction to the art and craft
of color photography using the tools that are
most widely practiced by artists today. Students
work toward a final project using either a film
or digital camera, processing images in
Photoshop and outputting them on a
professional-grade ink-jet printer. Weekly
critiques, photographer research projects, and at
least one field trip to look at art make up the
class. It is preferred, but not required, that
students take STUA 006: Black and White
Photography first.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Spring 2009. Harper.
STUA 006. Black and White
Photography
This class introduces students to the traditional
craft of silver wet dark-room photography.
Though black-and-white images can be created
digitally, enough visual and technical
complexity remains in silver gelatin printing
that many artists continue to work in this timehonored medium long after the “digital
revolution.” Students use film cameras, film,
and light-sensitive paper to create a final body
of work. Weekly critiques, photographer
research projects, and at least one field trip to
look at art make up the class.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Fall 2008. Harper.
STUA 007. Book Arts
Introduction to the art of the book. Included
will be an investigation into typesetting and
printing, binding, wood engraving, and
alternative forms of book construction and
design.
1 credit.
Spring 2009. Phelan.
STUA 008. Painting
Students will investigate the pictorial structure
o f oil painting and the complex nature of color.
A thorough study of texture, spacial

Art
conventions, light, and atmosphere will be
included.
1 credit.
Spring 2009. Staff.
STUA 009. Life Sculpture
Working from the perceptual observation and
study of life forms, we will explore the
principles and practice of life modeling in clay,
the process of plaster casting, and the
techniques of woodcarving. Students will
explore this subject in a broad range of
historical styles—from the study of human
anatomy to the more contemporary use of
various life forms as source material towards
abstraction. The earlier projects are centered on
the study of the human figure through
portraiture. The later projects will encourage
the explorations of other life forms, such as
plants and animals. Two trips to local museums
are scheduled as an integral part of the projects.
1 credit.
Each semester. Meunier.
STUA 010. Life Drawing
Work in various media directed toward a
clearer perception of the human form. The class
is centered on drawing from the model and
within this context. The elements of gesture,
line, structure, and light are isolated for the
purpose of study.
1 credit.
Each semester. Hagler.
STUA 011. Watercolor
This course is a complete exploration of watersoluble media with an emphasis on transparent,
gum arabic-based watercolor. Other materials
and techniques will include ink wash, gouache,
silk colors, collage, handmade 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. Occasional field trips
to locales other than the campus will be offered.
1 credit.
Offered occasionally.
STUA 012. Figure Composition
In this advanced course in painting and drawing
the human form, emphasis will be given to the
methods, thematic concepts, conventions, and
techniques associated with multiple figure
design and composition.
Prerequisite: STUA 008 and/or STUA 010.
Offered occasionally.
STUA 014. Landscape Painting
This course explores the vast array of
interpretive approaches, and practical methods
available to the artist interested in landscape

painting. Each student will be introduced to
methods and techniques that will be used in the
field while painting directly from nature. Topics
include atmospheric perspective, linear
perspective, viewpoint, compositional
structuring through shape and rhythm, and a
thorough study o f light through changing
effects of color and tonality. Excursions into the
urban, suburban, and rural landscape of
southeastern Pennsylvania will be scheduled
weekly. Oil paints will be the central medium
of the class.
1 credit.
Fall 2008. Exon.
STUA 015. The Potter’s Wheel
This class focuses on a series of projects for the
wheel that assist in development of ideas and
technique. Most projects will involve the
functional container, but the option to explore
the wheel for nonfunctional form will also be
available. Five assigned projects will be
followed by the advanced series in which the
student will propose and concentrate on a series
of related objects for the remainder o f the
semester. Critiques and in-class discussion are
an important component of this experience.
Students will be exposed to traditional and
nontraditional solutions to the wheel-thrown
container through slide lectures, videos, and a
guest artist. For beginners and advanced
students.
1 credit.
Fall 2008. Herren.
STUA 017. The Container as
Architecture
This clay class focuses on architecturally
imagined forms and ornamentation using basic
hand building processes of slab and coil
construction. Surface treatments include slip
and single fire solutions. Projects will explore
free-standing compositions and tile relief. Large
and moderately scaled, the projects will be
complimented with videos, demonstrations and
a guest artist TBA.
Pre-requisite: STUA 001: Foundation Drawing
preferred.
1 credit.
Each semester. Herren.
STUA 018. Printmaking
This class is an introduction to various printing
processes, which can include monoprints,
linoprints, wood engraving, etchings, and
typesetting. Students will learn technical
approaches and investigate visual solutions
using a format of serial imagery. Weekly class
assignments will integrate drawing and design

Art
concepts and explore the range of materials
available, using paper as a support.
1 credit.
Fall 2008. Heyman.
STUA 020. Advanced Studies
020A. Ceramics
020B. Drawing
020C. Painting
020D. Photography
020E. Sculpture
020F. Printmaking
These courses are designed to usher the
intermediate and advanced student into a more
independent, intensive study in one or more of
the fields listed earlier. A discussion of formal
issues generated at previous levels will
continue, with greater critical analysis brought
to bear on stylistic and thematic direction. All
students are expected to attend, throughout the
semester, a given class in their chosen medium
and must make sure at the time of registration
that the two class sessions will fit into their
schedules. In addition to class time, students
will meet with the professor for individual
conferences and critiques.
This series of courses also serves as the Junior
Workshop, a colloquium for junior studio art
majors in the spring semester. Students will
produce work within the classes offered as
Advanced Studies. Regularly scheduled group
and individual critiques with other junior
majors and a faculty coordinator will occur
throughout the semester, culminating in a group
exhibition.
Note: Although this course is for full credit, a
student may petition the studio faculty for a 0.5credit semester.
Prerequisites: STUA 001 and at least one
previous course in the chosen medium.
1 credit.
Each semester. Staff.
STUA 025. Advanced Studies II
Continuation of STUA 020 on a more advanced
level. This series of courses also serves as the
Junior Workshop, a colloquium for junior
studio art majors in the spring semester.
Students will produce work within the classes
offered as Advanced Studies. Regularly
scheduled group and individual critiques with
other junior majors and a faculty coordinator
will occur throughout the semester, culminating
in a group exhibition.
025A. Ceramics
025B. Drawing
025C. Painting
025D. Photography

025E. Sculpture
025F. Printmaking
Prerequisite: STUA 020.
1 credit.
Each semester. Staff.
STUA 030. Senior Workshop I
This course is designed to strengthen critical,
theoretical, and practical skills on an advanced
level. Critiques by the resident faculty members
and visiting artists as well as group critiques
with all members o f 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 o f the thesis for the
senior exhibition.
This course is required of senior art majors.
1 credit.
Fall 2008. Meunier.
STUA 040. Senior Workshop II
This course is designed to further strengthen
critical, theoretical, and practical skills on a
more advanced level. During the spring
semester o f the senior art major, students will
write their senior artist statement and mount an
exhibition in the List Gallery of the Eugene M.
and Theresa Lang 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. Gallery
exhibitions are reserved for studio art majors
who have passed the senior workshop and
fulfilled all requirements, including the writing
of the senior art major statement.
1 credit.
Spring 2009. Meunier.

Asian Studies
Coordinator:

HAILI KONG (Modem Languages and Literatures, Chinese)
Anna Everetts (Administrative Assistant)

Faculty:

Alan Berkowitz (Modem Languages and Literatures, Chinese)
Pallabi Chakravorty (Music and Dance)
William O. Gardner (Modem Languages and Literatures, Japanese)
K. David Harrison (Linguistics)
Steven P. Hopkins (Religion)
Hongyu Huang (Modem Languages and Literatures, Chinese)
Gerald Levinson (Music)
Lillian M. Li (History)
Bakirathi Mani (English Literature)
Jeanne Marecek (Psychology)1
Steven I. Piker (Sociology and Anthropology)**7
Tomoko Sakomura (Arty
Tyrene White (Political Science)
Thomas Whitman (Music)

1Absent on leave, fall 2008.
3 Absent on leave, 2008-2009.
7 Affiliated faculty (do not teach courses on Asia but are available for independent study projects).

Asian Studies is an interdisiplinary program
that introduces students to the history, cultures,
and societies of Asia—including principally
China, Japan, and India. Courses are offered in
the departments of art, economics, English
literature, history, linguistics, modem languages
and literatures (Chinese and Japanese), music
and dance, political science, religion, sociology
and anthropology, and theater. Students may
choose to major or minor in Asian Studies in
either the Course Program or the Honors
Program.
Studying Asia and gaining experience in the
Asian world are important to understanding the
global intersections of peoples, cultures,
technology, and business in today’s world.
Today—as the Asian American community
expands and diversifies, and as Asian cultural
and technological influences have become part
of American life—learning about Asia is not so
exclusively about the “other,” but often about
“self.” To study Asia, then, is to trace the
diverse strands of Asian cultures that have
originated in different regional, national, and
local traditions, but which have now become
increasingly intertwined with global life in the
twenty-first century.
L a n g u a g e S tu d y an d S tu d y
A broad

Students with majors in Asian studies are
strongly encouraged to consider studying an
Asian language and undertaking a period of
study in Asia. Swarthmore currently offers
Chinese and Japanese; other Asian languages
may be studied at the University of
Pennsylvania during the regular academic year,
in summer-language programs, or abroad. For
languages offered at Swarthmore, courses

above the first-year 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 Studies Committee.
The Asian studies faculty can recommend
academically rigorous programs in several
Asian countries. Study abroad is the ideal arena
for intensive language study. Courses taken
abroad may be applied toward the major,
subject to the approval of the Asian studies
coordinator. However, at least h a lfo f the
credits in a student’s Asian studies major or
minor should be earned at Swarthmore.

Fellowship and Grant
Opportunities
The Alice L. Crossley Prize in Asian Studies is
awarded annually to the student or students who
submit the best essay(s) on any topic in Asian
or Asian American studies.
The Genevieve Ching-wen Lee '96 Memorial
Fund supports an annual lecture in Asian
American studies. This fund also supports an
annual competition for summer research
support for projects related to Asian Studies or
Asian American Studies.
The Penelope Mason '57 Memorial Fund fo r
Asian Studies is available to support Asian
Studies related projects annually.

Requirements and
Recommendations
Course Major
An Asian studies major is more demanding than
a departmental major because the student must
make connections among courses that differ

Asian Studies
widely in content and method. When
considering applicants to the major, the Asian
Studies Committee looks for evidence of
intellectual flexibility and independence. To be
accepted into the major, students must have
completed at least two Asia-related courses in
different departments and received grades of B
or better.
The major in Asian studies consists of a
minimum of 10 credits, with requirements and
distribution as follows:
1. Geographic breadth. Coursework concerning
more than one of the regions of Asia (East,
South, Southeast, Southwest, and Central). This
requirement can be accomplished by taking at
least two courses that are pan-Asian or
comparative in scope or by taking at least one
course on a country that is not the principal
focus of a student’s program.
2. Disciplinary breadth. Courses must be taken
in at least three different departments.
3. Core courses. At least 1 course must be
taken from the following list:
ARTH 003. East Asian Art
CHIN 016. Substance, Shadow, and Spirit in
Chinese Literature and Culture [LITR
016CH]
CHIN 023. Modem Chinese Literature: A
Novelistic Discourse [LITR 023CH]
HIST 009A. Chinese Civilization
HIST 009B. Modem China
HIST 075. Modem Japan
JPNS 017. Introduction to Japanese Culture:
The Cosmology of Japanese Drama (LITR
017J)
MUSI 008. Music of Asia
POLS 055. China and the World
RELG 008. Patterns of Asian Religions
RELG 009. The Buddhist Tradition
RELG 012 and 013. History, Religion, and
Culture of India I and II
4. Intermediate and advanced work. A
minimum of 5 credits must be completed at the
intermediate or advanced level in at least two
departments.
5. Asian-language study. Asian-language study
is not required but is strongly recommended.
Up to 4 credits of language study may be
applied toward the major. For languages offered
at Swarthmore (Chinese and Japanese), courses
above the first-year level may count toward the
major. For Asian languages not offered at
Swarthmore, courses at the entry level may
count toward the major if at least the equivalent
of 1.5 credits is earned in an approved program.
6. Culminating exercise. Students in the Asian
studies course major have a choice of
culminating exercises.

a. Thesis option. A 1- or 2-credit thesis,
followed by an oral examination. The thesis
must be supervised by a member of the Asian
studies faculty. Students normally enroll for the
thesis (ASIA 096) in the fall semester of the
senior year. For more information about the
thesis, see www.swarthmore.edu/Humanities/
asian/ or the sophomore paper guidelines.
b. Qualifying papers option. Students revise
and expand two papers they have written for
Asian studies courses in consultation with
Asian studies faculty members.
c. Honors seminar option. Students take a 2credit honors seminar in an Asian studies topic
in either their junior or senior year. {Note: A
two-course combination or a course plus
attachment will not satisfy this requirement.)
7. Grade-point average requirement. A student
must have at least a C average in the course
major.
Course Minor
Students will be admitted to the minor after
having completed at least two Asian studies
courses in different departments with grades of
B or better. The Asian studies minor in course
consists of five courses, distributed as follows:
1. Geographic breadth. Coursework must cover
more than one region of Asia. This can be
accomplished by taking at least two courses that
are pan-Asian or comparative in scope or by
taking at least one full course on a country that
is not the principal focus of a student’s
program.
2. Disciplinary breadth. Asia-related courses
must be taken in at least two departments
outside of the disciplinary major. Only one
course may overlap the Asian studies minor and
the disciplinary major.
3. Core course. Students are required to include
at least one course from the list of core courses
(see earlier).
4. Intermediate or advanced work At least 2
credits of work must be completed at the
intermediate or advanced level.
5. Asian-language study. Asian-language study
is not required, but courses in Asian languages
may count toward the course minor. Up to 2
credits of language study may be applied
toward the minor. For languages offered at
Swarthmore (Chinese and Japanese), courses
above the first-year level may count toward the
minor. For Asian languages not offered at
Swarthmore, courses at the entry level may
count toward the minor if at least the equivalent
o f 1.5 credits is earned in an approved program.
6. Grade-point average requirement. A student
must have at least a C average in the minor.
Honors Major
To be admitted to the honors major, students
should have completed at least two Asian

Asian Studies
studies courses in different departments with
grades of B+ or better.
The honors major in Asian studies consists o f a
minimum of 10 credits (including four honors
preparations). The four preparations in an
Honors Program must be drawn from at least
two different disciplines.
1. Geographic and disciplinary breadth
requirements. These are the same as those for
the course major (see earlier).
2. Core courses. Students are required to
include at least one course from the list of core
courses (see earlier).
3. Asian studies as an interdisciplinary major.
All four fields presented for external
examination must be Asian studies subjects.
The four preparations in an Honors Program
must be drawn from at least two different
disciplines.
4. Honors minor. An Asian studies honors
major need not declare a minor in another field.
However, a student may designate one of his or
her preparations as an honors minor. In that
case, the student must fulfill all the
requirements set by the relevant department or
program for the honors minor.
5. Senior honors study (SHS) fo r majors. Asian
studies does not have a Senior Honors Study
(SHS) requirement. Nonetheless, honors majors
must fulfill the requirements for the minor
(which may include an SHS) established by
each department in which an honors preparation
is done.
6. Grade-point average requirement. A student
must earn at least a B+ in all offerings applied
to the honors major.
Careful advance planning is essential to make
certain that the prerequisites and requirements
established by separate departments and
programs have been met. With the advance
approval of the Asian studies coordinator,
coursework or research done in study abroad
may be incorporated into the student’s program.
Honors Minor
To be admitted to the honors minor, students
should have completed at least two Asian
studies courses in different departments with a
grade of B+ or above.
An honors minor in Asian studies consists of a
minimum of 5 credits, distributed as follows:
1. Geographic breadth. There are two tracks
within the minor.
a. Comparative Asian cultures. The
selection of courses and the honors preparation
should offer a comparative perspective on the
traditional or modem cultures of Asia.
Individual programs should be worked out in
close consultation with the Asian studies
coordinator. (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. One or 2 credits of
language study may be included.
2. Disciplinary breadth. Asia-related courses
must be taken in at least two departments
outside of the disciplinary honors major. Only
one course may overlap die honors minor and
the disciplinary honors major.
3. Core course. Normally at least one o f the
five courses should be a core course (see
earlier).
4. Asian-language study. Asian-language study
is not required, but courses in Asian languages
may count toward the honors minor. For
languages offered at Swarthmore (Chinese and
Japanese), courses above the second-year level,
but no more than 2 credits, count toward the
minor. For Asian languages not offered at
Swarthmore, courses at the entry level may be
counted if the equivalent of 1.5 credits is earned
in an approved program.
5. Honors preparation. One preparation,
normally a 2-credit seminar, will be submitted
for external examination.
6. SHS fo r minors. The student will fulfill the
requirements set for honors minors by the
department offering the honors preparation.
7. Grade-point average requirement. A student
must have at least a B+ in all courses applied to
the honors minor.

Courses
(See descriptions in individual departments to
determine offeringsfo r each semester.)
Art (Art History)
ARTH 001H. The Art o f Japanese Tea
Ceremony
ARTH 003. East Asian Art
ARTH 031. Traditional Japan
ARTH 032. The Art of Japanese Tea Ceremony
ARTH 033. The Art of Landscape in East Asia
ARTH 034. East Asian Calligraphy
ARTH 036. Word and Image in Japanese Art
ARTH 039. Contemporary Japanese Visual
Culture
ARTH 136. Word and Image in Japanese Art
Asian Studies
ASIA 093. Directed Reading
1 credit.
Staff.
ASIA 096. Thesis
1 credit.
Staff.

Asian Studies
ASIA 180. Thesis
2 credits.
'Staff.
Chinese
CHIN 003B. Second-Year Mandarin Chinese
(fell)
CHIN 004B. Second-Year Mandarin Chinese
(spring)
CHIN 011. Third-Year Mandarin Chinese (fall)
CHIN Oil A. Third-Year Mandarin Chinese
Conversation
CHIN 012. Advanced Mandarin Chinese
(spring)
CHIN 012A. Advanced Mandarin Chinese
Conversation
CHIN 015. Gentry Women, Courtesans, and
Nuns: Writing Women in Later Imperial
China (1500-1900)
CHIN 016. Substance, Shadow, and Spirit in
Chinese Literature and Culture (Cross-listed
as LITR016CH)
CHIN 017. Legacy of Chinese Narrative
Literature: The Story in Dynastic China
(Cross-listed as LITR 017CH)
CHIN 018. The Classical Tradition in Chinese
Literature (Cross-listed as LITR 018CH)
CHIN 019: FIRST-YEAR SEMINAR: Singular
Lives and Cultural Paradigms in Early and
Imperial China
CHIN 020. Readings in Modem Chinese
CHIN 021. Topics in Modem Chinese
CHIN 023. Modem Chinese Literature (Crosslisted as LITR 023CH)
CHIN 025. Contemporary Chinese Fiction:
Mirror of Social Change (Cross-listed as
LITR 025CH)
CHIN 027. Women Writers in 20th-Century
China (Cross-listed as LITR 027CH)
CHIN 033. Introduction to Classical Chinese
(Cross-listed as LING 033)
CHIN 035. Readings in Classical Chinese
(Cross-listed as LING 035)
CHIN 055. Contemporary Chinese Cinema
(Cross-listed as LITR 055CH)
CHIN 056. History of Chinese Cinema (19051995) (Cross-listed as LITR 055CH)
CHIN 063. Comparative Perspectives: China in
the Ancient World (Cross-listed as LITR
063CH)
CHIN 066. Chinese Poetry (Cross-listed as
LITR 066CH)
CHIN 071. Invaded Ideology and Translated
Modernity (Cross-listed as LITR 07ICH)
CHIN 081. Transcending the Mundane: Taoism
in Chinese Literature and Culture (Crosslisted as LITR 08 ICH)

CHIN 091. Special Topics in Chinese Literature
and Culture in Translation (Cross-listed as
LITR 091CH)
CHIN 092. Special Topics in Chinese Literature
and Culture in Chinese
CHIN 093. Directed Reading
CHIN 103. Lu Xun and 20th-Century Chinese
Literature
CHIN 105. Topics in Traditional Chinese
Literature
CHIN 108. The Remaking of Cinematic China:
Zhang Yimou, Wong Kar-wai, and Ang Lee
CHIN 109. Daoism
Economics
ECON 081. Economic Development *
ECON 181. Economic Development +
English Literature
ENGL 065. Introduction to Asian American
Literature
ENGL 075. South Asians in America:
Literature, Culture, Politics
ENGL 077. South Asians of Asian America
History
HIST 009A. Chinese Civilization
HIST 009B. Modem China
HIST 074. Women, Family, and the State in
China
HIST 075. Modem Japan
HIST 077. Orientalism East and West
HIST 078. Beijing and Shanghai: Tale of Two
Cities
HIST 144. State and Society in China, 17502000
Japanese
JPNS 003B. Second-Year Japanese (fall)
JPNS 004B. Second-Year Japanese (spring)
JPNS 005A. Japanese Conversation
JPNS 012. Third-Year Japanese (fall)
JPNS 013. Third-Year Japanese (spring)
JPNS 017. Introduction to Japanese Culture:
The Cosmology of Japanese Drama (Crosslisted as LITR 017J)
JPNS 018. Topics in Japanese Literary and
Visual Culture (Cross-listed as LITR 018J)
JPNS 021. Modem Japanese Literature (Crosslisted as LITR 021J)
JPNS 024. Japanese Film and Animation
(Cross-listed as LITR 024J)
JPNS 041. Fantastic Spaces in Modem
Japanese Literature (Cross-listed as LITR
041J)
JPNS 045. Buddhism, Women, and
Representation in Japan

Asian Studies
JPNS 074. Japanese Popular Culture and
Contemporary Media (Cross-listed as LITR
074J)
JPNS 083. War and Postwar in Japanese
Culture (Cross-listed as LITR 083J)
Music and Dance
DANC 005. Patterns of Asian Dance and Music
(Cross-listed as MUSI 005)
DANC 021. History of Dance: Africa and Asia
DANC 028. Classical Indian Dance
DANC 046. Dance Technique: Kathak
DANC 049. Performance Kathak
MUSI 008. The Music of Asia
MUSI 049A. Performance: Balinese Gamelan
Political Science
POLS 055. China and the World
POLS 056. Patterns of Asian Development
POLS 064. American-East Asian Relations *
POLS 073. Comparative Politics: Advanced
Topics in Chinese Politics
POLS 108. Comparative Politics: East Asia
Religion
RELG 008. Patterns of Asian Religions
RELG 009. The Buddhist Traditions of Asia
RELG 012.The History, Religion and Culture
of India I
RELG 013. The History, Religion, and Culture
of India II
RELG 030B. The Power o f Images: Icons and
Iconoclasts *
RELG 03 IB. Religion and Literature: From the
Song of Songs to the Hindu Saints *
RELG 108. Poets, Saints, and Storytellers:
Religious Literatures of South Asia
Sociology and Anthropology
SOAN 040E. Gross National Cool: Japan and
America and Cultural Powers in a Global
Age
SOAN 040F. Japan and Globalization
SOAN 093. Independent Study (History and
Cultures of Southeast Asia)
SOAN 125. Nationalism and Citizenship (in an
Age of Transnationalism and
Multiculturalism)
Theater
THEA 015. Performance Theory and Practice*
* Cognate course. Counts toward Asian studies
if all papers and projects are focused on Asian
topics. No more than two may be applied to the
course or honors major. No more than 1 credit
may be applied to the honors minor.
+ Cognate seminar. No more than 1 credit may
be applied toward the honors major. It does not
count toward an honors minor.

Biology
SCOTT F. GILBERT, Professor
IJOHN B. JENKINS, Professor
RACHEL A. MERZ, Professor
¡KATHLEEN K. SIWICKI, Professor1
AMY CHENG VOLLMER, Professor
SARA HIEBERT BURCH, Associate Professor and Chair
JOSE LUIS MACHADO, Associate Professor1
COLIN PURRINGTON, Associate Professor
ELIZABETH A. VALLEN, Associate Professor
JULIE HAGELIN, Assistant Professor
NICHOLAS KAPLINSKY, Assistant Professor1
TATIANA BIBIKOVA, Visiting Assistant Professor
M. JADE ZEE, Visiting Assistant Professor
WILLIAM GRESH JR., Laboratory Instructor
PHILIP KUDISH, Academic Coordinator/Laboratory Instructor/Science Associate Coordinator
JOCELYNE MATTEI-NOVERAL, Laboratory Instructor
ALEIA McCORD, Laboratory Instructor
ERIN SCHLAG, Laboratory Instructor
DIANE FRITZ, Administrative Coordinator
1Absent on leave, 2008-2009.

Students are introduced to biology by enrolling
in BIOL 001 and 002, which serve as
prerequisites for all intermediate and advanced
biology courses. Intermediate courses are
numbered 010 to 040. Courses numbered
beyond 100 are advanced and may be used to
prepare for the Honors Program. Advanced
Placement (AP) 5 is accepted for placement in
some intermediate courses. See individual
instructors for permission.

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 biology
courses) and a C average in all Swarthmore
College courses in the natural sciences. The
biology major must include the following
supporting subjects in addition to the minimum
of 8 biology credits composing either the
honors or the course major: Introductory
Chemistry, at least one semester of Organic
Chemistry, and two semesters of college
mathematics (not STAT 001 or MATH 003) or
the completion of Calculus II (MATH 023 or
025). One semester of statistics (STAT 011) is
strongly recommended.
Students majoring in biology must take BIOL
001 and 002 (or AP equivalent) and at least one
course or seminar in each of the following three
groups: Group I: Cellular and Molecular
Biology, Group II: Organismal Biology, and
Group III: Population Biology. Only one course
numbered 003 to 009 is allowed to count
toward the 8-credit minimum. Course majors
must take at least one advanced course or
seminar in biology (numbered 110-139) and
satisfy the general college requirement of a

comprehensive experience and examination in
biology by participation in BIOL 097: Themes
in Biology.
Students who wish to minor in biology must
take 6 credits, at least 4 o f which are to be taken
at Swarthmore. The grade requirement to enter
the minor is the same as for the biology course
major. BIOL 001 and 002 are required. There
are no requirements for chemistry, math, or
physics and no distribution requirement within
the department. Only one course numbered
BIOL 003 to 009 is allowed and only one
course in either BIOL 093 or 094. CHEM 038:
Biological Chemistry may be counted as 1 of
the 6 biology credits.
Special majors in biochemistry, psychobiology,
and environmental science are also offered.
Additional information about these special
majors can be found on the Biology Department
Web site at
www.swarthmore.edu/NatSci/Biology. We
offer teacher certification in biology through a
program approved by the state of Pennsylvania.
For further information about the relevant set of
requirements, contact the Educational Studies
Department chair, the Biology Department
chair, or the Educational Studies Department
Web site at
www.swarthmore.edu/educationalstudies.xml.
Honors Program
Admission to the Honors Program either as a
major or a minor is based on academic record
(average of B or better in Swarthmore College
courses in the natural sciences) and completion
of prerequisites for the courses or seminars used
in preparation for honors examinations.
Qualified students will prepare for two external
examinations from the following areas: animal
physiology, behavioral ecology, biomechanics,

Biology
cell biology, developmental genetics, human
genetics, microbiology, neurobiology, plant
physiology, plant defense, 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.
Biology course numbers reflect study at
different levels of organization—General
Studies (001-009), intermediate courses in
Cellular and Molecular Biology (010-019),
Organismal Biology (020-029), Population
Biology (030-039), Seminars in Cellular and
Molecular Biology (110-119), Seminars in
Organismal Biology (120-129), and Seminars
in Population Biology (130-139).

Courses
General Studies
BIOL 001. Cellular and Molecular
Biology
An introduction to the study o f living systems
illustrated by examples drawn from cell
biology, biochemistry, genetics, microbiology,
neurobiology, and developmental biology.
One laboratory period per week.
Natural sciences and engineering practicum.
Writing course.
1 credit.
Fall 2008. Staff.
BIOL 002. Organismal and Population
Biology
Introduction to the study o f organisms
emphasizing morphology, physiology,
behavior, ecology, and evolution of whole
organisms and populations.
One laboratory per week.
Natural sciences and engineering practicum.
Writing course.
1 credit.
Spring 2009. Staff.
BIOL 003B. First-Year Seminar: Animal
Communication - from Insects to Human
Language
How do forms of communication used by
animals differ from human language? We will
investigate vocal, visual, chemical and
electrical forms of communication in various
animals with the goal of identifying possible
precursors of human speech. We will draw from
the literature of neurobiology, behavior, and
evolutionary biology to outline some essential
characteristics of communication systems, look
at their behavioral functions, and examine how

human language is similar to and different from
signals animals use.
1 credit.
Fall 2008. Zee.
BIOL 003C. First-Year Seminar: The
Human Genome Project
What can the DNA sequence of the human
genome tell us about ourselves? Most
behavioral traits and disease susceptibilities
seem to be the result of interactions amongst
multiple genes and the environment. While this
complexity is frequently glossed over by the
popular press, understanding it is critical for an
understanding of how our DNA affects our
lives. We will discuss scientific and popular
articles to address how genetic information is
collected, analyzed, assessed and disseminated.
1 credit.
Not offered 2008-2009. Vallen.
BIOL 006. History and Critique of
Biology
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 2008-2009. Gilbert.
Group I: Cellular and Molecular Biology
(010-019)
BIOL 010. Genetics
This introduction to genetic analysis and
molecular genetics explores basic principles 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
o f gene activity. Major concepts will be
illustrated using human and nonhuman
examples.
One laboratory period per week.
Prerequisite: BIOL 001 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Jenkins.
BIOL 014. Cell Biology
A study of the ultrastructure, molecular
interactions, and function of cell components,
focusing primarily on eukaryotic cells. Topics
include protein and membrane structure,
organelle function and maintenance, and the
role of the cytoskeleton.
One laboratory period per week.

Biology
Prerequisites: BIOL 001 and previous or
concurrent enrollment in CHEM 022 or
permission of the instructor.
Natural sciences and engineering practicum.
1credit
Spring 2009. Bibikova.
BIOL 016. Microbiology
This study of the biology of microorganisms
will emphasize aspects unique to prokaryotes.
Topics include microbial cell structure,
metabolism, physiology, genetics, and ecology.
Laboratory exercises include techniques for
detecting, isolating, cultivating, quantifying,
and identifying bacteria. Students may not take
both BIOL 016 and 017 for credit.
One laboratory period per week.
Prerequisites: CHEM 022; Biology 001 and 002
or by permission of the instructor.
Natural sciences and engineering practicum.
1credit.
Spring 2009. Vollmer.
BIOL 017. Microbial Pathogenesis and
the Immune Response
A study of bacterial and viral infectious agents
and of the humoral and cellular mechanisms by
which vertebrates respond to them. Laboratory
exercises include techniques for detecting,
isolating, cultivating, quantifying, and
identifying bacteria. Students may not take both
BIOL 016 and 017 for credit.
One laboratory period per week.
Prerequisites: CHEM 022; BIOL 001 and 002
or by permission of the instructor.
Natural sciences and engineering practicum.
1credit.
Next offered spring 2012. Vollmer.
Group II; Organismal Biology (020-029)
BIOL 020. Animal Physiology
An examination of the principles and
mechanisms of animal physiology, ranging
fromthe subcellular to the integrated whole
animal in its environment. Possible topics
include metabolism, thermoregulation,
endocrine regulation, nutrient processing, and
muscle physiology.
Prerequisites: BIOL 001 and 002. CHEM 010 is
recommended.
Natural sciences and engineering practicum.
1credit.
Fall 2008. Hiebert Burch.
BIOL 022. Neurobiology
Acomprehensive study of the basic principles
ofneuroscience, ranging from the electrical and
chemical signaling properties of neurons and
Hieirunderlying cellular and molecular

mechanisms to the functional organization of
selected neural systems.
One laboratory period per week.
Prerequisites: BIOL 001 and CHEM 010.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Zee.
BIOL 024. Developmental Biology
This analysis of animal development will
combine descriptive, experimental, and
evolutionary approaches. Laboratories will
involve dissection and manipulation of
invertebrate and vertebrate embryos.
One laboratory period per week.
Prerequisites: BIOL 001 and 002.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Gilbert.
BIOL 025. Plant Biology
This course is an exploration of the diverse field
o f plant biology. Topics will include growth
and development, reproduction, genetics and
genome biology, evolution and diversity,
physiology, responses to pathogens and
environmental stimuli, domestication,
agriculture, and applications of plant genetic
modification. Laboratories will introduce
organismal, cellular, molecular, and genetic
approaches to understanding plant biology.
One laboratory period per week.
Prerequisites: BIOL 001 and 002.
Natural sciences and engineering practicum.
1 credit.
Not offered 2008-2009.
BIOL 026. Invertebrate Biology
The evolution, morphology, ecology, and
physiology of invertebrate animals.
One laboratory period per week; some all-day
field trips.
Prerequisites: BIOL 001 and 002.
Natural sciences and engineering practicum.
1 credit.
Not offered 2008-2009.
BIOL 027. The Lives of Plants
What are the fundamental features of plants?
What are the physiological processes that allow
plants to survive in the ever-changing
environment? How has evolution shaped plant
form and function? The answers to these and
similar questions from the basis of our
understanding of plant life. This course will
explore these topics through an integrated
presentation o f systematics, physiology, and
molecular biology of plants.
One laboratory period per week.

Biology
Prerequisites: BIOL 001 and 002.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Bibikova.
Group III: Population Biology (030-039)
BIOL 030. Animal Behavior
An exploration of principles and mechanisms of
animal behavior using an evolutionary
approach, ranging from neurons and
development of individuals to groups
interacting in their natural environment.
Possible topics include: how genes and
environment affect behavior, antipredator
behavior, migration, mating systems, parental
care, human behavior.
One laboratory per week emphasizes
observation of live animals in field and at zoo;
one all-day field trip possible.
Three to 6 hours of fieldwork per week.
Prerequisite: BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Hagelin.
BIOL 034. Evolution
This course focuses on how and why
populations change over time. Other topics,
such as evolutionary rates, speciation,
phylogeography, and extinction provide a
broader view of evolutionary processes.
One laboratory period or field trip per week.
Prerequisites: BIOL 001 and 002.
Natural sciences and engineering practicum.
Fall 2008. Purrington.
BIOL 036. Ecology
The goal of ecology is to explain the
distribution and abundance of organisms in
nature through an understanding of how they
interact with their abiotic and biotic
environments. Students will gain ecological
literacy and practice by studying processes that
operate within and between hierarchical levels
or organization such as individuals,
populations, communities, and ecosystems. All
this knowledge will be applied to understand
the current global changes occurring in nature
as a result of human activities.
Three to 6 hours of laboratory and/or fieldwork
in the Crum Woods per week, in addition to at
least one field trip per semester.
Prerequisites: BIOL 002 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Next offered Fall 2009. Machado.

BIOL 038. Paleobiology
Introduction to the fossil record and the
techniques and theories used by paleontologists.
Current issues in paleontology will also be
examined.
One laboratory period or field trip per week
Prerequisites: BIOL 001 and 002.
Natural sciences and engineering practicum.
1 credit.
Not offered 2008—2009. Merz.
BIOL 039. Marine Biology
Ecology of oceans and estuaries, including
discussions of physiological, structural, and
behavioral adaptations of marine organisms.
One laboratory per week; several all-day field
trips.
Prerequisites: BIOL 001 and 002.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Merz.

Independent Studies
BIOL 093. Directed Reading
A program of literature study in a designated
area o f biology not usually covered by regular
courses or seminars and overseen by a biology
faculty member.
0.5 or 1 credit.
Fall or spring semester. Staff.
BIOL 094. Research Project
Qualified students may pursue a research
program for course credit with the permission
of the department. The student will present a
written report to the biology faculty member
supervising the work.
0.5 or 1 credit.
Fall or spring semester. Staff.
BIOL 094A. Research Project:
Departmental Evaluation
Students carrying out a BIOL 094 research
project will present a written and oral report on
the project to the Biology Department.
0.5 credit.
Fall or spring semester. Staff.
BIOL 180. Honors Research
Independent research in preparation for an
honors research thesis.
Fall or spring semester. Staff.

Senior Comprehensive
Examination
BIOL 095 and 097 are not part of the 8-credit
minimum in biology.

Biology
BIOL 095. Senior Project
With the permission of the department, a
student may write a senior paper in biology to
satisfy the requirement of a comprehensive
examination for graduation.
BIOL 097. Themes in Biology
Invited scientists present lectures and lead
discussions on a selected topic that can be
engaged from different subdisciplines within
biology. Serves as the senior comprehensive
and examination; it is required of all biology
majors in course.
Fall 2008. Staff.

Honors Study
BIOL 199 is not part of the 8-credit minimum
in biology.
BIOL 199. Senior Honors Study
An interactive, integrative program that allows
honors students to finalize their research thesis
spring semester.
Spring 2009. Staff.

Seminars
BIOL 110. Human Genetics
In this exploration of the human genome, the
topics to be discussed will include patterns of
human inheritance; classical and molecular
strategies for mapping and isolating genes; the
metabolic basis of inherited disease; the genetic
basis of cancer; developmental genetics;
complex-trait analysis; the genetic basis of
human behavior; and ethical, legal, and social
issues in human genetics.
Attendance at medical genetics rounds and
seminars at the University of Pennsylvania
School of Medicine is required.
Prerequisite: BIOL 010 or permission of the
instructor.
Natural sciences and engineering practicum.
2 credits.
Spring 2009. Jenkins.
BIOL 111. Developmental Genetics
This year’s topic will focus on ecological
developmental biology: how development is
constrained and managed by environmental
influences. Topics include phenotypic
plasticity, polyphenisms, developmental
symbioses, endocrine disruption, and the
possible ways that such plasticity can generate
evolutionarily novel structures. The laboratory
will use molecular techniques to look at gene
expression in the developing turtle shell.
One laboratory per week.
Prerequisites: BIOL 024 or permission of the
instructor.

Natural sciences and engineering practicum.
2 credits.
Fall 2008. Gilbert.
BIOL 114. Cell Regulation
This seminar will focus on the molecular basis
of plant-microbe, animal-microbe, and possibly
microbe-microbe symbioses. In addition to
studying specific systems, common themes and
pathways will be analyzed and discussed
(nutrient exchange, suppression of the immune
response, specificity of host-symbiont
recognition, etc.). Readings will be primarily
from the research literature. Laboratory projects
will use molecular techniques and likely focus
on the sea anemone Aiptasia and its symbiotic,
photosynthetic dinoflagellate, Symbiodinium.
One laboratory per week.
Prerequisites: CHEM 010, CHEM 022, and any
Group I or Group II biology course.
Natural sciences and engineering practicum.
2 credits.
Fall 2008. Vallen.
BIOL 115. Plant Molecular Genetics
This seminar will focus on plant biotechnology.
The course will investigate the technological
approaches that plant scientists are using to
address environmental, agricultural, and health
issues. Topics will include biofuels, nutritional
engineering, engineering disease and stress
resistance, bioremediation, and the production
of pharmaceuticals in plants. This course
consists of one discussion and one laboratory
per week. Laboratory projects will include
independent and ongoing research.
One laboratory per week.
Prerequisites: BIOL 001,002, and 025 or
permission of instructor.
Natural sciences and engineering practicum.
2 credits.
Not offered 2008-2009.
BIOL 116. Microbial Processes and
Biotechnology
A study of microbial mechanisms regulating
metabolism and gene expression in response to
natural and experimental stressors. Technical
and ethical applications of these concepts in
biotechnology will be addressed.
Independent laboratory projects.
Prerequisite: BIOL 016 or 017 or permission of
the instructor.
Natural sciences and engineering practicum.
Writing course.
2 credits.
Fall 2008. Vollmer.

Biology
BIOL 123. Learning and Memory
Neural systems and cellular processes involved
in different types of learning and memory are
studied through reading and discussion of
research literature.
Independent laboratory projects.
Prerequisite: BIOL 022 or permission of the
instructor.
Natural sciences and engineering practicum.
2 credits.
Not offered 2008-2009.
BIOL 124. Hormones and Behavior
This course will focus on endocrine regulation
of animal behaviors, including reproduction,
aggression, stress, sickness, parental care, and
seasonality, with an emphasis on critical
reading of primary literature.
Independent laboratory projects.
Prerequisites: BIOL 001 and 002 or the
equivalent and one of the following: BIOL 020,
022, or permission of the instructor.
Natural sciences and engineering practicum.
2 credits.
Spring 2009. Hiebert Burch.
BIOL 126. Biomechanics
Basic principles of solid and fluid mechanics
will be explored as they apply to the
morphology, ecology, and evolution of plants
and animals.
Prerequisites: BIOL 001 and 002 or the
equivalent and one other Group II or Group III
biology course.
Natural sciences and engineering practicum.
2 credits.
Spring 2009. Merz.
BIOL 130. Behavioral Ecology
The study of behavior as an evolutionary
adaptation to an organism's environment
through reading and discussion of primary
literature. Possible topics may include: animal
culture, bioeconomics, behavior and
conservation, sexual conflict and same-sex
preferences.
Independent laboratory projects.
Prerequisite: BIOL 001 and 002 or equivalent
and one of the following: BIOL 022,030, or
036 or permission of the instructor.
Natural sciences and engineering practicum.
2 credits.
Spring 2009. Hagelin.
BIOL 132. Evolutionary Genetics
The genetic basis of evolutionary change.
Among the topics to be discussed will be the
history and development o f modem
evolutionary theory; the development of
population genetics; the forces that disrupt

genetic equilibrium, including selection and
drift; the process of speciation; evolution above
the species level; and molecular evolution.
One laboratory per week.
Prerequisite: BIOL 010 or 034 or permission of
the instructor.
Natural sciences and engineering practicum.
2 credits.
Not offered 2008-2009.
BIOL 134. Analysis of Adaptation
This course focuses on adaptations, those traits
of organisms that tend to increase reproductive
success and/or survival. The seminar will
emphasize the strategies used by evolutionary
biologists to ascertain whether morphological,
physiological, and behavioral traits in a given
species are truly adaptive and how they might
have evolved. The focus of the seminar this
year will be the evolution o f aging.
One laboratory each week with continuing,
independent laboratory projects.
Prerequisites: BIOL 002 and BIOL 034 or
permission of the instructor.
Natural sciences and engineering practicum.
2 credits.
Spring 2009. Purrington.
BIOL 137. Biodiversity and Ecosystem
Functioning
Can the current decline in global biodiversity
alter the functioning and stability of
ecosystems? The answer to this question can be
reached by evaluating the ecological
consequences of changing patterns in
biodiversity, through either extinction or
addition of species. We will review the relative
or specific role of extrinsic factors (climate,
disturbance, soils, etc.), genetic, taxonomic, and
functional diversity in ecosystem functioning
using both experimental and natural evidence.
Prerequisite: Any biology course numbered
BIOL 026 or higher. Students with preparation
outside biology should seek permission of the
instructor.
Natural sciences and engineering practicum.
2 credits.
Next offered spring 2010. Machado.

Black Studies
Coordinator:

ALLISON DORSEY (History)
Anna Everetts (Administrative Assistant)

Committee:

Timothy Burke (History)3
Garikai Campbell (Mathematics and Statistics, Associate Dean)
Syd Carpenter (Art)3
Anthony Foy (English Literature)3
Cheryl Jones-Walker (Educational Studies and Black Studies)
Stephen O’Connell (Economics)
Micheline Rice-Maximin (Modem Languages and Literatures, French)
Peter Schmidt (English Literature)
Sarah Willie-LeBreton (Sociology and Anthropology)31

1Absent on leave, 2008-2009.

The purpose of the Black Studies Program is
the following:
1. To introduce students to the history, culture,
society, and political and economic conditions
ofblack people in Africa, the Americas, and
elsewhere in the world.
2. To explore new approaches—in perspectives,
analyses, and interdisciplinary techniques—
appropriate to the study of the black experience.
Black studies has often stood in critical relation
to the traditional disciplines. Its scholars have
used traditional and nontraditional
methodological tools to pursue knowledge that
assumes the peoples and cultures of Africa and
the African diaspora are central to
understanding the world accurately. The
courses in the Black Studies Program at
Swarthmore enhance the liberal arts tradition of
the College, acknowledging positivist,
comparative, progressive, modernist and
postmodernist, postcolonial, and Afrocentric
approaches.
Students in any department may add an
interdisciplinary minor in the Black Studies
Program to their departmental major by
fulfilling the requirements stated subsequently.
Applications for admission to the
interdisciplinary minor should be made in the
spring semester of the sophomore year to the
coordinator of the program. All programs must
be approved by the Committee on Black
Studies.

Requirements and
Recommendations
All interdisciplinary minors in the Black
Studies Program are required to take BLST 015,
ordinarily during their first two years, and four
additional courses eligible for credit in Black
Studies (each .5 credit course counts as half a
course toward program requirements). O f these
four additional courses, at least one of them
must be outside of the student’s departmental
major, and no more than one of them pan be
taken outside of Swarthmore. We strongly

advise students to take a course in African or
African diasporic history as one of their
additional courses.
Students preferring more intensive work in
Black Studies are also welcome to design a
special major by consulting with the program’s
coordinator, usually during their sophomore
year.
Beginning in 2010, students must earn a gradepoint average of 3.0 or above in Black Studies
coursework in order to be accepted into the
program.
Honors Minor
All students participating in the Honors
Program are invited to define a minor in the
Black Studies Program. Honors minors in Black
Studies must complete a single, 2-credit thesis
written under program supervision (this thesis
counts as one course toward program
requirements). Honors minors must meet all
other requirements of the interdisciplinary
minor in course.
The 2-credit honors thesis must include work
done for the interdisciplinary minor and should
entail some unifying or integrative principle of
coherence. In addition, an honors thesis must
also include substantial work (normally 50
percent or more) drawing on a discipline that is
outside of the student’s major. The Black
Studies Committee must approve the proposal
for the 2-credit honors thesis, normally during
the fall of the student’s senior year.
After consultation with the major department,
minors may draw on these preparations to
enhance or, where appropriate, to integrate their
completed or ongoing senior honors study for
the major. Work in the Black Studies Program
may be represented in the honors portfolio sent
to file external examiner by the inclusion of an
essay designed to enhance and/or integrate
work done in two or more courses, a revised
and enriched seminar paper or a term paper
from a Black Studies Program course, a video
or audio tape of a creative performance activity

Black Studies
in dance or music, or other approved creative
work.

Courses
Courses in the Black Studies Program are listed
below. Courses of independent study, special
attachments on subjects relevant to Black
Studies, and courses offered by visiting faculty
that are not regularly listed in the catalog may
also qualify for credit in the program, subject to
the approval of the Black Studies Committee.
Students who wish to pursue these possibilities
should consult with the program coordinator.
The following courses may be counted for
credit in the Black Studies Program.
Descriptions of the courses can be found in
each department’s course listings in this
catalog.
Black Studies
BLST 015. Introduction to Black Studies
This course introduces students to the breadth
and depth of the discipline in the Black Studies
Program, using primary sources. It begins with
an examination of current debates that define
theory, method, and goals in Black Studies. It
also examines the movement from the more
object-centered Africana studies to subject- and
agentic-oriented black studies that occurred as a
result of the U.S. civil rights and anticolonialist
movements in 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 o f Black Studies’
most current and exciting scholarship, with a
focus on the United States.
1 credit.
Fall 2008. Jones-Walker.
BLST 093. Directed Reading
1 credit.
Each semester. Staff.
BLST 180. Honors Thesis
2 credits.
Each semester. Staff.
Art History
ARTH 021. African-American Art And Identity
ARTH 025. Arts of Africa
ART 027. African American Art
Dance
DANC 009. Music and Dance of Africa
DANC 021. History of Dance: Africa and Asia
DANC 043. African Dance I

DANC 049. Performance Dance: Repertory
Section 2: African.
DANC 053. African Dance II
DANC 071. Afro-Caribbean Drumming Circle
DANC 078. Dance/Drum Ensemble
Economics
ECON 073. Race, Ethnicity, and Gender in
Economics
ECON 081. Economic Development
ECON 082. The Political Economy of Africa
ECON 171. Labor and Social Economics
ECON 181. Economic Development
Education
EDUC 067. Identities and Education
EDUC 068. Urban Education
English Literature
ENGL 009S. Black Liberty, Black Literature
(First-Year Seminar)
ENGL 061. Fictions of Black America
ENGL 062. Black Autobiography
ENGL 063. Black Philadelphia
ENGL 068. Black Culture in a “Post-Soul” Era
ENGL 119. Black .Cultural Studies Seminar
French
FREN 025. Introduction au monde francophone
FREN 028. Francophone Cinema:
Configurations of Space in Postcolonial
Cinema
FREN 033. Fictions d’enfance
FREN 036. Poésies d’écritures françaises
FREN 038. Littératures francophones et
cultures de l’Immigration en France
FREN 075F. Haïti, the French Antilles and
Guyane in Translation
FREN 076. Ecritures au féminin
FREN 077. Prose Francophone: littérature et
société
FREN 091. Poétique de la mémoire caraïbe
FREN 110. Histories d’Isles
FREN 112. Ecritures francophones: fiction et
histoire dans le monde francophone
FREN 114. Théâtre d’écritures françaises
FREN 115. Paroles de femmes
History
HIST 007A. History of the African American
People, 1619-1865
HIST 007B. History of the African American
People, 1865-Present
HIST 008A. West Africa in the Era of the Slave
Trade, 1500-1850
HIST 008B. Mfecane, Mines, and Mandela:
South Africa From 1650 to the Present

Black Studies
HIST 051. Race and Poverty in the United
States
HIST 053. Black Women in the Civil Rights
Movements
HIST 059. The Black Freedom Struggle: Civil
Rights to Hip Hop
HIST 087. Development and Modem Africa:
Historical Perspectives
HIST 137. Slavery: 1550-1865
HIST 138. Black Communities in the United
States
HIST 140. The Colonial Encounter in Africa
Linguistics
LING 052. Historical and Comparative
Linguistics
Literatures
LITR 028F. Francophone Cinema
LITR 075F. Haïti, the French Antilles, and
Guyane in Translation
Music
MUSI 003. Jazz History
MUSI 061. Jazz Improvisation
Political Science
POLS 033. Race, Ethnicity, and Public Policy
POLS 034. Race, Ethnicity, Representation, and
Redistricting in America
POLS 110. Comparative Politics: Africa
Religion
RELG 010. African American Religions
RELG 024B. 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 007B. Introduction to Race and
Ethnicity in the United States
SOAN 007C. Sociology Through African
American Women’s Writing
SOAN 020B. Urban Education
SOAN 033C. Political Cultures of Africa
SOAN 043D. Africa, Human Rights, and Social
Conflict

Chemistry and Biochemistry
ROBERT S. PALEY, Professor
ROBERT F. PASTERNACK, Professor2
THOMAS A. STEPHENSON, Professor1
KATHLEEN P. HOWARD, Associate Professor
PAUL R. RABLEN, Associate Professor and Chair
ALISON E. HOLLIDAY, Assistant Professor
STEPHEN T. MILLER, Assistant Professor
LILIYA A. YATSUNYK, Assistant Professor
J. MATTHEW HUTCHISON, Visiting Assistant Professor
VIRGINIA M. INDIVERO, Lecturer
MARIA E. NEWPORT, Lecturer1
CAROLINE A. BURKHARD, Laboratory Instructor
DONNA T. HALLEY, Laboratory Instructor
LORI SONNTAG, Laboratory Instructor
DAVID TRIMBLE, Instrument Coordinator
KATHRYN R. McGINTY, Administrative Assistant
1 Absent on leave, fall 2008.
Absent on leave, spring 2009.

The objective of the Chemistry and
Biochemistry Department is to offer effective
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 advancedlevel program is to take CHEM 010 followed
by 022,032, and 038. Students with an
especially strong precollege background in
chemistry are advised to begin with CHEM
01 OH. The two-semester sequence CHEM 003
and CHEM 004 offers another alternative to
CHEM 010, for students who believe they
would benefit from a somewhat enriched but
more leisurely approach to general chemistry.
However, the CHEM 003-004 sequence is not
recommended for students who might wish to
major in chemistry or biochemistry because
CHEM 003-004 delays entry into the organic
chemistry sequence by a year.
Students not otherwise invited to enroll in
CHEM 01 OH but seeking credit and/or
advanced placement will be required to take a
placement examination; consult the department
chair for details.
The minimum requirement for a major in
chemistry is 9 credits in the department. These
must include CHEM 010/010H, 022,032,038,
043,044,045,046, and one single-credit
seminar. A minimum of 5 of these credits must
be earned at Swarthmore. Students should note
the mathematics and physics prerequisites for
Physical Chemistry, which are PHYS 003 and
004 (or 003 and 004L or 007 and 008); MATH
015; one of MATH 025, 025S, or 026; and one
of MATH 033,034, or 035. Those considering

a major in chemistry are strongly urged to
complete these prerequisites by the end o f the
sophomore year. In addition, all students must
complete CHEM 010/010H, 022, and 044
before enrolling in a Chemistry and
Biochemistry Department advanced seminar.
Students are urged to complete these
requirements by the fall semester of the junior
year.
Those students planning professional work in
chemistry or biochemistry should include at
least 2 additional credits in chemistry in their
programs. Certification by the American
Chemical Society can be useful for those who
intend to pursue a career in academics or the
chemical industry and requires a year of
independent research through CHEM 094,096,
or 180. In addition, proficiency in reading
scientific German, Russian, or French is an
asset to the practicing chemist, as is a fourth
semester of mathematics.
The College offers teacher certification in
chemistry through a program approved by the
state of Pennsylvania. For further information
about the requirements, please contact the
Educational Studies Department chair, or visit
the Educational Studies Department Web site
www.swarthmore.edu/educationalstudies.xml.
Research opportunities with individual staff
members are available through CHEM 094,
096, and 180. Majors are encouraged to consult
the staff about research programs under way.
Biochemistry Special Major
The Chemistry and Biochemistry Department
and the Biology Department collaborate to offer
a special major in biochemistry (see discussion
of special major in section 8.4), which allows
the student to gain a strong background in
chemistry with special emphasis on the
application o f chemistry to biochemical and
molecular biological problems. The

Chemistry and Biochemistry
requirements include CHEM 022,032,038,
043,044,045,046, and 108 or 110.
Biochemistry majors must also complete either
(1) a biochemically related, sophomore-level
biology course with a lab and a biochemically
related, advanced biology seminar with a lab; or
(2) two biochemically related, sophomore-level
biology courses (with labs). The term
biochemically related includes all Biology
Group I courses and other courses that are
deemed appropriate by consultation among
members of the Chemistry and Biochemistry
and Biology departments. Students should note
the mathematics, physics, chemistry, and
biology prerequisites for these courses, which
include PHYS 003 and 004 (or 003 and 004L or
007 and 008); MATH 015, MATH 025 (or
025S or 026); and MATH 033 (or 034 or 035).
Those considering a major in biochemistry are
strongly urged to complete these prerequisites
by the end of the sophomore year. In addition,
all students must complete CHEM 010/01 OH,
022, and 044 before enrolling in a Chemistry
and Biochemistry Department seminar.
Students should complete these requirements by
the fall semester of the junior year. Research
opportunities are available in both the Biology
and Chemistry and Biochemistry departments.
Interested students should consult the chairs of
the two departments.
Chemical Physics Special Major
The Chemistry and Biochemistry Department
collaborates with the Physics and Astronomy
Department to offer a special major in chemical
physics (see discussion of special major in
section 8.4), which allows the student to gain a
strong background in the study of chemical
processes from a microscopic and molecular
viewpoint. The special major combines
coursework in chemistry and physics at the
introductory and intermediate levels, along with
advanced work in physical chemistry and
physics, for a total of 10 to 12 credits.
Laboratory work at the advanced level in either
chemistry or physics is required. Mathematics
courses in linear algebra and multivariable
calculus are prerequisites to this work.
In preparation for a major in chemical physics,
students must complete: (1) CHEM 010/010H
and 022; (2) PHYS 006 to 008 (PHYS 003,004
can substitute, but the 006 to 008 sequence is
strongly recommended); (3) further work
appropriate to the major in either chemistry
(CHEM 044,045, and/or 043 or 046) or physics
(PHYS 014 and 050); and (4) MATH 027 (or
028) and 034 (or 035) by the end of their
sophomore year. An example of a major in
chemical physics is CHEM 022,043,044,045,
046, and 105; and PHYS 007,008, 014,050,
111, and 113. CHEM 096 can be used for
laboratory work at the advanced level, but if a
student should choose to opt out of the thesis

requirement associated with CHEM 096, this
credit must be replaced by either CHEM 043,
CHEM 046, or PHYS 082.
Chemistry Minor in Course
A chemistry minor in the Course Program is
also available. It is a 5-credit minor plus any
prerequisites. The chemistry credits must
include 010/01 OH, 022, and 044 plus 2 other
credits, one of which must be numbered 040 or
higher. CHEM 001 and research credits
(CHEM 094,096, and 180) may not be used to
fulfill this requirement. At least 4 of the 5
credits must he obtained at Swarthmore.

Honors Program
Fields Available for Examination
The fields offered by the Chemistry and
Biochemistry Department for examination as
part o f the Honors Program are Topics in
Modem Organic Chemistry, Topics in
Environmental Chemistry, Topics in
Bioinorganic Chemistry, Quantum Chemistry
and Spectroscopy, Topics in Biochemistry, and
Topics in Modem Biophysical Chemistry. The
department will offer a minimum of 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 are 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 2
credits of CHEM 180 during the senior year.
Preparations for each of the other five fields
consist of completion of the relevant single­
credit seminar and associated prerequisites. For
each of the preparations, these prerequisites
include CHEM 010/010H, 022, and 044;
MATH 015 and 025 (or 025S of 026); and
PHYS 003 and 004 (or their equivalent).
Individual preparations carry additional
requirements and prerequisites, as noted
subsequently:
Topics in Modem Organic Chemistry: CHEM
032,102 (seminar); Topics in Environmental
Chemistry: CHEM 043,103 (seminar);
Quantum Chemistry and Spectroscopy: MATH
033 (or 034 or 035), (MATH 027 or 028, linear
algebra, recommended), CHEM 105 (seminar);
Topics in Bioinorganic Chemistry: CHEM 046,
106 (seminar); Topics in Biochemistry: BIOL
001, CHEM 038 (045 recommended), 108
(seminar); Topics in Modem Biophysical
Chemistry: CHEM 038 (045 recommended),
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

Chemistry and Biochemistry
examination, all chemistry honors majors are
required to complete CHEM 010/01 OH, 022,
032.038.043.044.045, and 046.

molecular structure, bonding theory, molecular
interactions, and the role of energy in chemical
reactions. CHEM 003 and 004 represent a
somewhat enriched but more leisurely approach
to the general concepts and basic principles of
chemistry than does CHEM 010. CHEM 003 is
a spring-semester offering intended for students
not prepared for the CHEM 010 experience.
The course is offered in lecture format plus one
afternoon workshop per week. It does not fulfill
the natural sciences and engineering practicum
distribution requirement.
1 credit.
Spring 2009. Howard.

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 Topics in
Modem Biophysical Chemistry (CHEM 110);
(2) one biochemically oriented preparation from
the Biology Department; (3) a 2-credit
biochemically oriented research thesis carried
out under the supervision of faculty from the
Chemistry and Biochemistry and/or Biology
departments; and (4) one additional preparation
CHEM 004. General Chemistry (two
chosen from the Chemistry and Biochemistry
semesters), Part II
Department or the biochemically related
A continuation of CHEM 003. CHEM 004
preparations offered by Biology and
satisfies the prerequisite requirement for CHEM
Psychology departments. In addition to the
022, although the usual pathway to CHEM 022
academic credits that the Honors Program
is via CHEM 010 or CHEM 010H. The CHEM
comprises, biochemistry majors are required to
003/CHEM 004 combination can stand in place
complete CHEM 010/010H, 022,032,038,043,
of CHEM
010 for meeting the requirements of
044.045,
and 046. Students should note
the
the major. CHEM 004 is offered in lecture
chemistry, biology, physics, and mathematics
format plus one laboratory period per week.
prerequisites to these courses and the seminars
One laboratory period weekly.
that are included in the Honors Program.
Prerequisite: CHEM 003.
Chemistry Minors
Natural sciences and engineering practicum.
All of the fields available to chemistry and
1 credit.
biochemistry majors are available for students
Fall 2008. Holliday.
who wish to minor in the Chemistry Honors
Program, with the exception of the research
CHEM 010. General Chemistry
thesis. All honors minors must meet the same
A study of the general concepts and basic
prerequisite requirements for seminars
established by the department for chemistry and principles of chemistry, including atomic and
molecular structure, bonding theory, molecular
biochemistry majors.
interactions, and the role o f energy in chemical
reactions. Applications will be drawn from
Courses
current issues in fields such as organic,
polymer, transition metal, and biological
CHEM 001. Chemistry in Context:
chemistry. CHEM 010 is the normal point of
Applying Chemistry to Society
entry for the chemistry and biochemistry
This course covers a series of real-world issues
curriculum.
with significant chemical content The four
Fall. One section will be offered in lecture
main topic areas are environment, energy
format and is open to all students. One section
sources, materials, and human health. Many of
will be offered in seminar format and is open to
the topics (e.g., global warming, acid rain,
first-year students only.
alternative fuels, and drug design) have public
policy implications. The course seeks to
Spring. One lecture section will be offered in
develop in students the ability to make
the spring semester with enrollment limited to
informed decisions about issues that intersect
16.
with technology. Students may not receive
One laboratory period weekly.
credit for CHEM 001 if they have previously
Natural sciences and engineering practicum.
received credit for CHEM 010 or CHEM 010H.
1 credit.
One laboratory period every second week.
Fall
2008. Pasternack (lecture); Hutchison
Natural sciences and engineering practicum.
(seminar).
1 credit.
Spring 2009. Hutchison.
Spring 2009. Holliday.
CHEM 01 OH. General Chemistry Honors
CHEM 003. General Chemistry (two
Course
semesters), Part I
Topics will be drawn from the traditional
A study of the general concepts and basic
general chemistry curriculum but discussed in
principles of chemistry, including atomic and
greater detail and with a higher degree of

Chemistry and Biochemistry
mathematical rigor. Special emphasis will be
placed on the correlation of molecular structure
and reactivity, with examples drawn from such
fields as biological, transition metal, organic,
polymer, and environmental chemistry. Some
familiarity with elementary calculus concepts
will be assumed.
Open to first-year students only.
One laboratory period weekly.
Prerequisite: A score of 5 on the Advanced
Placement Chemistry Examination, a score of at
least 6 on the International Baccalaureate
advanced (higher level) chemistry examination,
equivalent performance on the departmental
placement examination, or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Yatsunyk.
CHEM 022. Organic Chemistry I
An introduction to the chemistry of some of the
more important classes of organic compounds;
nomenclature, structure, physical and
spectroscopic properties; methods of
preparation; and reactions of aliphatic and
aromatic hydrocarbons, halides, and
monofunctional oxygen compounds, with an
emphasis on ionic reaction mechanisms.
One section will be offered in lecture format
and is open to all students; one section will be
offered in seminar format and is open to firstyear students only.
One laboratory period weekly.
Prerequisite: CHEM 010,010H, CHEM 004, or
the equivalent.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Rablen (lecture); Rablen
(seminar).
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 bio-organic chemistry.
One laboratory period weekly.
Prerequisite: CHEM 022.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Paley.
CHEM 038. Biological Chemistry
An introduction to the chemistry of living
systems: protein conformation, principles of
biochemical preparation techniques, enzyme
mechanisms and kinetics, bioenergetics,
intermediary metabolism, and molecular
genetics.

One laboratory period weekly.
Prerequisite: CHEM 032.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Miller.
CHEM 043. Analytical Methods and
Instrumentation
An introduction to the techniques and
instrumentation used for the separation,
identification, and quantification of chemical
species. Special emphasis will be placed on the
means to select a technique and how to interpret
and evaluate the resulting data. Topics will
include sampling, statistical analysis,
spectroscopy, mass spectrometry, and
separation methods.
One laboratory period weekly.
Prerequisites: CHEM 022 plus two more
semesters of college-level laboratory work in
chemistry; at the discretion of the instructor, a
semester of laboratory work in another
discipline may substitute for one of the required
semesters of chemistry laboratory.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Holliday.
CHEM 044. Physical Chemistry: Atoms,
Molecules and Spectroscopy
A quantitative approach to the description of
structure in chemical and biochemical systems.
Topics will include introductory quantum
mechanics, atomic/molecular structure, a range
of spectroscopic methods and statistical
mechanics. Systems of interest will range from
gas-phase single molecules to condensed-phase
macromolecular assemblies.
One laboratory period weekly.
Prerequisites: CHEM 010/010H; MATH 015,
025 (or 025S or 026); and PHYS 003,004 (or
003,004L, or 007,008). Prior enrollment in
MATH 033 or 034 or 035 is recommended.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Howard.
CHEM 045. Physical Chemistry: Energy
and Change
A quantitative approach to the role that energy
and entropy play in chemical and biochemical
systems. Topics include states of matter, the
laws of thermodynamics, chemical equilibria,
electrochemistry, the thermodynamics of
solutions and phases and chemical
kinetics/dynamics. Examples will be drawn
from both real and ideal systems in chemistry
and biochemistry.
One laboratory period weekly.

Chemistry and Biochemistry
Prerequisites: CHEM 010/010H; MATH 015,
025 (or 025S or 026), 033 (or 034 or 035); and
PHYS 003,004 (or 003,004L, or 007,008).
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Stephenson.
CHEM 046. Inorganic Chemistry
A study of the structure, bonding, and reactivity
of inorganic compounds with emphasis on the
transition metals. Included in the syllabus are
discussions of crystal and ligand field theories,
organometallic chemistry, and bioinorganic
chemistry. The laboratory component
emphasizes the synthesis, spectroscopy, and
magnetic properties of transition metal
complexes including organometallic substances
and ones of biochemical interest.
One laboratory period weekly.
Prerequisite: CHEM 044; CHEM 038 highly
recommended.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Yatsunyk.

Seminars
The following single-credit seminars may be
taken for credit toward a degree in course or for
papers in the External Examination Program.
A ll students should note that CHEM 010,022,
and 044 constitute a minimum set o f
prerequisites fo r enrollment in any Chemistry
and Biochemistry 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
here.
CHEM 102. Topics in Modern Organic
Chemistry
This course will address selected advanced
topics of current interest in the field o f synthetic
organic chemistry. Material will largely be
drawn from the current research literature and
will likely include such topics as the
applications of stoichiometric and catalytic
organometallic chemistry, the control of relative
and absolute stereochemistry, the use of
“organocatalysts,” and carbohydrates. The total
synthesis of architecturally challenging natural
products will serve to highlight the application
of these technologies.
Additional prerequisite: CHEM 032.
1 credit.
Spring 2009. Paley.
CHEM 103. Topics in Environmental
Chemistry
This course will focus on the use of
fundamental chemical principles to understand
the source, distribution, impact, and possible

remediation of anthropogenic pollutants in the
environment. Discussions will center on
environmental issues raised in both popular
media and current scientific literature. Topics
may include air pollution, greenhouse gases,
ozone depletion, acid rain, and water and soil
pollutants, such as heavy metals and pesticides.
Additional prerequisite: CHEM 043.
1 credit.
Not offered 2008-2009.
CHEM 105. Quantum Chemistry and
Spectroscopy
Advanced consideration of topics in quantum
mechanics including the harmonic oscillator,
angular momentum, perturbation theory, and
electron spin. These concepts, along with
molecular symmetry and group theory, will be
applied to the study o f atomic and molecular
spectroscopy.
Additional prerequisite: MATH 033 (or 034 or
035). Some familiarity with linear algebra will
be useful.
1 credit.
Not offered 2008-2009.
CHEM 106. Topics in Bioinorganic
Chemistry
This seminar will start with a brief review of
the basic principles of inorganic and biological
chemistry as well as an overview of relevant
biophysical techniques. Materials will be drawn
largely from the primary literature. Students
will be challenged to read and evaluate
scientific papers critically. The main topics of
this course will have to do with the function and
coordination of metals in biological systems:
important cofactors and metal clusters that carry
out catalysis and electron transfer reactions,
metal homeostasis, metals in medicine, and the
importance of inorganic model compounds to
understand the function of biological systems.
Additional prerequisite: CHEM 038, CHEM
046, and BIOL 001.
1 credit.
Not offered 2008-2009.
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
stabilizing intramolecular and intermolecular
interactions and their application to proteins
will be included.
Recent developments in the rational design of
ligands for biological receptors, based on
results from the physical methods described
previously, will be used to highlight the
importance of diverse approaches to the study
of biomolecular recognition.

Chemistry and Biochemistry
Additional prerequisites: CHEM 038 and BIOL
001. (Prior or concurrent enrollment in BIOL
010 or 014 or 016 or 017 and/or CHEM 045 is
recommended).
1 credit.
Fall 2008. Miller.
CHEM 110. Topics in Modern
Biophysical Chemistry
An introduction to the interdisciplinary field of
biophysical chemistry in which biological
systems are explored using the quantitative
perspective of the physical scientist.
Additional prerequisite: CHEM 038. Prior or
concurrent enrollment in CHEM 045 is
recommended.
1 credit.
Spring 2009. Howard.

1 credit.
Each semester. Staff.
CHEM 180. Research Thesis
An 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 o f the staff and approved early in the
semester preceding the one in which the work is
to be done.
1 credit.
Each semester. Staff.

Student Research
All students who enroll in one or more research
courses during the academic year are required
to participate in the department’s colloquium
series and present the results of their work at a
poster session during the spring semester.
CHEM 094. Research Project
This course provides the opportunity for
qualified students to participate in research with
individual staff members. Students who propose
to take this course should consult with the staff
during the preceding semester concerning
problem areas under study. This course may be
elected more than once.
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
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 members
of the Chemistry and Biochemistry Department,
one of whom will act as the student’s research
mentor. Although the details of the Research
Thesis Program will be determined by the
committee and the student, certain minimum
requirements must be met by all students
selecting this option:
1. A minimum of 2 credits of CHEM 096 to be
taken during the last three semesters of the
student’s residence at Swarthmore.
2. A thesis based on the student’s research
activity must be submitted before the last week
of classes of the final semester. Guidelines for
the preparation of the thesis will be provided to
the student.

:v

Classics
ROSARIA V. MUNSON, Professor and Chair
WILLIAM N. TURPIN, Professor
GRACE M. LEDBETTER, Associate Professor
DEBORAH BECK, Assistant Professor3
BRUCE KING, Visiting Assistant Professor
DEBORAH SLOMAN, Administrative Assistant
3Absent on leave 2008-2009.

Classics is the study of the ancient Greeks and
Romans: their languages, literatures,
philosophies, cultures, and histories. The
Classics Department offers majors and minors
in Greek, Latin, and ancient history; only the
minor in ancient history requires no work in
either of the ancient languages. Any student
who wishes to major or minor in Greek or Latin
can do so without having studied it before
entering college. Those who begin a language at
Swarthmore start to read ancient authors such
as Plato and Catullus by the end of their first
year. After two or three more semesters,
students are usually prepared for 2-credit
seminars, which cover significant quantities of
text (e.g., all of the Odyssey or the Aeneid), and
discuss them in some depth.
Greek and Latin are studied in courses
numbered from 001 to 019 and in seminars
numbered 102 to 114; they count for
distribution credit in humanities. Courses listed
as Classics (designated CLAS and numbered
020 and higher) are taught entirely in English
and require no knowledge o f Greek or Latin.
Classics courses (CLAS) listed as Literature in
Translation courses count for distribution credit
in humanities. Classics courses listed as ancient
history courses count for distribution credit in
social sciences; they can also fulfill a
requirement in the History Department, and
they can be counted as part of a major in that
department.
The Classics Department encourages students
to spend a semester, usually during their junior
year, at the Intercollegiate Center for Classical
Studies in Rome, where students can study
Latin, Greek, Italian, art history, and the ancient
city; they also take field trips in Rome,
Pompeii, and Sicily. Classics students are
eligible for the Susan P. Cobbs Scholarship, the
Susan P. Cobbs Prize Fellowship, and the Helen
F. North Award to pay for study abroad or for
intensive language study in the summer.
The Classics Department participates in the
Medieval Studies Program, the comparative
literature major, and interpretation theory.

Requirements and
Recommendations
Major and Minor
Greek, Latin, or ancient history may be a
student’s major or minor subject in either the
course or the Honors Program.
A major in Greek normally consists of at least 8
credits in Greek beyond GREK 001—002
including at least three seminars. A major in
Latin normally consists o f at least 8 credits in
Latin beyond LATN 001-002 including at least
three seminars. A major in ancient history
consists of four ancient history courses (CLAS
031,032,038,042,044, or 056); a 1-credit
attachment to any of those history courses;
another attachment to a second course or else
any other course in ancient history or classical
civilization; and a Latin or Greek seminar,
preferably LATN 102, LATN 105, or GREK
113.
Admittance to seminars is based on the
student’s ability to read Greek or Latin with the
needed speed and comprehension. Those who
intend to major or minor in Greek or Latin, or
to major in ancient history, should complete the
appropriate language courses numbered 011
and 012 (or their equivalent) as soon as
possible.
In their last semester, majors who are not in the
Honors Program take a comprehensive
examination, including written final
examinations in three fields (usually
corresponding to seminars taken) and an oral
examination. Course majors in ancient history
will take written examinations on Greek and
Roman history; the oral examination will be
based on these seminars and on attachment
papers.
A course minor in Greek or Latin will consist of
5 credits of work in either language above the
first-year level and must include at least one 2credit seminar. Minors are strongly encouraged
to take more than one seminar. A course minor
in ancient history will consist of four courses in
ancient history and an attachment to one of
them. That attachment will be presented to
members of the department for evaluation and
oral examination.

Classics
Advanced Placement
One credit in Latin (and thus humanities) is
awarded for one or more Advanced Placement
examinations with a grade of 5 or for
comparable results on an International
Baccalaureate examination or the equivalent.
This credit may also be counted toward a major
or minor in Latin.
Honors Program
For a major in Greek or Latin, preparation for
honors examinations will normally consist of
three seminars (students may take more
seminars in the major but not for external
examination). 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, to
be adequately prepared for the examination.
For a major in ancient history, one of the three
preparations for honors must be a Greek or
Latin seminar; the other two will both normally
be course plus attachment (this differs from the
requirements for the major itself). Students
minoring in ancient history will take three
courses in ancient history and add an
attachment to one of them. That course plus
attachment will be the preparation for the
external examination. No ancient language is
required for this minor.
Students using seminars for honors preparation
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 revisions 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
senior honors studies [SHS] limit of 4,000
words). SHS is not required when an 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 (5-hour) written and oral
examinations will be the mode óf external
assessment for seminars. Students preparing a
course with an attachment will take only an oral
examination.

Greek
GREK 001-002. Intensive First-Year
Greek
Students learn the basics of the language and
are introduced to the culture and thought of the
Greeks. The course typically ends with a short
dialogue of Plato. The course meets four times
a week and carries 1.5 credits each semester.
There is no assumption that students have
studied Latin.

Students who start in the GREK 001-002
sequence must pass GREK 002 to receive credit
for GREK 001.
Humanities. 1.5 credits.
Year course. Fall 2008. Turpin, Munson.
Spring 2009. King, Ledbetter.
GREK 010. Greek Prose Composition
Extensive translation of English into Greek.
Meets 1 hour per week.
Humanities. 0.5 credit.
Not offered 2008—2009.
GREK 011. Plato and Socratic irony
This course will focus on the Socratic dialogues
of Plato. Emphasis will be placed on the
development of skill in reading and composing
Greek but also on analysis of the characteristics
and techniques of the Platonic dialogue form
and Plato’s philosophy. We will split our time
between critical reading of sections of the
dialogues; grammar, syntax, and vocabulary
review; and discussion of topics touched on in
the texts. GREK 011 is normally taken after
GREK 002.
Humanities. 1 credit.
Fall 2008. Turpin.
GREK 012. Homer’s Ilia d
This course examines the literary, historical,
and linguistic significance of Homer’s Iliad
Selections from the poem are read in Greek and
the entire poem is read in translation.
Humanities. 1 credit.
Spring 2009. Munson.
GREK 013. Plato and Socrates
The course will focus on one or more dialogues
of Plato and will examine Plato’s use of the
dialogue form both as a literary and a
philosophical device. In addition, we will
explore the question of the historical Socrates
and his relationship to the culture o f fifthcentury Athens and the Sophistic movement in
particular.
Prerequisite: GREK 011 or the equivalent.
Humanities. 1 credit.
Not offered 2008-2009.
GREK 015. Greek Poetry
In this course, we will examine the literary,
performative, and political dimensions of Greek
lyric and tragic poetry, focusing first on a
selection of lyric poetry (including Sappho and
Pindar) and then on a single Greek tragedy. The
history of the reception of these genres and
individual authors will also be considered.
Humanities. 1 credit.
Not offered 2008—2009.

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

Latin
LATN 001-002. Intensive First-Year Latin
Students learn the basics of the language, begin
reading major classical writers, and are
introduced to the culture and thought o f the
Romans. The course meets four times a week
and carries l.S credits each semester.
Students who start in the LATN 001-002
sequence must pass LATN 002 to receive credit
for LATN 001.
Humanities. l.S credits each semester.
Year course. Fall 2008. Munson, Turpin.
Spring 2009. King, Ledbetter.
LATN 009. Latin Prose Composition
Extensive translation of English into Latin.
Meets 1 hour per week.
Humanities. 0.5 credit.
Not offered 2008-2009.
LATN 010. Introduction to Roman Prose
This course integrates a review o f basic Latin
grammar with close readings of some of the
major prose authors of the Roman Republic or
Imperial period. Attention is given to
vocabulary building and increasing fluency in
reading Latin prose. Authors may include
Cicero, Sallust, Livy, Tacitus, or Pliny the
Younger, but selections will vary to suit the
interests of students and instructor. The course
is intended for students who have completed
LATN 011 or the equivalent. Students with 3 or
4 years of high school Latin are encouraged to
consider taking this course but should consult
with the department first.
Humanities. 1 credit.
Not offered 2008-2009.
LATN 011. Love and Hatred in Catullus
After a review of grammar, students read and
discuss some of the major poets of the Golden
Age of Roman literature, primarily Catullus.
The course emphasizes both language skills and
literary criticism, focusing on the special
characteristics and concerns of Roman poetry.
Prerequisite: Normally taken after LATN 002
or 3 to 4 years of high school Latin.
Humanities. 1 credit.
Fall 2008. King.
LATN 013. Tradition and Transformation
in the Roman Empire
Selected readings by the poet Ovid. Topics will
include the range of poetic genres in which
Ovid wrote, the characteristics of his writing
that remain stable across these different genres,

and Ovid’s relationship to the history and
culture of the time in which he lived.
Prerequisite: LATN 011 or its equivalent.
Humanities. 1 credit
Not offered 2008-2009.
LATN 014. Medieval Latin
Readings are chosen from the principal types of
medieval Latin literature, including religious
and secular poetry, history and chronicles,
saints’ lives, satire, philosophy, and romances.
Prerequisite: LATN Oil or its equivalent.
Humanities. 1 credit.
Not offered 2008-2009.
LATN 015. Pleasure, Power, and Virtue
in Rome
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 Oil or its equivalent.
Humanities. 1 credit.
Fall 2008. Turpin.
LATN 017. Latin Poetry and the
Modernists
This course explores Latin poems influential in
the creation of the modernist verse of, in
particular, Ezra Pound and T.S. Eliot. The Latin
texts are read in the original, for their own sake
and in their own context. But we also explore
the readings given them by the modernists, in
an attempt to assess the uses and importance of
their common literary tradition.
Prerequisite: LATN 011 or its equivalent.
Humanities. 1 credit.
Not offered 2008-2009.
LATN 019. Roman Imperial Literature
This course will consider selected poetry or
prose from the Roman imperial period. Authors
may include Vergil, Ovid, Seneca, Juvenal,
Tacitus, or others. The course is appropriate for
students who have done at least one college
Latin course at the intermediate level and for
some students who have done college-level
Latin in high school. Students with no previous
Latin courses at the college level should consult
the department chair before enrolling.
Humanities. 1 credit.
Spring 2009. Munson.
LATN 021. Republican and Augustan
Latin Prose
We will read selections from Latin prose
authors, particularly those associated with the
civil war and the rise of the Augustan
principate. Typical authors include Cicero,
Caesar, Sallust, Livy, and Augustus himself.

Classics
The course will view its texts in the context of
both political and literary history.
Humanities. 1 credit.
Not offered 2008-2009.
LATN 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.

Ancient History
All of the courses in ancient history are
distributions in social sciences. They also count
as prerequisites for advanced courses in the
History Department and as part of a major in
history.
CLAS 031. Greece and the Barbarians
This course studies the political and social
history of Greece from the Trojan War to the
Persian Wars. We will examine the connections
between Greeks and non-Greeks and the Greek
perceptions of their differences and similarities.
Readings include Homer, Hesiod, the lyric
poets (including Sappho), and Herodotus.
Social sciences. 1 credit.
Fall 2008. Munson.
CLAS 032. The Roman Republic
This course studies Rome from its origins to the
civil wars and the establishment o f the
principate of Augustus (753-27 B.C.E.). Topics
include the legends of Rome’s foundation and
of its republican constitution; the conquest of
the Mediterranean world, with special attention
to the causes and pretexts for imperialism; the
political system of the Late Republic, and its
collapse into civil war.
Writing course.
Social sciences. 1 credit.
Spring 2009. Turpin.
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.E.
Social sciences. 1 credit.
Not offered 2008-2009.
CLAS 044. The Early Roman Empire
A detailed study 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.E.-C.E. 192). Ancient
authors read include Petronius; Apuleius;
Suetonius; and, above all, Tacitus.

Writing course.
Social sciences. 1 credit.
Not offered 2008-2009.
CLAS 056. Pagans and Christians in the
Roman Empire
This course considers the rise of Christianity
and its encounters with the religious and
political institutions of the Roman Empire. It
examines Christianity in the second and third
centuries of the Common Era and its
relationship with Judaism, Hellenistic
philosophies, state cults, and mystery religions
and concentrates on the various pagan
responses to Christianity from conversion to
persecution. Ancient texts may include
Apuleius, Lucian, Marcus Aurelius, Porphyry,
Justin, Origen, Lactantius, Tertullian, and the
Acts o f the Christian Martyrs.
No prerequisite exists, though CLAS 044 (Early
Roman Empire) and RELG 004 (New
Testament and Early Christianity) provide
useful background.
Writing course.
Social sciences. 1 credit.
Not offered 2008-2009.
CLAS 066. Rome and Late Antiquity
This course will consider the history of the
Roman Empire from its near collapse in the
third centuiy C.E. through the “conversion” of
Constantine and the foundation of
Constantinople to the sack of Rome by Alaric
the Visigoth in 410 C.E. Topics will include the
social, political, and military aspects of this
struggle for survival as well as the religious and
cultural conflicts between pagans and the
Christian church and within the Church itself.
Principal authors will include Eusebius,
Athanasius, Julian the Apostate, Ammianus
Marcellinus, Ambrose, and Augustine.
Writing course.
Social sciences. 1 credit.
Not offered 2008—2009.
CLAS 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.

Literature in Translation
CLAS 011. First-Year Seminar:
Persuasion and Power in Ancient
Greece
This course studies the craft of public speaking
in ancient Greece and its role in the formation
of a civic identity, democratic deliberation, and
judicial proceedings. Readings will include the
authoritative utterances of Homeric heroes
(Achilles in the Iliad), rhetorical displays of
sophists and politicians (Gorgias, Antiphon,

Classics
Pericles in Thucydides, Demosthenes), and
court speeches (Lysias). We will also examine
the first theoretical formulations by Plato,
Aristotle, and others of the goals and
instruments of rhetoric. We will also explore
ancient exemplars in the light of modem
political discourse.
Writing course.
Humanities. 1 credit.
Not offered 2008-2009.
CLAS 013. First-Year Seminar:
Mythology
This course examines selected myths in such
major works of Greek and Latin literature as
Homer’s Iliad and Odyssey, the tragedies of
Aeschylus, Sophocles, and Euripides, Virgil’s
Aeneid, and Ovid’s Metamorphoses. Specific
texts and images are treated both as individual
stories and in relation to other texts and images
that tell the same mythological tale. Primary
texts are supplemented by modem theoretical
readings in gender, psychology, and literary
theory.
Writing course.
Humanities. 1 credit.
Not offered 2008-2009.
CLAS 014. First-Year Seminar: Mystery
Religions and the Greek Philosophers
What do ancient mystery religions teach us
about spiritual transformation and contact with
the divine? What were the secret rites of these
religions? How do their mythological themes
have universal value? Why are the language
and themes of mystery traditions so central to
the philosophical thought o f Parmenides,
Empedocles, and Plato? This seminar will study
texts associated with Orphism, Pythagoreanism,
the Eleusinian and Dionysian mystery cults, Isis
and Osiris, and Presocratic and Platonic
philosophy. Readings may include The Homeric
Hymn to Demeter, Euripides’ Bacchae',
fragments of Parmenides and Empedocles; the
Derveni Papyrus; Plato’s Phaedo, Symposium,
and Phaedrus; and Apuleius’ Golden Ass.
Topics discussed will include cosmology,
mystical knowledge/ascent; philosophical
method; allegorical interpretation; immortality
of the soul; archetypal figures of
mother/daughter and rebirth.
Writing course.
Humanities. 1 credit.
Not offered 2008-2009.
CLAS 015. First-Year Seminar: Dante
With Virgil, Beatrice, and Dante-poet as guides,
we shall follow the Pilgrim on a journey of
despair, hope, and redemption. We shall read
the Divine Comedy in its entirety, teasing out
the poem’s different levels of meaning and
reconstructing Dante’s world view in the

context of Medieval culture: his thought on life,
death, love, art, politics, history and God.
Writing course.
Humanities. 1 credit.
Not offered 2008-2009.
CLAS 017. First-Year Seminar: Kinship
and Community
Ancient Texts and Modem Theories. What is
the relation of the family to larger structures of
community and of state? Do kinship bonds
provide a model for those of community or
must they be superseded in the interest of a
more enlightened state? To what degree do
contemporary aspirations for gender equality
entail a radical renovation of our understanding
o f the family? We will consider these questions
through a close reading of ancient texts, from
the Greek and Judeo-Christian traditions, which
we will read in conjunction with some
contemporary thinkers on kinship and the state.
Primary readings will include: Aeschylus
Oresteia, Sophocles Oedipus Tyrannus and
Antigone, Euripides Ion, Plato Republic 5,
Aristophanes Ecclesiazusae, Longus Daphnis
and Chloe, Genesis and Exodus, Paul Letter to
the Galatians, Martyrdom o f Perpétua,
Shakespeare Measure fo r Measure, John Henry
Noyes Bible Communism', theoretical texts
include: Freud Totem and Taboo, and selections
from Engels, Lévi-Strauss, G. Rubin, P.
Clastres, and J. Butler.
Writing course.
Humanities. 1 credit
Fall 2008. King.
CLAS 020. Plato and His Modern
Readers
(Cross-listed as PHIL 020)
Modem thinkers have ascribed to Plato some of
the fundamental good and ills of modem
thought. It has been claimed, for example, that
Socrates and Plato distorted the entire course of
Western philosophy, that Plato was the greatest
political idealist, that Plato was the first
totalitarian, that Plato was a feminist, and that
Plato betrayed his teacher, Socrates. In this
course, we will view Plato through the lens of
various modem and postmodern interpretations
(e.g., Nietzsche, Heidegger, Foucault, Irigaray,
Rorty, Murdoch, Nussbaum, Vlastos) alongside
a close analysis of ethical, metaphysical, and
epistemological issues as they arise in the
dialogues themselves.
Writing course.
1 credit.
Not offered 2008-2009.
CLAS 025. Greek Myth and Opera
Greek myths have provided the subject matter
for some of the most important and pivotal
works in the history of opera and ballet. Just as

Classics
Greek myth informs these arts, so too, opera
and ballet transform these myths and the way
they are viewed by modem audiences. New and
daring productions of classical operas continue
to transform both Greek mythology and its
operatic incarnations. George Balanchine’s
Neoclassicism modernized ballet radically in
the 20th century by drawing largely on Greek
myth and classical aesthetic structures. In this
course, we will study the relevant primary
classical sources for operas and ballets such as
Handel’s Xerxes, Gluck’s Orfeo edEuridice,
Berlioz’s Les Troyens, Strauss’s Electro,
Stravinsky’s Oedipus Rex, Balanchine’s Apollo,
Agon, and Orpheus. At the same time, we will
study the operas and ballets themselves in their
cultural context, and in the course of their
performance history, paying special attention to
recent productions.
Humanities. 1 credit.
Spring 2009. 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 translations. We place
them into their cultural and performance
contexts and discuss their exploration of such
fundamental issues as the relations between
humans and divinity, individual 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
is assumed.
Humanities. 1 credit.
Not offered 2008-2009.
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 o f Greece
and Rome, but it also explores the relation
between such portrayals and the lives of actual
women in those societies.
Humanities. 1 credit
Not offered 2008-2009.
CLAS 036. Classical Mythology
The myths of the Greeks and Romans are
central to the study of the ancient world and
have had an enormous influence on subsequent
literature and other arts. This course examines
selected myths in the works of major authors of
Greek and Latin literature, including Homer,
Vergil, Ovid, Aeschylus, Sophocles, and
Euripides as well as representations of

mythological stories and characters in the visual
arts. The course will also cover several modem
theoretical approaches to the study of myth.
Writing course.
Humanities. 1 credit.
Not offered 2008-2009.
CLAS 060. Dante and the Classical
Tradition
This course explores the ways in which Dante
and other 14th-century Italian authors
reinterpreted the classical tradition to create
revolutionary works of immense influence for
later times. The entire Divine Comedy and
possibly selections from Petrarch and
Boccaccio are read in English.
Humanities. 1 credit.
Not offered 2008-2009.
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, with particular attention
to their responses to the social and political
structures of the period. Expressed attitudes
toward the emperors range from adulation to
spite, but the seminar concentrates on authors
who fall somewhere in between, writing
skeptically or subversively. Both prose writers
(e.g., Tacitus, Suetonius, and Pliny) and poets
(e.g., Lucan, Seneca, and Juvenal) may be
included.
2 credits.
Not offered 2008-2009.
LATN 103. Latin Epic
This seminar usually focuses on Vergil’s
Aeneid, although it may include other major
Latin epics.
2 credits.
Fall 2008. King.
LATN 104. Ovid’s Metamorphoses
This seminar is devoted to the Metamorphoses,
which is read against the background of Ovid’s
Roman and Greek literary predecessors.
2 credits.
Not offered 2008-2009.
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.E.). It focuses on the social and political
crisis of the period as well as its connections
with the artistic and philosophical achievements

Classics
of the first great period of Latin literature.
Authors may include Lucretius, Catullus,
Caesar, Cicero, and Sallust.
2 credits.
Not offered 2008-2009.
LATN 107. Horace
The seminar emphasizes the Odes and Epodes
and their place in the tradition of Greek and
Roman lyric poetry. Attention is also given to
the Satires and Epistles, including the Ars
Poetica, and to their importance for the history
of satire and literary criticism. An effort is
made to grasp the totality of Horace’s
achievement in the context of the Augustan
Age.
2 credits.
Spring 2009. Turpin.
LATN 109. The Roman Novel
This course focuses on Petronius Satyricon
and/or Apuleius Golden Ass, the most
prominent novel writers in Latin during the
classical period. Besides reading extensively
from the works themselves, we will consider
what the genre “novel” means in Latin, what
these works have to tell us about contemporary
society and language, and various other topics
arising from the novels and from contemporary
scholarship about them.
2 credits.
Not offered 2008-2009.
GREK 111. Greek Philosophy and
Religion
It has been said that, with the rise of Greek
philosophy, change and revolution were finally
seen to irrupt into the static structures o f Greek
religion. What exactly is the relationship
between Greek philosophy and religion? Do the
philosophers attempt to destroy traditional
religion, or should we view them instead as
transforming it? This seminar will study how
thought about the divine develops in the
Presocratics, Socrates, Plato, and Aristotle and
how the philosophers’ views more generally
might be considered “religious.” Topics will
include theology, cosmology, eschatology,
morality, and the good life; the tradition of the
holy man; and philosophical schools as
religious communities.
2 credits.
Not offered 2008-2009.
GREK 112. Greek Epic
This seminar studies either the entirety of
Homer’s Odyssey in Greek or most o f the Iliad.
2 credits.
Spring 2009. King.

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.
Not offered 2008-2009.
GREK 114. Greek Drama
This seminar usually focuses on one play by
each o f 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.
Not offered 2008-2009.
GREK 115. Greek Lyric Poetry
This seminar will focus on the development of
archaic Greek elegy (Archilochus, Tyrtaeus,
Solon, Xenophanes, Semonides, Theognis)
monodic lyric (Sappho, Alcaeus, Anacreaon,
and Simonides) and choral lyric (Pindar and
Bacchylides), paying particular attention to
lyric’s dialogue with the epic tradition, the socalled rise of the individual, political and
performative contexts, and modem interpretive
approaches.
2 credits.
Fall 2008. Ledbetter.

Cognitive Science
Coordinator:
Committee:

K. DAVID HARRISON (Linguistics)
Richard Eldridge (Philosophy)
Daniel Grodner (Psychology)
Richard Wicentowski (Computer Science)

The minor in cognitive science has been
developed to guide the programs of those who
are interested in the interdisciplinary study of
the mind, brain, and language, with emphases
on formal structure, biological information
processing, and computation. The Cognitive
Science Program is designed to emphasize
guided breadth across various disciplines that
contribute to cognitive science as well as depth
within a chosen discipline.
A student may have many reasons for deciding
to minor in cognitive science. Perhaps the
simplest is to indicate and explore a particular
interest in cognitive science. Whatever your
major, a minor in cognitive science indicates a
kind of specialized interest and developing
expertise. It is our hope that this interest will be
integrated with your major area of study, and
we hope to help you formulate a plan of studies
that sensibly achieves the requirements of the
minor.
We conceive of cognitive science as a loose
federation of six specific disciplines. The
disciplines included are neuroscience, computer
science (including computer engineering),
linguistics, mathematics and statistics,
philosophy, and cognitive psychology. To
demonstrate breadth, students minoring in
cognitive science are required to complete at
least 5 credits across three of these six
disciplines (see details and the list of courses).
Students who wish to use 2 credits in
mathematics and statistics as one of their
disciplines for a cognitive science minor must
choose 2 credits from a single subarea of
mathematics and indicate its relevance to at
least one of the two other disciplines chosen for
the minor. Minors must also show a particular
strength or depth in one of the six disciplines.

Requirements and
Recommendations
Minor
Six or 7 credits are required for the minor. One
of these is a required introductory course, and
the remaining 5 or 6 are to be distributed across
three different disciplines as described
subsequently.
In addition to fulfilling these breadth
requirements, students must indicate one
cognitive science field in which they have
substantial depth of preparation. Such depth can
be documented by completion of at least four
courses from within a cognitive science
discipline (even if some of those courses are not

directly related to cognitive science).
Alternative curricular and extracurricular ways
o f fulfilling the depth requirement may be
discussed with the coordinator.
Honors Minor
To complete an honors minor in cognitive
science, students must complete all
requirements listed above. The honors
preparation for the minor will normally be a 2credit unit approved by the relevant department
from courses listed for the minor. The minor
preparation must be within a discipline that is
not the student’s honors major. Students are
encouraged to develop an appropriate
preparation in consultation with the coordinator.
Special Major
A special major is possible. Please consult with
the program coordinator to develop a special
major plan.
All minors and special majors must normally
take COGS 001: Introduction to Cognitive
Science.
COGS 001. Introduction to Cognitive
Science
An introduction to the science of the mind from
the perspective of cognitive psychology,
linguistics, neuroscience, philosophy, and
artificial intelligence. The course introduces
students to the scientific investigation of such
questions as the following: What does it mean
to think or to have consciousness? Can a
computer have a mind? What does it mean to
have a concept? What is language? What kinds
of explanations are necessary to explain
cognition?
1 credit.
Spring 2009. Grodner.
Minors who wish to get a formal research
experience may choose to complete a 1-credit
thesis in cognitive science during their senior
year. Nonhonors theses in cognitive science
will normally be examined by Cognitive
Science Committee members from within at
least two different departments.
COGS 090. Senior Thesis
The 1-credit thesis project can be supervised by
any of a number of faculty members associated
with the departments in the program but should
be approved in advance by the program
coordinator. A thesis may be used to establish
depth in an area and is normally a required

Cognitive Science
component of a special major in cognitive
science.
1 credit.
Each semester. Staff.
The remaining 5 required credits are to be
distributed evenly among three different
disciplines of cognitive science. That is, 2
credits of listed courses from each of three of
the six disciplines must be completed, with the
exception that in one—and only one—of the
three disciplines, a single “focus” course* may
be used to meet the breadth requirement. The
list of courses currently approved as cognitive
science courses is rather selective because it is
intended to focus students on the most essential
cores of cognitive science within each
discipline. For disciplines where there are
courses designated as focus courses, at least one
focus course must be taken to include that
discipline in the minor. Many more courses,
taught on campus, are closely relevant to
cognitive science; this list is subject to periodic
re-evaluation.
Computer Science/Computer
Engineering
CPSC 063. Artificial Intelligence (focus course)
CPSC 065. Natural Language Processing
CPSC 081. Adaptive Robotics (focus course)
Linguistics
LING 040/108. Semantics (focus course)
LING 043/106. Morphology and the Lexicon
LING 045/105. Phonology (focus course)
LING 050/109. Syntax (focus course)
LING 06X. Structure of a non-Indo-European
Language
Mathematics and Statistics
The subareas of mathematics and their eligible
seminars and courses are the following:
Algebra: MATH 057/077,058,067, and 102.
Analysis: MATH 034,044,053/073,054,063,
101, and 103.
Discrete Mathematics: MATH 029,046,
059/079, and 069.
Geometry: MATH 055/75 and 106.
Statistics: STAT 011,031, and 061; MATH
105 andSTAT 111.
Topology: MATH 104.
Neuroscience
BIOL 022. Neurobiology
BIOL 123. Learning and Memory
PSYC 030. Physiological Psychology
PSYC 091. Advanced Topics in Behavioral
Neuroscience
PSYC 130. Physiological Seminar

Philosophy
PHIL 012/031. Logic/Advanced Logic (focus
course)
PHIL 024/113. Theory of Knowledge
PHIL 026/116. Language and Meaning
PHIL 086/118. Philosophy of Mind (focus
course)
Psychology
PSYC 032/132. Perception (focus course)
PSYC 033/133. Cognitive Psychology (focus
course)
PSYC 034/134. Psychology of
Language/Psycholinguistics (focus course)
PSYC 039. Developmental Psychology
PSYC 042. Human Intelligence
PSYC 043. Evolutionary Psychology
* Focus courses are concerned with issues most
central to cognitive science and are normally
taught with this objective in mind.

Comparative Literature
Coordinator:

MICHAEL A. PESENSON (Modem Languages and Literatures, Russian)

Committee:

Alan Berkowitz (Modem Languages and Literatures, Chinese)
Jean-Vincent Blanchard (Modem Languages and Literatures, French)1,12
Elizabeth Bolton (English Literature)

H
■

Horacio Chiong Rivero (Modem Languages and Literatures, Spanish)
Marion J. Faber (Modem Languages and Literatures, German)1
Sibelan Forrester (Modem Languages and Literatures, Russian)
William O. Gardner (Modem Languages and Literatures, Japanese)
Maria Luisa Guardiola (Modem Languages and Literatures, Spanish)
Walid Hamameh (Modem Languages and Literatures, Arabic)
Kendall Johnson (English Literature)3
Haili Kong (Modem Languages and Literatures, Chinese)
Allen Kuharski (Theater)3
George Moskos (Modem Languages and Literatures, French)11
Rosaria V. Munson (Classics)
Philip M. Weinstein (English Literature)
Hansjakob Werlen (Modem Languages and Literatures, German)

I Absent on leave, fall 2008.
3Absent on leave, 2008-2009.
II Program director, Swarthmore Program in Grenoble, fall 2008.
12Program director, Swarthmore Program in Grenoble, spring 2009.

The comparative literature major is
administered by a Comparative Literature
Committee made up of the coordinator and
faculty representing the Classics, English
Literature, Modem Languages and Literatures,
and Theater departments. The basic requirement
for the major is work in two literatures in the
original language.
The major in comparative literature is designed
for those students who have a love for literature
and a strong desire to write and are interested in
literary critical research. Not for everyone, this
major assumes a fair degree of discipline,
independence, and self-motivation on the part
of the student, especially in the development
and writing of the thesis.
In planning a comparative literature major,
students should look at course listings in the
Classics, English, and Modem Languages and
Literatures departments. O f courses in the
Classics and Modem Languages and Literatures
departments, only courses in the original
language numbered 011 or above are counted as
constituents of the comparative literature major.
Of English courses numbered ENGL 008A-Z
and 009A-Z, only one may be counted for the
major.
Students applying for the major will submit to
the comparative literature coordinator a
proposal of integrated study that sets forth the
courses and/or seminars to be taken and the
principle of coherence on which the program of
study is based. The student will also submit a 6to 10-page writing sample from a previously
completed course. The committee will review
the proposal and the essay and advise the
student.

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.

Requirements and
Recommendations
Major in Course
1. Ten credits in two or more literatures in the
original languages, including a substantial
concentration o f work—normally four or five
courses—in each of the literatures. The thesis
(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 language
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 attachments (in Chinese) to
literature courses taught in translation.
2. A 1- or 2-credit thesis of 50 to 60 pages,
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 advisers from
appropriate departments. In some cases, the

Comparative Literature
committee may ask that the thesis be written in
whole or in part in the language of a literature
studied other than English.
3. An oral comprehensive examination, 1 to 1.5
hours in length, at the end o f the senior year,
based on the thesis and courses and seminars
that the major comprises.
Major or Minor in the Honors Program
M ajor

Four 2-credit preparations in at least two
literatures in die original language, one of
which is a thesis. One of the preparations may
be used as an independent minor (in Russian or
German studies, for instance) if the minor’s
departmental requirements have been met.
Minors requiring unrelated preparations such as
biology or psychology are not allowed. All four
honors preparations are necessary components
of the comparative literature honors major.
M inor

A 2-credit thesis of 50 to 60 pages, integrating
preparations that have been done in two
literatures in the original language.
P rerequisite fo r Adm ission Into the H onors
Program

Successful completion of an advanced course in
literature in each of the literatures of the
student’s program of study. A minimum grade
of a B is required.
M ode o f Exam ination

For each preparation, a 3-hour written
examination prepared by the external examiner
and a 30-minute oral based on the contents of
the written examination.
Procedures fo r A ll M ajors

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. At this time, both course and
honors majors will submit thesis proposals and
propose faculty advisers.
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 o f possibilities
available, a series of sample programs is
offered.

Sample: Comparative Literature
Course Major
Focus: The Black Atlantic
Courses

ENGL 009S. First-Year Seminar: Black
Liberty, Black Literature
ENGL 054. Core Course: Faulkner, Morrison,
and the Representation of Race
ENGL 061. Core Course: Fictions of Black
America

ENGL 062. Black Autobiography
FREN 012L. Introduction à l’analyse littéraire
FREN 025. Centers and Peripheries in the
Francophone World
FREN 071. French Cultural and Critical Theory
FREN 077. Prose Francophone: littérature et
société
FREN 110. Écritures françaises hors de France
(Caribbean)
1- credit thesis.

Sample: Comparative Literature
Honors Major
Focus: Modernism
Courses

ENGL 045. Core Course: Modem British
Poetry
ENGL 053. Core Course: Modem American
Poetry
GERM 013. Introduction to German Literature
GERM 052. The Body Machine:
Deconstructing the Body Politic in Postwar
German Drama
Sem inars

ENGL 115. Modem Comparative Literature
ENGL 116. American Literature
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 thesis: Kant’s influence on Hölderlin
and Pio Baroja.

Computer Science
CHARLES F. KELEMEN, Professor
LISA MEEDEN, Professor3
TIA NEWHALL, Associate Professor and Chair
ANDREW DANNER, Assistant Professor
RICHARD WICENTOWSKI, Assistant Professor
DOUGLAS TURNBULL, Visiting Instructor
JEFFREY KNERR, System Administrator
BRIDGET M. ROTHERA, Administrative Assistant
3 Absent on leave, 2008-2009.

Computer science is the study of algorithms and
their implementation. This includes the study of
computer systems; methods to specify
algorithms (for people and computer systems);
and the formulation of theories 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
computing choices that can be tailored to satisfy
various interests and depths of study. All
courses emphasize the fundamental concepts of
computer science, treating today’s languages
and systems as current examples of the
underlying concepts. The computer science
laboratory provides up-to-date software and
hardware facilities. Four entry points to the
computer science curriculum are available at
Swarthmore: CPSC 015, CPSC 021, CPSC 033
and CPSC 035.

First Year Seminar
CPSC 015: Privacy and Trust in Cyberspace is
a first-year seminar that satisfies the writing
course requirement. No previous experience
with computers is necessary. Although some
programming will be introduced, students
whose main goal is to learn to program should
take CPSC 021. CPSC 015 has broader goals
including a greater emphasis on writing prose.

who already have extensive computing
experience.
CPSC 035: Data Structures and Algorithms
assumes that the student has completed CPSC
021 or its equivalent. It is an appropriate entry
point for students with extensive computing
experience who want to improve their
programming skills.
Students who think they may qualify for CPSC
033 or CPSC 035 and have not taken CPSC 021
should see the instructor or department chair.
Students or advisers 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 Department offers
course majors and minors and honors majors
and minors. Students interested in any of these
options are encouraged to meet with the chair of
the Computer Science Department as early as
possible in their college career. Students who
are interested in a computer science major or
minor are encouraged to take CPSC 021, CPSC
033 and CPSC 035 sometime in their first three
semesters at Swarthmore. The minor in
computer science is designed for students who
desire a coherent introduction to the core topics
in the field but cannot afford the number of
courses required of a major. Students
completing the minor will possess intellectual
skills that are useful in many disciplines.
m in o rs

Recommendations

Requirements

CPSC 021: Introduction to Computer Science
will present fundamental ideas in computer
science while building skill in software
development. No previous experience with
computers is necessary. This course is
appropriate for all students who want to write
programs. It is the usual first course for
computer science majors and minors. Students
with Advanced Placement credit or extensive
programming experience may be able to place
out of this course.
CPSC 033: Computer Organization assumes
that the student has completed CPSC 021 or its
equivalent. It is the best entry point for students
intending to be computer science majors or

Major
The following are the requirements for a major
in computer science:
1. Two mathematics courses at the level of
Linear Algebra or above (Discrete Math and
Linear Algebra are recommended).
2. Each of CPSC 021, CPSC 035, CPSC 037,
CPSC 046, and CPSC 097.
3. One o f CPSC 025 or CPSC 033.
4. Three of CPSC 027, CPSC 040, CPSC 041,
CPSC 044, CPSC 045, CPSC 063, CPSC 065,
CPSC 067, CPSC 075, CPSC 081, CPSC 082,
CPSC 085, CPSC 091, CPSC 093.
Successful completion of at least two computer
science courses including CPSC 035 is

Computer Science
ordinarily required to be admitted as a computer
science major. (If exempted from CPSC 021,
one of the following courses: CPSC 041, CPSC
045, or CPSC 075 must be taken in place of
CPSC 021 to satisfy requirement 2.)
Minor
The minor in computer science provides
students with a well-rounded background in
computer science sufficient to develop
significant, creative applications and to keep up
with the rapid changes in the field.
The following are the requirements for a minor
in computer science:
1. One mathematics course at the level of
Linear Algebra or above (Discrete Math
recommended).
2. Each of CPSC 021, CPSC 035, and CPSC
037.
3. One of CPSC 025 or CPSC 033.
4. One of CPSC 041 or CPSC 046.
5. One of the following (must be different from
the choice in part 4): CPSC 027, CPSC 040,
CPSC 041, CPSC 044, CPSC 045, CPSC 046,
CPSC 063, CPSC 065, CPSC 067, CPSC 075,
CPSC 081, CPSC 082, CPSC 085, CPSC 91,
CPSC 93.
Successful completion of at least two computer
science courses including CPSC 035 is
ordinarily required to be admitted as a computer
science minor. (If exempted from CPSC 021,
one of the following courses: CPSC 041, CPSC
045 or CPSC 075 must be taken in place of
CPSC 021 to satisfy requirement 2.)
Honors Program
Honors majors and minors in computer science
are available.
Honors Major
An 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
examiners for evaluation:
1. Two 2-credit preparations to be selected
from the combinations of courses listed under
Approved Preparations. Each of these 2-credit
preparations will be examined by a 3-hour
written examination and an oral examination.
The two 2-credit preparations must include four
distinct courses. In certain circumstances, the
Computer Science Department may be willing
to consider other groupings of courses,
seminars, or courses with attachments. If the
required courses and preparations would not
satisfy a course major, additional computer
science courses must be taken to meet course

major requirements. In all cases, the Computer
Science Department must approve the student’s
plan o f study.
2. One research report or thesis to be read by an
external examiner and examined in an oral
examination.
At a minimum, this will involve a review of
scholarly papers from the primary literature of
computer science and the writing of a scholarly,
scientific paper. The paper will report on a
research experience involving the student and
faculty (here or elsewhere). It is expected that
most of the research or scholarly groundwork
will be completed before the fall semester of the
senior year, either by 1 credit of work in the
spring semester of the junior year or full-time
summer work. Students will register for at least
1 credit of thesis work to complete the work
and write the paper in the fall of the senior year.
It is recommended that the paper be completed
by the end of the fall semester.
To be eligible for an honors major in computer
science, students must complete the following:
1. Have a B+ average in all computer science
courses completed by the end of junior year.
These must include CPSC 021, CPSC 035,
CPSC 037, and at least one o f CPSC 025,
CPSC 033, or CPSC 046.
2. Have demonstrated proficiency in
mathematical argument and reasoning by the
end of the junior year. Ordinarily, this
proficiency will be assumed if the student has
done one of the following:
a. Passed Discrete Mathematics and Linear
Algebra with a grade of B+ or better
b. Passed Linear Algebra Honors with a
grade of B or better
c. Completed Introduction to Real Analysis
or Introduction to Modem Algebra with a grade
ofB- or better
3. Complete by the end of the senior year a set
of courses that would quality for an ordinary
computer science major as well as CPSC 180
(Thesis) and CPSC 097 with course students.
Honors Minor
To be eligible for an honors minor in computer
science, a student must satisfy course
requirements for a regular minor in computer
science and in addition:
1. Have a B+ average in all computer science
courses completed by the end of the junior year.
2. Take one 2-credit preparation to be selected
from the combinations of courses listed under
Approved Preparations. An examiner will set
both a 3-hour written examination and an oral
examination for the preparation.

Computer Science
Approved Preparations
The following are the approved preparations for part A. These may not all be available to all
students because of the faculty’s schedules.
Preparation

C ourse Com binations

Algorithms and Theory

CPSC 041. Algorithms
CPSC 046. Theory o f Computation
CPSC 081. Adaptive Robotics
CPSC 063. Artificial Intelligence
CPSC 046. Theory of Computation
CPSC 075. Compiler Design and Construction
CPSC 045. Operating Systems
CPSC 085. Distributed Systems
CPSC 025. Computer Architecture
CPSC 045. Operating Systems
CPSC 063. Artificial Intelligence
CPSC 065. Natural Language Processing
CPSC 081. Adaptive Robotics
CPSC 082. Mobile Robotics
CPSC 065. Natural Language Processing
CPSC 067. Information Retrieval
CPSC 037. Structure and Interpretation of
Computer Programs
CPSC 075. Compiler Design and Construction

Intelligent Systems
Compiler Design and Theory
Distributed Systems
Systems
Natural Language Models
Robotics
Language Processing
Programming Languages

Study Abroad
Students planning to major or minor in
computer science may opt to study abroad for
one semester or a whole year. Because some
advanced courses in computer science are
offered in only alternate years, some selections
will be unavailable to some students. The chair
of the Computer Science Department should
approve all courses of study abroad. The
department will credit appropriate courses
based on sufficient evidence presented by the
student upon returning to Swarthmore.

Graduate Study
Students interested in graduate study in
computer science will be well prepared with a
computer science major. Some graduate
programs will also accept students who have
majored in mathematics or engineering 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 chair of the
Computer Science Department. 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 intelligence or cognitive
science. In such cases, students should consult
with the chair of the department as early as
possible to ensure that they take the necessary

mathematics and computing courses for
graduate work in computer science.

Courses
CPSC 015. First-Year Seminar: Privacy
and Trust in Cyberspace
Building upon the 1st, 3rd, 4th, 5th, and 9th
amendments to the U.S. Constitution, the
Supreme Court has created and protected a
concept of privacy in the physical world. Yet in
cyberspace (the world of interconnected
computers), information about you and your
loved ones is gathered, used, bought, and sold
without your knowledge or permission. How is
this possible? Why is undetected cybersnooping relatively easy? What can you do to
improve your information privacy? Who and
what are you trusting whenever you
communicate or transact business over the
Internet?
Some seminar time will be devoted to exploring
the concept and desirability of information
privacy. A larger portion of the seminar will be
devoted to the computer science topics needed
to understand the nature of and risks to
information in cyberspace: the design of digital
computers, machine and assembly language
programming, operating systems and high-level
languages, computer networks, encryption,
decryption, and software system vulnerabilities.
We will work through these topics in the
context of the biography Alan Turing: The

Computer Science
Enigma by Andrew Hodges and the novel
Cryptonomicon by Neal Stephenson.
Prerequisite: Four years of high school
mathematics.
Writing course.
1 credit.
Fall 2008. Kelemen.
CPSC 021. Introduction to Computer
Science
This course will present fundamental ideas in
computer science while building skill in
software development. Algorithms will be
implemented as programs in a high-level
programming language. Object-oriented
programming and data structures will be
introduced to construct correct, understandable,
and efficient algorithms. A deeper coverage of
these topics will be presented in CPSC 033 and
CPSC 035. CPSC 021 is appropriate for all
students who want to be able to write programs.
It is the usual first course for computer science
majors and minors. Students with Advanced
Placement credit or extensive programming
experience may be able to place out o f this
course. Students who think that they may fall
into this latter category should consult with any
computer science faculty member.
Lab work required, programming intensive. No
prerequisites.
Natural sciences and engineering practicum.
1 credit.
Each semester. Staff.
CPSC 024. Fundamentals of Digital
Systems
(Cross-listed as ENGR 015)
Digital and continuous systems are
fundamentally different. This course will
introduce students to digital system theory and
design techniques, including Boolean logic,
digital representations of data, and techniques
for the design of combinational and sequential
digital circuits. Because moving information
between systems is critical to real-world
applications, the course will include interfaces
between digital systems and between digital and
continuous systems. In addition, the course will
cover selected topics in numerical analysis and
applied mathematics that are relevant to modem
engineering and computer science.
Lab work required. Offered in the fall semester
every year.
Prerequisite: CPSC 021 or ENGR 011 (co­
requisite).
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Moreshet.

CPSC 025. Principles of Computer
Architecture
(Cross-listed as ENGR 025)
This course covers the physical and logical
design o f a computer. Topics include current
microprocessors, CPU design, RISC and CISC
concepts, pipelining, superscalar processing,
cache, paging, segmentation, virtual memory,
parallel architectures, bus protocols, and I/O
devices. Labs cover analysis of current systems
and microprocessor design using CAD tools,
including VHDL.
Lab work required.
Prerequisites: CPSC 021, or CPSC 024/ENGR
024, and CPSC 035 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Moreshet.
CPSC 027. Computer Vision
(Cross-listed as ENGR 027)
This course studies how computers can analyze
and perceive the world using input from
imaging devices. Topics include line and region
extraction, stereovision, motion analysis, color
and reflection models, and object representation
and recognition. The course will focus on object
recognition and detection, introducing the tools
o f 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
classification systems.
Lab work required.
Prerequisites: ENGR 012, CPSC 021, or
permission of the instructor. Mathematics
background at the level of Linear Algebra or
Calculus is strongly recommended.
Natural sciences and engineering practicum.
1 credit.
Next offered when staffing permits.
CPSC 033. Computer Organization
This course takes a bottom-up approach to
answering the question of how a computer
works. Topics include theoretical models of
computation, bits, bytes and data
representations, operations on data, digital logic
structures, computer memory, assembly and
machine code, hardware components, the stack,
the operating system, compilers, and the C
programming language. We examine the
hardware and software components required to
go from a program expressed in a high-level
programming language like Java or C to the
computer actually running the program.
Lab work required.
Prerequisites: CPSC 021 or equivalent.

Computer Science
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Wicentowski.
CPSC 035. Data Structures and
Algorithms
This course completes the broad introduction to
computer science begun in CPSC 021. It
provides a general background for further study
in the field. Topics to be covered include
object-oriented programming in Java, advanced
data structures (priority queues, trees, hash
tables, graphs, etc.) and algorithms, and
software design and verification. Students will
be expected to complete several programming
projects illustrating the concepts presented.
Lab work required.
Prerequisite: CPSC 021 or permission of the
instructor. Discrete Mathematics is strongly
recommended.
Natural sciences and engineering practicum.
1 credit.
Each semester. Staff.
CPSC 037. Structure and Interpretation
of Computer Programs
This course is a serious introduction to the
study of computer programs and, through
programs, some central ideas in computer
science. By studying programs that make
repeated and deep use of abstraction, students
will learn how to generate precise specifications
from vaguely formulated and perhaps partially
understood descriptions. Topics to be covered
include programming idioms and paradigms,
recursion, information retrieval, binding and
scope, interpreters, and compilers.
Lab work required.
Prerequisite: CPSC 035.
1 credit.
Next offered spring 2010. Wicentowski.
CPSC 040. Computer Graphics
(Cross-listed as ENGR 026)
Computer graphics deals with the manipulation
and creation of digital imagery. We will cover
drawing algorithms for two-dimensional (2-D)
graphics primitives, 2-D and three-dimensional
(3-D) matrix transformations, projective
geometry, 2-D and 3-D 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
implementation of a 3-D hierarchical modeling
system that incorporates realistic lighting
models and fast hidden surface removal.
Lab work required.
Prerequisites: ENGR 012, CPSC 021, or the
permission of the instructor. Mathematics

background at the level o f Calculus and Linear
Algebra Honors is strongly recommended.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Danner.
CPSC 041. Algorithms
The study of algorithms is useful in many
diverse areas. As algorithms are studied,
considerable attention is devoted to analyzing
formally their time and space requirements and
proving their correctness. Topics to be covered
include abstract data types, trees (including
balanced trees), graphs, searching, sorting, NP
complete optimization problems, and the impact
of several models of parallel computation on
the design of algorithms and data structures.
Prerequisites: CPSC 035. Discrete Mathematics
is strongly recommended.
1 credit.
Fall 2008. Danner.
CPSC 044. Database Systems
This course provides an introduction to
relational database management systems.
Topics covered include data models (ER and
relational model); data storage and access
methods (files, indices); query languages (SQL,
relational algebra, relational calculus, QBE);
query evaluation; query optimization;
transaction management; concurrency control;
crash recovery; and some advanced topics
(distributed databases, object-relational
databases). A project that involves
implementing and testing components o f a
relational database management system is a
large component of the course.
Lab work required.
Prerequisite: CPSC 035, experience in C or
C++ (usually satisfied by completing CPSC 025
or 033). CPSC 025 or CPSC 033 recommended.
1 credit.
Next offered fall 2009. Newhall.
CPSC 045. Operating Systems
(Cross-listed as ENGR 022)
This course is an introduction to the theory,
design, and implementation of operating
systems. An operating system is the software
layer between user programs and the computer
hardware. It provides abstractions of the
underlying hardware that are easier to program,
and it manages the machine’s resources. The
following topics will be covered: processes
(including synchronization, communication,
and scheduling); memory (main memory
allocation strategies, virtual memory, and page
replacement policies); file systems (including
naming and implementation issues); I/O
(including devices, drivers, disks, and disk
scheduling); and security.

Computer Science
Lab work required.
Prerequisite: CPSC 035, experience in C or
C++ (usually satisfied by completing CPSC 025
or 033). CPSC 025 or CPSC 033 recommended.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Newhall.
CPSC 046. Theory of Computation
(Cross-listed as MATH 046)
This study of various models of computation
leads to a characterization o f the kinds of
problems that can and cannot be solved by a
computer. Solvable problems will be classified
with respect to their degree of difficulty. Topics
to be covered include formal languages and
finite state devices; Turing machines; and other
models of computation, computability, and
complexity.
Prerequisite: CPSC 035. Discrete Mathematics
is strongly recommended.
1 credit.
Next offered spring 2009. Kelemen.
CPSC 063. Artificial Intelligence
Artificial intelligence (AI) can be defined as the
branch of computer science that is concerned
with the automation of intelligent behavior.
Intelligent behavior encompasses a wide range
of abilities; as a result, AI has become a very
broad field that includes game playing,
automated reasoning, expert systems, natural
language processing, modeling human
performance (cognitive science), planning, and
robotics. This course will focus on a subset of
these topics and specifically on machine
learning, which is concerned with the problem
of how to create programs that automatically
improve with experience. Machine learning
approaches studied will include neural
networks, decision trees, genetic algorithms,
and reinforcement techniques.
Lab work required.
Prerequisites: CPSC 035.
Natural sciences and engineering practicum.
1 credit.
Next offered fall 2009. Meeden.
CPSC 065. Natural Language
Processing
(Cross-listed as LING 020)
This course is an introduction to the
fundamental concepts in natural language
processing, the study of human language from a
computational perspective. The focus will be on
creating statistical algorithms used in the
analysis and production of language. Topics to
be covered include parsing, morphological
analysis, text classification, speech recognition,
and machine translation. No prior linguistics
experience is necessary.

Lab work required.
Prerequisite: CPSC 035.
1 credit.
Fall 2008. Wicentowski.
CPSC 067. Information Retrieval
This course will explore methods for searching
and retrieving information from digital text
sources. We will design and evaluate
algorithms for automating document retrieval,
document clustering, mail filtering, relevance
feedback, data mining on the Web, Web robots,
search engines, information extraction, question
answering, and document summarization.
Prerequisite: CPSC 035.
1 credit.
Spring 2009. Wicentowski.
CPSC 075. Principles of Compiler
Design and Construction
(Cross-listed as ENGR 023)
This course introduces the design and
construction of language translators for
imperative, procedure-oriented programming
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, and compiler
writing tools.
Lab work required.
Prerequisite: CPSC 035, experience in C or
C++ (usually satisfied by completing CPSC 025
or 033). CPSC 025 or CPSC 033 recommended.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Newhall.
CPSC 081. Adaptive Robotics
This course addresses the problem of
controlling robots that will operate in dynamic,
unpredictable environments. Students will work
in groups to program robots to perform a
variety of tasks such as navigation to a goal,
obstacle avoidance, and vision-based tracking
in a laboratory session. In lecture/discussion
sessions, students will examine the major
paradigms of robot control through readings
with an emphasis on adaptive approaches.
Lab work required.
Prerequisite: CPSC 035 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Meeden.

Computer Science
CPSC 082. Mobile Robotics
(Cross-listed as ENGR 027)
This course addresses the problems of
controlling and motivating robots to act
intelligently in dynamic, unpredictable
environments. Major topics will include robot
perception using vision and sonar, kinematics
and inverse kinematics, navigation and control,
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 programming robots to
execute tasks and to explore and interact with
their environment
Prerequisites: ENGR 015 or CPSC 035. Linear
Algebra is strongly recommended.
Natural sciences and engineering practicum.
1 credit.
Next offered when staffing permits.
CPSC 085. Distributed Systems
This course covers a broad range of topics
related to distributed and cluster computing.
Distributed systems consist of a collection of
computers connected by a network. The
computers in a distributed system run special
software that allows them to transparently share
computing resources and data. We will read and
discuss recent and classic research papers on
the theory and implementation of distributed
and cluster computing systems. In addition,
students will have the opportunity to examine
one or two topics in depth through a class
presentation of a specific topic and through a
semester-long project related to distributed
computing. Possible topics include networking,
parallel programming paradigms, distributed
state, distributed coordination and agreement,
fault tolerance, authentication and security,
scheduling, load balancing, distributed file
systems, Web computing, the Grid, peer-to-peer
systems, cluster systems, distributed operating
systems, and distributed database systems.
Prerequisites: CPSC 035. CPSC 045 is
recommended.
1 credit.
Next offered spring 2010. Newhall.
CPSC 091. Special Topics in Computer
Science
Subject matter for CPSC 091 is generally
dependent on group need or individual interest.
The course is normally restricted to upper-level
students and offered only when staff interests
and availability make it practicable to do so.
Lab work required.
1 credit.
Staff.

CPSC 093. Directed Reading and/or
Research Project
A qualified student may undertake a program of
extra reading and/or a project in an area of
computer science with the permission o f a staff
member who is willing to supervise.
CPSC 097. Senior Conference
This course provides honors and course majors
an opportunity to delve more deeply into a
particular topic in computer science,
synthesizing material from previous courses.
Topics have included computational geometry
and geographic information systems (2006,
2007), computer security (2005), natural
language processing (2004); advanced
algorithms (2003); networking (2001 and
2002); distributed computing (2000);
evolutionary computation (1998 and 1999);
complexity, encryption, and compression
(1996); and parallel processing (1995). CPSC
097 is the usual method used to satisfy the
comprehensive requirement for a computer
science major and the senior honors study
requirement for a computer science honors
major.
Writing course.
1 credit.
Fall 2008. Turnbull.
CPSC 180. Thesis
CPSC 199. Senior Honors Study

Economics
JOHN P. CASKEY, Professor and Chair
STEPHEN S. GOLUB, Professor
ROBINSON G. HOLLISTER JR., Professor*3
PHILIP N. JEFFERSON, Professor
MARK KUPERBERG, Professor
ELLEN B. MAGENHEIM, Professor
STEPHEN A. O’CONNELL, Professor
LARRY E. WESTPHAL, Professor
AMANDA BAYER, Associate Professor
THOMAS S. DEE, Associate Professor
ERIN TODD BRONCHETTI, Assistant Professor1
DAVID HUFFMAN, Assistant Professor
THEODORE M. CRONE, Visiting Professor (part time)s
JOSEPH HARGADON, Visiting Professor (part time)
NANCY CARROLL, Administrative Assistant
1 Absent on leave, fall 2008.
3 Absent on leave, 2008-2009.
»Fall 2008.

Economics is the study of how scarce resources
are allocated and the implications of such
allocations. Because scarcity is a fundamental
fact of social life, an understanding of
economics is relevant for private and public
decision making. Most courses in the
department address the dual questions of how
resources are allocated in real economies and
how they should be allocated. “Should” is a
complex word and encompasses considerations
of economic efficiency and distributional
equity. Economics does not provide definitive
answers to these questions, but it does give the
student the tools needed to formulate and
evaluate such answers.
ECON 001 or Us equivalent is a prerequisite
fo r all other work in the department. In
addition, all majors in economics must satisfy a
theory requirement by taking ECON 011
(Intermediate Microeconomics) and ECON 021
(Intermediate Macroeconomics). They must
also satisfy a statistics requirement. This is
typically done by taking ECON 031 (Statistics
for Economists), but the statistics requirement
can alternatively be satisfied by taking ECON
035 (Econometrics) or STAT 111
(Mathematical Statistics II) or by combining
STAT 061 with either STAT Oil or STAT 031.
A knowledge of elementary calculus is
extremely useful for reading the economics
literature critically. The department strongly
recommends that students take MATH 015 and
either MATH 023 (appropriate as a terminal
course in calculus) or MATH 025 (preferred if
the student is considering further work in
mathematics). Students intending to focus on
the more technical aspects of economics will
find linear algebra (MATH 027,028, or 028S),
multivariable calculus (MATH 033,034, or
035), and differential equations (MATH 043 or
044) particularly valuable. Students who plan to

attend graduate school in economics should
seriously consider taking additional
mathematics courses, including real analysis
(MATH 063).
To graduate as majors, students must have at
least 8 credits in economics; have taken the
three core courses, ECON 011, ECON 021, and
ECON 031 (or its equivalent); and have passed
the comprehensive examination given to seniors
early in the spring semester (course students) or
the honors examinations given at the end of the
spring semester (honors students). To be
prepared for the comprehensive examination,
course students are very strongly advised to
complete the core courses before the second
semester of their senior year.
Students who are contemplating a major in
economics should consult Economics at
Swarthmore: Department Handbook (available
in the department office and on the
department’s web site) for additional
information regarding the details of the
program.
Economics majors can complete the
requirements for teacher certification through a
program approved by the state of Pennsylvania.
For further information about the relevant set of
requirements, contact the Educational Studies
Department chair, the Economics Department
chair, or the Educational Studies Department
Web site at www.swarthmore.edu/
educationalstudies.xml.
The Economics Department does not offer a
minor in economics except in the Honors
Program.

Courses
ECON 001. Introduction to Economics
Covers the fundamentals of microeconomics
and macroeconomics: supply and demand,

Economics
market structures, income distribution, fiscal
and monetary policy in relation to
unemployment 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 Anther work in economics.
1 credit
Each semester. Staff.
ECON 002. First-Year Seminar: Greed
In 1776, Adam Smith wrote in The Wealth o f
Nations, “It is not from the benevolence of the
butcher, the brewer, or the baker, that we expect
our dinner, but from their regard to their own
interest.... The individual intends only his own
gain, and he is in this, as in many other cases,
led by an invisible hand to promote an end
which was no part of his intention. Nor is it
always worse for society that it was no part of
it. By pursuing his own interest he frequently
promotes that of the society more effectually
than when he really intends to promote it.” This
seminar investigates the degree to which selfinterest should be the organizing principle of
economic and social organization.
This course counts as 1 of the 8 economics
credits needed to fulfill an economics major,
but it does not take the place of ECON 001. It,
therefore, cannot be used to fulfill the ECON
001 prerequisite for further work in the
Economics Department.
Writing course.
1 credit.
Not offered 2008-2009.
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
educational attainment. It examines the facts
about student achievement, educational
expenditure in the United States, and the
relationship between them. It studies such
questions as: Does reducing class size improve
student achievement? Does paying teachers
more improve teacher quality and student
outcomes? The course also investigates the
relationship between educational attainment and
wages in the labor market. Finally, it analyzes
the effects of various market-oriented education
reforms such as vouchers and charter schools.
This course may be counted toward a
concentration in public policy.
Prerequisites: Any statistics course (or the
consent of the instructor). EDUC 014 is
strongly recommended.
1 credit.
Fall 2008. Kuperberg.

ECON 011. Intermediate
Microeconomics
Provides a thorough grounding in intermediatelevel 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 solving
to facilitate the learning o f theory and see
practical applications.
1 credit.
Fall 2008. Magenheim.
ECON 012. Games and Strategies
How should you bargain for a used car or
mediate a contentious dispute? This course is an
introduction to the study of strategic behavior
and the field of game theory. We analyze
situations of interactive decision making in
which the participants attempt to predict and to
influence the actions of others. We use
examples from economics, business, biology,
politics, sports, and everyday life. This course
may be counted toward a concentration in peace
and conflict studies.
1 credit.
Fall 2008. Bayer.
ECON 021. Intermediate
Macroeconomics
The goal of this course is to give the student a
thorough understanding of the actual behavior
o f the macroeconomy and the likely effects of
government stabilization policy. Models are
developed of the determination of output,
interest rates, prices, inflation, and other
aggregate variables such as fiscal and trade
surpluses and deficits. Students analyze
conflicting views of business cycles,
stabilization policy, and
inflation/unemployment trade-offs.
Prerequisite: Freshmen need the consent of the
professor.
1 credit.
Spring 2009. Kuperberg.
ECON 022. Financial Economics
This course analyzes the ways that firms
finance their operations. It discusses the
organization and regulation o f financial markets
and institutions. It examines theories explaining
asset prices and returns, and it discusses the
function and pricing of options and futures
contracts.
1 credit.
Fall 2008. Caskey.
ECON 031. Statistics for Economists
The focus of this course is on understanding
how simple and multiple regression can be used
to estimate economic relationships (e.g., price

Economics
or interest elasticities, returns to assets, or
education) and test their statistical significance.
Problems and estimation with real data sets will
be stressed.
1 credit.
Each semester. Dee.
ECON 032. Operations Research
(See ENGR 057)
1 credit.
Fall 2008. McGarity.
ECON 033. Financial Accounting
This course is designed to provide students with
an intermediate level study of corporate
accounting theory and practice as it falls within
the framework o f United States generally
accepted accounting principles (GAAP). A
major focus of the course is how accounting
provides information to various user groups so
that they can make more informed decisions. In
particular, students will learn the steps in the
accounting cycle leading up to the preparation
and analysis of corporate financial statements.
Students are also exposed to some of the
fundamental differences between federal tax
rules and external financial reporting
requirements and are made aware o f the
organizations that influence and contribute to
the body of knowledge in financial accounting.
Finally, ethical issues that may be confronted
by the accountant are also discussed throughout
the course. (This course cannot be used to
satisfy the College’s distribution requirements.)
1 credit.
Spring 2009. Hargadon.
ECON 035. Econometrics
Quantitative methods used in estimating
economic models and testing economic theories
are studied. Students learn to use statistical
packages to apply these methods to problems in
business, economics, and public policy.
Prerequisite: ECON 031 or STAT 061.
1 credit.
Fall 2008. Jefferson.
ECON 037. Computational Economics
This course is an introduction to quantitative
economic dynamics. Students will learn how
dynamic stochastic general equilibrium (DSGE)
models are formulated, solved, computerized,
evaluated, and used as tools to provide guidance
to the development of economic theory and
policy. The computational engine MATLAB is
introduced and used as the medium between
economic theory and the quantitative
expression of the DSGE models. No prior
knowledge of MATLAB is assumed.

Prerequisite: ECON 021.
1 credit.
Not offered 2008-2009.
ECON 041. Public Economics
This course focuses on government
expenditure, tax, and debt policy. A major part
of the course is devoted to an analysis of
current policy 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 Oil.
1 credit.
Spring 2009. Bronchetti.
ECON 042. Law and Economics
The purpose of this course is to explore the
premises behind the use of utilitarian constructs
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 o f issues in property,
tort, contract, and criminal law. This course
may be counted toward a concentration in
public policy.
Recommended: ECON 011.
1 credit.
Fall 2008. Kuperberg.
ECON 044. Urban Economics
The topics covered in this course include the
economic decline of central cities,
transportation policies, local taxation, theories
of urban growth patterns, local economic
development initiatives, and the economics of
land use and housing.
1 credit.
Spring 2009. Caskey.
ECON 051. The International Economy
This course surveys the theory of trade
(microeconomics) and of the balance of
payments and exchange rates
(macroeconomics). The theories are used to
analyze topics such as trade patterns, trade
barriers, flows of labor and capital, exchangerate fluctuations, the international monetary
system, and macroeconomic interdependence.
This course may be counted toward a
concentration in public policy.
Prerequisites: ECON Oil and ECON 021.
1 credit.
Spring 2009. Golub.

Economics
ECON 053. International Political
Economy
(Cross-listed as POLS 068)
This course uses political and economic
perspectives to analyze the international
economy. Topics include the rise and decline of
hegemonic powers, the controversy over “free”
versus “fair” trade under the World Trade
Organization, foreign'debt and default, the role
of the state in economic development,
international financial markets, and the history
of the international monetary system.
Prerequisites: POLS 004 and ECON 001.
1 credit.
Not offered 2008-2009.
ECON 061. Industrial Organization
This course examines why firms and markets
are organized as they are and how thenorganization affects the way they operate.
Topics include the relationship between market
structure and firm behavior; particular aspects
of firm behavior-pricing, advertising, and
collusion; and the effects of regulation. This
course may be counted toward a concentration
in public policy.
Prerequisite: ECON OIL
1 credit.
Not offered 2008-2009.
ECON 063. Public Policies in Practice:
Establishing What Works and for Whom
Participants in this course will examine research
on specific policy interventions designed to
change outcomes for individuals, corporations,
and communities. Particular focus will be on
attempts to establish whether such policy
interventions can cause changes in outcomes for
individuals, corporations, or communities. In
recent decades, random
assignment/experimental designs have
increasingly been applied to estimate the impact
of changes in policies on employment, welfare,
housing, education, policing, public health, and
community development. Social policy
experiments and alternative methods to
examine cause and effect will be covered, with
emphasis on actual examples from the
previously mentioned fields. Specific issues in
design, implementation of such studies, the
analysis of results, and translation to the policy
context will be reviewed. Students will meet
with selected analysts who carry out these types
of studies. Students will do some analysis of
data generated from quantitative studies of what
works and for whom.
Prerequisites: ECON031, STATOil or STAT
031, or consent of the instructor.
1 credit.
Not offered 2008-2009.

ECON 067. Experimental Economics
This course will cover some of the main
research topics in economics that have been
studied with laboratory and field experiments,
such as behavior in competitive markets,
provision of public goods, biases in individual
decision-making, neural underpinnings of
economic choice, and preferences regarding
risk, time, and fairness. Students will be
introduced to techniques for conducting
economic experiments, and will design their
own experiment as part o f course assignments.
Prerequisites: ECON Oil and ECON 031.
1 credit.
Spring 2009. Huffman.
ECON 073. Race, Ethnicity, and Gender
in Economics
This course focuses on the role of difference in
economic systems. In this course, we learn how
to apply the theoretical and empirical tools of
economics to analyze the economic status of
women and of various racial and ethnic groups
in the United States, and we explore the various
sources of, and solutions to, persistent
economic inequality. We also examine the roles
of race, ethnicity, and gender in the
development of economic theory and policy.
This course may be counted toward
interdisciplinary minors in public policy, gender
and sexuality studies, and black studies.
1 credit.
Fall 2008. Bayer.
ECON 075. Health Economics
This course applies the tools of microeconomic
analysis to the health care industry. We will
analyze the determinants of demand for and
supply of health care, including the relationship
between demographic variables, health status,
and health care consumption. The structure and
behavior of the major components o f the supply
side will be studied, including physicians,
hospitals, and insurance companies. The variety
o f ways in which the government intervenes in
the health care sector—regulation, antitrust,
social insurance, and direct provision—will be
considered. Finally, we will study some more
specialized topics, including the intersection of
bioethics and economics, mental health
economics, and international health system
comparisons. Students will write a series of
short papers, examining medical, economic, and
policy considerations related to a health
problem or issue.
Writing course.
1 credit.
Spring 2009. Magenheim.

Economics
ECON 076. Environmental Economics
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 renewable
resources; management of air, water, and
energy resources; sustainable economic growth;
and international resource management. This
course may be counted toward concentrations in
environmental studies and public policy.
1 credit.
Not offered 2008-2009.
ECON 081. Economic Development
A survey covering the principal theories of
economic development and the dominant issues
of public policy. Topics include the
determinants of economic growth and income
distribution, the role of the agricultural sector,
the acquisition of technological capability, the
design of poverty-targeting programs, the
choice of exchange rate regime, and the impacts
of international trade and capital flows
(including foreign aid). This course may be
counted toward a concentration in public policy
or peace and conflict studies as well as
programs in black studies and Asian studies.
1 credit.
Fall 2008. O’Connell.
ECON 082. Political Economy of Africa
A survey of the post-independence
development experience of Sub-Saharan Africa.
We study policy choices in their political and
institutional context, using case-study evidence
and the analytical tools of positive political
economy. Topics include development from a
natural resource base, conflict and nation
building, risk management by firms and
households, poverty-reduction policies,
globalization and trade, and the effectiveness of
foreign aid. This course may be counted toward
concentrations in peace and conflict studies,
black studies, or public policy.
1 credit.
Fall 2008. O’Connell.
ECON 099. Directed Reading
With consent of a supervising instructor,
individual, or group study in fields of interest
not covered by regular course offerings.
Fall or spring semester. Staff.

Seminars
ECON 101. Advanced Microeconomics
Subjects covered include consumer and
producer theory, optimization and duality,

general equilibrium, risk and uncertainty,
asymmetric information, and game theory.
Prerequisites: ECON 011 and multivariable
calculus (MATH 033,034, or 035).
2 credits.
Spring 2009. Bayer.
ECON 102. Advanced Macroeconomics
Subjects covered include microfoundations of
macroeconomics, growth theory, rational
expectations, and New Classical and New
Keynesian macroeconomics. Extensive problem
solving, with an emphasis on the qualitative
analysis of dynamic systems.
Prerequisites: ECON 011, ECON 021, and
multivariable calculus (MATH 033,034 or 035,
or MATH 023 with permission o f the
instructor); MATH 043 or 044 is recommended.
Recommended: MATH 043.
2 credits.
Not offered 2008-2009.
ECON 122. Financial Economics
This seminar analyzes the ways that firms
finance their operations. It discusses the
organization and regulation of financial markets
and institutions. It examines theories explaining
asset prices and returns, and it discusses the
function and pricing of options and futures
contracts.
Prerequisites: ECON 011, ECON 031 or ECON
035, and MATH 023 or higher calculus.
2 credits.
Fall 2008. Caskey.
ECON 135. Advanced Econometrics
Quantitative methods used in estimating
economic models and testing economic theories
are studied. Students learn to use statistical
packages to apply these methods to problems in
business, economics, and public policy.
Students will also evaluate studies applying
econometric methods to major economic issues.
An individual empirical research project is
required.
Prerequisites: ECON 035 and linear algebra
(MATH 027,028 or 028S).
1 credit.
Spring 2009. Jefferson.
ECON 141. Public Economics
This seminar focuses on the analysis of
government expenditure, tax, and debt policy.
A major part of the seminar is devoted to an
analysis of current policy issues in their
institutional and theoretical contexts. The
seminar will be of most interest to students
having a concern for economic policy and its
interaction with politics. This seminar may be
counted toward a concentration in public
policy.

Economics
Prerequisite: ECON Oil. Recommended:
ECON 021 and ECON 031 (or its equivalent).
2 credits.
Spring 2009. Bronchetti.
ECON 145. The Labor Economics of
Inequality in America
This seminar applies the tools of labor
economics to study the determinants and
consequences of economic inequality in the
United States. Topics to be discussed include
causes of and trends in U.S. earnings inequality,
the economics of the family and household
labor supply decisions, executive pay, lowwage labor markets, immigration, and
discrimination. The course will also consider
the role of progressive taxation and anti-poverty
policies including welfare reform, public safety
nets, and labor market training programs.
Prerequisites: ECON 011 and ECON 031.
2 credits.
Not offered 2008-2009.
ECON 151. International Economics
Goth 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 capital,
exchange-rate fluctuations, the international
monetary system, financial crises,
macroeconomic interdependence, the roles of
organizations such as the World Trade
Organization and International Monetary Fund,
and case studies of selected industrialized,
developing, and transition countries. This
seminar may be counted toward a concentration
in public policy.
Prerequisites: ECON 011 and ECON 021.
2 credits.
Spring 2009. Golub.
ECON 161. 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 differentiation, and
other aspects of behavior. Other topics include
the effects of antitrust policy, and economic
regulation and deregulation. This seminar may
be counted toward a concentration in public
policy.
Prerequisite: ECON 011.
2 credits.
Not offered 2008-2009.
ECON 165. Behavioral Economics
Economic theory is based on assumptions
regarding the form of individuals’ preferences,
ability to optimize, weighting of probabilities in
risky choice, and belief formation. This course
is an introduction to behavioral economics, a

field focused on making these behavioral
assumptions more realistic. Strategies for
improving realism include drawing on the
relevant literature in psychology, conducting
new experiments, or using existing field data.
The course will cover, at an advanced level,
topics in economics where research in
behavioral economics has led to revision or
questioning of aspects of standard economic
theory, and to a better description of actual
economic behavior. For example, we will
discuss the role of self-control problems in
savings behavior, and the relevance of
preferences for fairness for explaining the
functioning of labor markets.
Prerequisites: ECON Oil, ECON 031 and
multivariable calculus (MATH 033,034, or
035).
2 credits.
Fall 2008. Huffman
ECON 171. 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 education,
health care, housing, and discrimination,
determinants of income inequality, and
government policies with respect to health,
education, and welfare. This seminar may be
counted toward a concentration in public policy
(1 credit) and black studies.
Recommended: ECON Oil.
2 credits.
Not offered 2008-2009.
ECON 181. Economic Development
The economics of long-run development in
Africa, Asia, and Latin America. We cover the
leading theories of growth, structural change,
income distribution, and poverty, with
particular attention to development strategies
and experience since World War II. Topics
include land tenure and agricultural
development, rural-urban migration,
industrialization, human resource development,
poverty targeting, trade and technology policy,
aid and capital flows, macroeconomic
management, and the role of the state. Students
write several 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.
Prerequisites: ECON 011 and ECON 021;
ECON 031 or equivalent recommended.
2 credits.
Fall 2008. O’Connell.

Economics
ECON 198. Thesis
With consent of a supervising instructor, honors
majors may undertake a senior thesis for double
credit.
Each semester. Staff.

Educational Studies
K. ANN RENNINGER, Professor and Chair
LISA SMULYAN, Professor
DIANE DOWNER ANDERSON, Associate Professor
FRANK D. GROSSMAN, Assistant Professor1
CHERYL JONES-WALKER, Visiting Assistant Professor
MARGARET INMAN LINN, Visiting Assistant Professor (part time)
ELAINE ALLARD, Visiting Instructor
KAE KALWAIC, Administrative Assistant
’Absent on leave, 2008-2009.

The Educational Studies Department has three
purposes: to expose students to issues in
education from a variety of disciplinary
perspectives; to provide a range of field
experiences for students who wish to explore
their aptitude and interest in teaching,
counseling, or research in an educational
setting; and to prepare students for public
school teacher certification, in accordance with
the requirements of Pennsylvania Chapters 354
and 49—certification that is reciprocal with 48
states.
The department’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 draw on
psychology, sociology, anthropology, political
science, economics, and history. With the
exception of EDUC 016: Practice Teaching and
EDUC 017: Curriculum and Methods Seminar,
all education courses include many students
who will pursue fields such as public policy,
clinical psychology, educational research,
medicine, law, social work, and so forth as well
as those intending to become teachers. Because
students major in a variety of disciplines,
courses in education offer both an opportunity
to apply the particular skills of one’s chosen
field to a new domain and interaction with other
students whose disciplinary approaches may
differ significantly from one’s own. There is a
limit of 4 field-based education credits
(currently EDUC 016 and 091 A), which can be
counted toward graduation. EDUC 014:
Introduction to Education is generally
considered a prerequisite for further work in the
department.

Special Majors
There is no major in educational studies, but
special majors with history, linguistics,
mathematics, political science, psychology,
sociology and anthropology, and English
literature are regularly approved, and special
majors with other fields such as art, computer
science, modem languages, music, and biology
have also been designed. Special majors
involving education usually include 10 to 12
credits, at least 5 of which must be in education.

A thesis or a comprehensive examination
integrating 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
Educational Studies either as a part of a special
major or as a minor. Special major honors
programs consist of 2.5 preparations in
education and 1.5 preparations in the other
discipline (or vice versa), including an
integrative, 2-credit thesis that receives 1 credit
from both departments. Education minors in the
Honors Program take a 2-credit seminar, a
course and an attachment, or write a 2-credit
thesis to prepare for the external examination.
All honors special majors and minors write an
intellectual autobiography that is submitted to
the honors examiner as part of their senior
honors study.

Course Minors
Educational studies supports two kinds of
minors: (1) a teaching and field-based minor
and (2) an educational studies minor.
Teaching and field-based minor. Students
complete at least 5 education credits that focus
on educational practice and the integration of
theory and practice in school placements. This
minor will normally be done in conjunction
with teacher certification. The credits included
in this minor are EDUC 021: Educational
Psychology, EDUC 017: Curriculum and
Methods Seminar, EDUC 016: Practice
Teaching (2 credits), and one of the following:
EDUC 042: Educating the Young Learner,
EDUC 023: Adolescence, or EDUC 121: Child
Psychology and Practice.
Educational studies minor. Students take at
least 5 credits in discipline-based education
courses. For this minor, students identify a
focus and describe how two or more of the
courses or seminars they propose for the minor
are related to this focus. Possible foci include,
but are not limited to, educational policy,
educational psychology, school and society,
urban education, environmental education,
literacy, gender and education, and special

Educational Studies
education. EDUC 016 and 017 will not count
toward an educational studies minor.

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 EDUC 014:
Introduction to Education at Swarthmore. The
Swarthmore course may be taken before study
abroad or subsequent to it. Credit will be
granted once Introduction to Education has
been completed. In addition to granting credit
for education courses and fieldwork in a range
of foreign study programs, the Educational
Studies Department provides students with the
opportunity to complete a one-semester
internship at the Cloud Forest School in
Monteverde, Costa Rica, through the College’s
Foreign Study Program. More information
about this program is available on the
department Web site
www.swarthmore.edu/educationalstudies.xml.

Teacher Certification
Swarthmore offers a competency-based teacher
preparation program for students who seek
secondary certification from the
Commonwealth of Pennsylvania. Competency
is judged by an interdisciplinary committee of
the faculty whose members include education
faculty and faculty from the majors in which we
certify students. The Teacher Education
Committee has established criteria for
certification in biology, chemistry, citizenship
education, English, French, German,
mathematics, physics, Spanish, social science,
and social studies that meet the state’s “General
Standards” and “Specific Program Guidelines
for State Approval of Professional Education
Programs.” Individual student programs are
designed in conjunction with departmental
representatives and members of the education
faculty. All students seeking certification must
meet Swarthmore College’s distribution
requirements in the humanities, natural
sciences, and social sciences and the
requirements for a major or special major.
Students are formally admitted to the Teacher
Certification Program in the spring semester of
their sophomore year. All students seeking
teacher certification must meet grade-point
averages for entry and exit from the program as
specified in PA 354 and must complete 6 credit
hours of college-level math and English or meet
the requirements for waivers before being
admitted to the program. They must also pass
the specific PRAXIS examinations required by
Pennsylvania for their certification area, either
before or after they complete the teacher
education course requirements at the College. A
full description of the Swarthmore teacher

education requirements (in education and in
specific content fields/majors) is available on
the Educational Studies Department Web site
www.swarthmore.edu/educationalstudies.xml.
Ninth-semester option. Students who have
completed all the requirements for certification
in their discipline and in education, except for
Practice Teaching (EDUC 016) and Curriculum
and Methods Seminar (EDUC 017), may apply
to return following graduation to complete the
Teacher Certification Program during a ninth
semester. During this semester, they take
EDUC 016 (2 credits) and EDUC 017 (1
credit), and they pay for a total of one course of
tuition and student fees. They are not eligible
for campus housing. Further information on the
ninth-semester option is available in the
Educational Studies Office.

Requirements for Secondary
Teacher Certification
Students who plan to seek secondary
certification should take EDUC 014:
Introduction to Education by the end of their
sophomore year and enroll for EDUC 016:
Practice Teaching (a double-credit course) and
EDUC 017: Curriculum and Methods Seminar
in their senior year or during a ninth semester.
In addition, they must complete the following
courses:
EDUC 021. Educational Psychology
EDUC 023. Adolescence
And an additional elective course from the
following:
1. EDUC 025. Counseling: Principles and
Practices
2. EDUC 026. Special Education Issues and
Practice
3. EDUC 041. Educational Policy
4. EDUC 042. Teaching Diverse Young
Learners
5. EDUC 045. Literacies and Social Identities
6. EDUC 053. Language Minority Education
7. EDUC 061. Gender and Education
8. EDUC 062. Sociology of Education
9. EDUC 064. Comparative Education
10. EDUC 065. Environmental Education
IT. EDUC 068. Urban Education
An honors seminar in education may be
substituted for the elective course.
Students will be admitted to the certification
program after submitting their sophomore paper
and taking EDUC 014: Introduction to
Education. To student teach, students must be
recommended by their major department, by
their cooperating teacher in Introduction to
Education, and by members o f the education
faculty who have taught the student. Placement
of students for practice teaching is contingent

Educational Studies
on successful interviews with the chair of the
Educational Studies Department and with
appropriate secondary school personnel.
Elementary Certification Option
Swarthmore College does not offer certification
in elementary education. However, if students
complete the Swarthmore courses listed
subsequently and enroll for two summer
courses at Eastern University (Communication
Arts for Children and Teaching of Reading),
they can receive elementary certification
through Eastern University. The required
Swarthmore courses for elementary certification
are EDUC 014: Introduction to Education;
EDUC 021: Educational Psychology; PSYC
039: Developmental Psychology; EDUC 042:
Teaching Diverse Young Learners; EDUC 016:
Practice Teaching; EDUC 017: Curriculum and
Methods Seminar; and a series of workshops in
math, social studies, and science methods.

Title II Teacher Education
Report
As required by Title II of the Higher Education
Act, Swarthmore College has submitted data to
the Pennsylvania Department of Education
regarding the cohorts of students who have
completed the Teacher Certification Program
since 1999. Swarthmore College’s secondary
certification program completers have had a
100 percent pass rate on all of the required
Reading, Writing, and Math PRAXIS tests in
every year since reporting has begun. There has
also been a 100 percent pass rate on all subject
specialty tests, but these could not be officially
reported because fewer than 10 people take the
tests in any of the subject areas. All of the
Swarthmore College elementary certification
candidates who participated in the joint
program with Eastern College also passed all of
the required PRAXIS tests. All of the
Swarthmore College graduates who have been
certified and desired employment as a teacher
held teaching positions in the academic year
following certification. Most chose to teach in
the Philadelphia metropolitan area, although in
a typical year, many Swarthmore teacher
education graduates teach throughout the
country.

Courses
EDUC 001C. The Writing Process:
Pedagogy and Practice
(See ENGL 001C)
Fall 2008. Gladstein.

EDUC 014. Introduction to Education
This course provides a survey of issues in
education within an interdisciplinary
framework. In addition to considering the
theories of individuals such as Dewey, Skinner,
and Bruner, the course explores some major
economic, historical, and sociological questions
in American education and discusses alternative
policies and programs. The course gives
students an opportunity to determine their own
interest in preparing to teach and furnishes them
with firsthand experience in current elementary
and secondary school practice. Fieldwork is
required. This course is normally a prerequisite
for further course work in education.
Writing course.
1 credit.
Each semester. Staff.
EDUC 014F. First-Year Seminar:
Introduction to Education
This seminar will draw on materials from the
disciplines of psychology, sociology,
philosophy, history, and political science to
address questions about American education.
Topics are examined through readings,
software, writing, discussion, and hands-on
activity. Fieldwork is required. This course
fulfills the prerequisite for further coursework
in education and provides an opportunity for
students to explore their interests in teaching,
student learning, and educational policy.
Writing course.
1 credit.
Fall 2008. Staff.
EDUC 016. Practice Teaching
This course involves supervised full-time
teaching in either secondary or elementary
schools. Students pursuing certification must
take EDUC 017 concurrently. (Single-credit
practice teaching may be arranged for
individuals not seeking certification.)
2 credits.
Spring 2009. Staff.
EDUC 017. Curriculum and Methods
Seminar
This seminar is taken concurrently with EDUC
016. Readings and discussion focus on the
applications of educational research and theory
to classroom practice. Course content covers:
lesson planning; classroom management;
inquiry-oriented teaching strategies;
questioning and discussion methods; literacy;
the integration of technology and media;
classroom-based and standardized assessments;
instruction of special-needs populations; topics
in multicultural, nonracist, and nonsexist
education; and legislation regarding the rights
of students and teachers. As part of the seminar,

Educational Studies
students take a series of special methods
workshops in their content area.
1 credit.
Spring 2009. Staff.
EDUC 021. Educational Psychology
(Cross-listed as PSYC 021)
This course focuses on issues in learning and
development that 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 participate in a
laboratory section that involves consideration
of learning and motivation in an alternative
public school classroom and provides an
introduction to research methods.
Prerequisite: EDUC 014 or permission of the
instructor.
Writing course.
1 credit.
Fall 2008. Renninger.
EDUC 023. Adolescence
(Cross-listed as PSYC 023)
In this course, students examine adolescent
development from psychological, sociological,
and life-span perspectives, reading both
traditional theory and challenges to that theory
that consider issues of race, class, gender,
ethnicity, and sexual orientation. During the
first part of the term, students explore various
aspects of individual development (e.g.,
cognitive, affective, physiological, etc.). The
second part of the semester focuses on the
adolescent’s experience in a range o f social
contexts (e.g., family, peer group, school, etc.).
Prerequisite: EDUC 014 or permission of the
instructor.
1 credit.
Spring 2009. Smulyan.
EDUC 025. Counseling: Principles and
Practice
In this course, students critically examine
counseling theories and techniques used within
the context of school and community-based
counseling agencies. Students will develop and
practice counseling skills through case studies,
role plays, and other modeling exercises.
1 credit.
Not offered 2008-2009.
EDUC 026. Special Education: Issues
and Practice
This course is designed to provide students with
a critical overview of special education,
including its history, the classification and
description of exceptionalities, and its legal
regulation. Major issues related to
identification, assessment, educational and

therapeutic interventions, psychosocial aspects,
and inclusion are examined. Field placement is
required.
1 credit.
Spring 2009. Staff.
EDUC 041. Educational Policy
This course explores issues in the design,
implementation, and evaluation of educational
policy at the federal, state, and local levels in
light o f the ongoing historical and cultural
debates over educational policy. It will examine
a range o f current policy topics, including
school finance, issues o f adequacy and equity,
the standards movement, systemic reform,
testing and accountability, varieties of school
choice, early childhood education, immigrant
and bilingual education, and special education
from the perspectives of several social science
disciplines and political perspectives. Fieldwork
in a policy-related educational organization is
required.
Prerequisites: EDUC 014.
Not offered 2008-2009.
EDUC 042. Teaching Diverse Young
Learners
This course explores the ways children learn in
classrooms and construct meaning in their
personal, community, and academic lives. The
course is framed by theories of learning as
transmissionist, constructivist, and
participatory. Students will draw on
ethnographies, research, their own learning
histories, classroom observations, and
positioning as novice learners to create optimal
learning environments for diverse learners
including but not limited to English-language
learners, socioeconomically disadvantaged
populations, culturally non-mainstream
students, students with learning differences and
disabilities, and students with socioemotional
classifications. Fieldwork is required. Required
for elementary certification.
Writing course.
1 credit.
Fall 2008. Anderson.
EDUC 045. Literacies and Social
Identities
This course explores the intersections of
literacies; social identities and subjectivities
(including but not limited to gender, race, class,
religion, ethnicity, sexual orientation); and
communities of practice. The course will be
framed by theories of literacy as functional,
academic, sacred, personal, instrumental,
sociocultural, and political. Drawing on
readings (educational, anthropological,
historical, sociological, linguistic, fictional, and
popular) and “scenes of literacy” from everyday
practice, students will engage with
theories/tools from diverse fields of reader

Educational Studies
response theory, critical discourse analysis, and
literacy pedagogy. Typical fieldwork will
include a Learning for Life staff partnership,
tutoring, or community service in a literacy
program.
Writing course.
1credit.
Not offered 2008-2009.
EDUC 053. Language Minority Education
(Cross-listed as LING 053)
This course examines the multifaceted issues
facing English learners in US schools. Course
topics include theories of second language
acquisition and bilingualism, the history of
bilingual education in the United States,
educational language policies and the impact of
the English-only movement, and practical
approaches to teaching linguistic minority
students. Course readings draw from relevant
literature in sociolinguistics, language policy,
language acquisition, educational anthropology,
and language pedagogy. Through fieldwork and
small group projects, students have the
opportunity to explore issues particular to a
language minority population of their choice.
1credit.
Fall 2008. Allard.
EDUC 054. Oral and Written Language
(See LING 054)
Prerequisite: LING 001,040,045, or 050.
1credit.
Spring 2009. Napoli.
EDUC 061. Gender and Education
This course uses historical, psychological, and
social frameworks to explore the role of gender
in the education process. It examines how
gender influences the experiences of teaching
and learning and how schools both contribute to
and challenge social constructions of gender.
Prerequisite: EDUC 014 or permission of the
instructor.
Writing course.
1credit.
Not offered 2008-2009.
EDUC 062. Sociology of Education
(Cross-listed as SOAN 062B)
This course explores the countless connections
between schooling and society. The course will
look at educational policy and practice,
applying prominent sociological perspectives to
a broad array of educational and social
problems. The course will examine schools as
socializing institutions, the ways in which
schooling influences social stratification, social
mobility, and adult socioeconomic success.
Topics will include unequal access to
education, what makes schools effective,

dropping out and persisting in school at various
levels, ability grouping and tracking, and school
restructuring. Fieldwork is required.
Prerequisite: EDUC 014 or permission o f the
instructor.
1 credit.
Not offered 2008-2009.
EDUC 064. Comparative Education
This course examines key issues and themes in
education as they play out in schools and
nations around the world. We will explore the
roles of local, national, and international actors
and organizations in the construction of
educational goals and practice, using case
studies and country studies to look for the
interplay between local context and globalized
movements in education. Topics will include
immigration and schooling, equity, literacy,
curriculum goals and constructs, teachers and
teaching, and education in areas of conflict.
Prerequisite: EDUC 014.
1 credit.
Not offered 2008-2009.
EDUC 065. Environmental Education
This course will explore the developments in
environmental education, earth education, and
watershed programs from practical, curricular,
and philosophical perspectives. We will assess
the possibility o f making environmental
education a central part of the curriculum.
Students will survey current programs,
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 2008-2009.
EDUC 068. Urban Education
(Cross-listed as SOAN 020B)
This course examines issues of practice and
policy, including financing, integration,
compensatory education, curricular innovation,
parent involvement, bilingual education, highstakes testing, comprehensive school reform,
governance, and multiculturalism. The special
challenges faced by urban schools in meeting
the needs of individuals and groups in a
pluralistic society will be examined using the
approaches of education, psychology,
sociology, anthropology, political science, and
economics. Current issues will also be viewed
in historical perspective.
1 credit.
Spring 2009. Jones-Walker.

Educational Studies
EDUC 069. Savage Inaccuracies: The
Facts and Economics of Education in
America
(See ECON 005)
EDUC 014 is required to receive Educational
Studies Department credit for this course.
1 credit.
Fall 2008. Kuperberg.
EDUC 071. Special Projects (Issues in
Music and Dance Education)
(See DANC 091 and MUSI 091)
0.5 credit (CR/NCR).
Not offered 2008-2009.
EDUC 091A. Special Topics
With permission of the instructor, qualified
students may choose to pursue a topic of special
interest in education through a field project
involving classroom or school practice.
Available as a credit/no credit course only.
0.5 or 1 credit.
Each semester. Staff.
EDUC 091B. Special Topics
With permission of the instructor, students may
choose to pursue a topic of special interest by
designing an independent reading or project that
usually requires a comprehensive literature
review, laboratory work, and/or field-based
research.
0.5 or 1 credit.
Each semester. Staff.
EDUC 091C. Special Topics (Music
Education)
(See MUSI 091C)
Available as a credit/no credit course only.
0.5 credit.
Each semester. Whitman.
EDUC 096-097. Thesis
1 or 2 credits, normally in conjunction with a
special major.
Each semester. Staff.

Seminars
EDUC 121. Psychology and Practice
This seminar focuses on (1) general
developmental principles revealed in and
applicable to contexts of practice as well as (2)
practical applications of research and theory in
developmental psychology. Seminar foci
include: (1) use of the literatures in
developmental, educational, and social
psychology and learning and cognitive science
to identify key indicators for assessing changed
understanding and motivation; (2) preparation
of literature reviews on a topic of each student’s
choice; and (3) collaborative work on an
evaluation research project addressing a “live”

issue or problem identified by a local teacher,
school, or community organization.
Prerequisites: EDUC 014 and 021.
Writing course.
2 credits (or 1 credit with permission of the
instructor).
Not offered 2008-2009.
EDUC 131. Social and Cultural
Perspectives on Education
In this seminar, students examine schools as
institutions that both reflect and challenge
existing social and cultural patterns of thought,
behavior, and knowledge production. Seminar
participants study and use qualitative methods
o f research and examine topics including the
aims of schooling, parent/school/community
interaction, schooling and identity development,
and classroom and school restructuring.
Prerequisites: EDUC 014 and an additional
course in the 060s.
Writing course.
2 credits.
Fall 2008. Smulyan.
EDUC 141. Educational Policy
This seminar will explore issues in the design,
implementation, and evaluation of educational
policy at the federal, state, and local levels in
light of the ongoing historical and cultural
debates over educational policy. The seminar
will examine a range of current policy topics,
including school finance, issues of adequacy
and equity, the standards movement, testing and
accountability, varieties of school choice,
immigrant and bilingual education, and special
education from the perspectives of several
social science disciplines and political
perspectives. Fieldwork in a policy-related
educational organization is required.
Prerequisites: EDUC 014 and an additional
course in the 060s; EDUC 068 is strongly
recommended.
Writing course.
2 credits.
Not offered 2008-2009.
EDUC 151. Literacy/Numeracy Policy
and Practice
This seminar will explore issues in the design,
implementation, evaluation of literacy and/or
numeracy programs in schools. Policies
emanating from local, state, and federal levels
will be examined in terms o f outcomes and
impact on local populations. Fieldwork
possibilities include program evaluation,
investigation of a local problem or issue,
development of an approach to address a
problem, or a collaborative research project.
Members of the seminar may work together or
individually through directed readings and

Educational Studies
literature reviews and relevant fieldwork and/or
research.
Prerequisites: EDUC 014 and an additional
course in the 040-060s. Either EDUC 042 or
045 is highly recommended.
Writing course.
2 credits.
Spring 2009. Anderson.
EDUC 180. Honors Thesis
A 2-credit thesis is required for students
completing special honors majors including
education. The thesis may be counted for 2
credits in education or for 1 credit in education
and 1 credit in the other discipline in the
student’s Honors Program.
2 credits.
Each semester. Staff.

Engineering
ERIK CHEEVER, Professor
ERICH CARR EVERBACH, Professor23
NELSON A. MACKEN, Professor
ARTHUR E. McGARITY, Professor
LYNNE ANN MOLTER, Professor and Chair
FREDERICK L. ORTHLIEB, Professor
FARUQ M.A. SIDDIQUI, Professor2
TALI MORESHET, Assistant Professor
HOLLY CASTLEMAN, Administrative Assistant
EDMOND JAOUDI, Electronics, Instrumentation, and Computer Specialist
GRANT SMITH, Mechanician
2 Absent on leave, spring 2009.
3 Absent on leave, 2008-2009.

The professional practice of engineering
requires creativity and confidence in applying
scientific knowledge and mathematical methods
to solve technical problems of ever-growing
complexity. The pervasiveness o f advanced
technology within our economic and social
infrastructures demands that engineers more
fully recognize and take into account the
potential economic and social consequences
that may occur when significant and
analytically well-defined technical issues are
resolved. A responsibly educated engineer must
not only be in confident command of current
analytic and design techniques but also have a
thorough understanding of social and economic
influences and an abiding appreciation for
cultural and humanistic traditions. Our program
supports these needs by offering each
engineering student the opportunity to acquire a
broad yet individualized technical and liberal
education.

Requirements and
Recommendations
Mission
As stated in the introduction of this catalog,
Swarthmore seeks to help its students realize
their fullest intellectual and personal potential,
combined with a deep sense of ethical and
social concern.
Within this context the Engineering Department
seeks to graduate students with a broad,
rigorous education, emphasizing strong analysis
and synthesis skills. Our graduates will be well
rounded and understand the broader impacts of
engineering. They will have the skills to adapt
to new technical challenges, communicate
effectively, and collaborate well with others.
The Engineering Department and its students
provide to the College community a unique
perspective that integrates technical and
nontechnical factors in the design of solutions
to multifaceted problems.

Objectives
Graduates with the bachelor o f science degree
in engineering are prepared to:
• Be flexible and resourceful, learn and apply
new knowledge, and adapt successfully to
novel circumstances and challenges.
• Communicate and work effectively with
people with a broad variety o f backgrounds
at both a technical and nontechnical level.
• Apply engineering principles and
methodology to the design and analysis of
systems and to the solution of a wide variety
of problems.
• Consider scientific, technologic, ethical,
societal, economic, political and/or
environmental issues in a local or global
context.
Our departmental major program is accredited
by the Engineering Accreditation Commission
o f ABET, 111 Marketplace, Suite 1050,
Baltimore, MD 21202-4012, telephone: (410)
347-7700.
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. Within their 4year course of study, about half of our majors
pursue either a minor or a double major, often
leading to two degrees: the bachelor of science
in engineering and a bachelor of arts in a
second academic discipline.
The department’s physical facilities include
laboratories for general instruction and
individual student projects in electronics,
electromagnetism, optics, systems dynamics
and control, communications, engineering
materials, solid and structural mechanics, fluid
mechanics, thermal energy conversion,
acoustics, nonlinear dynamics, and
environmental water and air pollution control.
The laboratories contain a wide variety of
modem measurement equipment configured for
computer-assisted data acquisition and process
control. The department’s facilities also include
a workstation laboratory with high-performance

Engineering
color graphics and industry-standard
engineering design, analysis, and graphics
software. Electronics, metal, and woodworking
shops that support our courses and laboratories
are also available for student use.

Statistics Department either placement or credit
for: Elementary Single Variable Calculus
(MATH 015); Further Topics in Single Variable
Calculus or Advanced Topics in Single
Variable Calculus (MATH 025 [025S] or
MATH 026); Several-Variable Calculus
Courses Readily Available to Students
(MATH 033,034, or 035); and Differential
Not Majoring or Minoring in Engineering
Equations (MATH 043 or 044). We recommend
High-Performance Composites (001), Exploring that all students take Linear Algebra (MATH
Acoustics (002), Problems in Technology
027 or 028), particularly those with placement,
(003), and Art and Science of Structures (007),
but not credit, for one or more math courses.
and How Do Computers Work? (008) are
Students are normally required to complete 4
designed for students contemplating only an
credits in mathematics. The exception to this
introduction to engineering. Mechanics (006) is
requirement is a student with fewer than 4
primarily for prospective majors, but other
credits who has received credit for Linear
interested students, particularly those preparing
Algebra (MATH 027 or 028), Several-Variable
for careers in architecture or biomechanics, are
Calculus (MATH 033,034, or 035) and
encouraged to enroll. Introduction to
Differential Equations (MATH 043 or 044).
Environmental Protection (004A), Operations
Such a student may take a fifth science course
Research (057), Solar Energy Systems (035),
in lieu of the fourth math credit.
Water Quality and Pollution Control (063),
Science requirement. To fulfill the science
Swarthmore and the Biosphere (004B),
requirement for the engineering major, students
Environmental Systems (066), and
must receive credit for four science courses, and
Environmental Policy and Politics (004C)
each one must be a natural sciences and
appeal to many students majoring in other
engineering practician. These courses should
departments, particularly those pursuing an
complement the student’s overall program of
environmental studies minor. Students
study and must include (a) 1 credit in
interested in computers, including computer
biochemistry, biology, or chemistry; and (b)
science majors or minors, may wish to consider
placement or credit for 1 year of physics (PHYS
Fundamentals of Digital Systems (015),
0037PHYS 004, PHYS 007/PHYS 008, or the
Principles of Computer Architecture (025),
equivalent). To count toward the engineering
Computer Graphics (026), Computer Vision
major, the unspecified science credit(s) can
(027), and Mobile Robotics (028). Students
come from astronomy, biology, (bio) chemistry,
majoring in the physical sciences or
computer science, or physics, and must be
mathematics may enroll routinely in advanced
acceptable for credit toward a minimal major in
engineering courses. Department faculty
the offering department. A student may include
members also support minors in computer
PHYS 005, ASTR 005 or CPSC 021 as part of
science and environmental studies and a special
the science requirement only if that course is
major with the Linguistics Program.
taken in the first year.
Note that Engineering Methodology, HighEngineering requirement. Students majoring in
Performance Composites, Exploring Acoustics,
engineering are required to take seven
Problems in Technology, Art and Science of
engineering core courses; Mechanics (ENGR
Structures, Introduction to Environmental
006), Electric Circuit Analysis (ENGR Oil),
Protection, Swarthmore and the Biosphere, and
Linear Physical Systems Analysis (ENGR 012),
Environmental Policy and Politics are not
Experimentation for Engineering Design
admissible as technical electives within an
(ENGR 014), Fundamentals of Digital Systems
engineering major or minor but may be taken as
(ENGR 015), Thermofluid Mechanics (ENGR
free electives subject to the 20-course rule.
041) and Engineering Design (ENGR 090).
Course Major
Mechanics is usually taken in the spring of the
first year. Electric Circuit Analysis is usually
Engineering majors must complete
taken in the fall of the sophomore year. Linear
requirements from two categories: (1) 12
engineering credits and (2) 8 credits in math
Physical Systems Analysis and Experimentation
for Engineering Design are usually taken in the
and science, normally 4 in math and 4 in
spring of the sophomore year. Fundamentals of
science. No courses taken at Swarthmore and
Digital Systems can be taken in the fall of the
intended to satisfy these departmental
sophomore, junior or senior year. Thermofluid
requirements, except those taken fall semester
Mechanics can be taken in the fall of the junior
mthe first year, may be taken credit/no credit.
or senior year. Engineering Design (ENGR
The requirements are detailed below, with math
090) is the culminating experience for
and science discussed separately.
engineering majors and must be taken by all
% j| requirement. To fulfill the math
majors in spring o f senior year. Submission and
requirement for the engineering major, students
oral presentation of the final project report in
must receive from the Mathematics and
Engineering Design constitutes the

Engineering
comprehensive examination for engineering
majors.
Elective Program fo r course majors. Each
student devises a program o f advanced work in
the department in consultation with his or her
adviser. These programs normally include five
electives. The choice of electives is submitted
for departmental approval as part of the formal
application for a major in engineering during
the spring semester of the sophomore year.
A student’s elective program may or may not
conform to some traditional or conventional
area of engineering specialization (e.g.,
computer, electrical, mechanical, or civil).
Therefore, the department requires each plan of
advanced work to have a coherent, welljustified program that meets the student’s stated
educational objectives.
Students who take both ENGR 022 and ENGR
023 may only count one toward their required
electives.
The courses available for traditional elective
programs include the following:
1. Electrical engineering group. Electronic
Circuit Applications, Physical Electronics,
Electromagnetism, Communication Systems,
Digital Signal Processing, VLSI Design, and
Control Theory and Design. Students having an
interest in digital systems might replace one or
more of these courses with Principles of
Computer Architecture or Computer Graphics.
2. Computer engineering group. Principles of
Computer Architecture, VLSI Design,
Computer Graphics, Computer Vision, Mobile
Robotics, Operating Systems, and Principles of
Compiler Design and Construction. Students
with an interest in computer hardware may
include Electronic Circuit Applications,
Physical Electronics, Digital Signal Processing,
or Control Theory and Design.
3. Mechanical engineering group. Mechanics
of Solids, Engineering Materials, Fluid
Mechanics, Heat Transfer, Thermal Energy
Conversion, Solar Energy Systems, or Control
Theory and Design.
4. Civil and environmental engineering group.
Basic preparation includes Mechanics of Solids,
Structural Theory and Design I, Soil and Rock
Mechanics, and Water Quality and Pollution
Control. Additional courses include Operations
Research and Environmental Systems for those
interested in the environment or urban planning,
or Structural Theory and Design II for those
interested in architecture or construction. Other
recommended courses include Solar Energy
Systems, Fluid Mechanics, and Engineering
Materials.
Course Minor
Academic advising. Students interested in
pursuing a minor must find a faculty member
within the Engineering Department to advise

them. If possible, this faculty member should
have interests that overlap the area of the minor.
Students who encounter difficulties in
identifying an adviser should seek the
assistance o f the chair of the Engineering
Department. Students who plan to minor in
engineering should regularly consult their
engineering advisers. The sophomore papers of
engineering minors should indicate the plan to
minor and the courses chosen to fulfill the
minor.
Requirements. A minimum of 5 credits in
engineering is required, o f which at least 2 but
not more than 3 must be core courses (ENGR
006,011,012,014,015, or 041 but not ENGR
090). The remainder will be selected from
elective course offerings within the department.
Only those electives that count toward an
engineering major can be counted toward a
minor.

• Supporting work in mathematics, physics,
chemistry, and computer science is necessary
only when designated as a prerequisite to an
individual engineering course.
• No directed readings may be used as one of
the 5 credits for the minor.
• A maximum of 1 transfer credit that is pre­
approved by the Engineering Department will
be accepted as partial fulfillment of the minor
requirements. Transfer credits will not count
for one of the two courses used to fulfill the
core course requirement o f the minor.
Students should be aware that most lecture
courses at other institutions carry only 0.75
Swarthmore credits, unless they include a full
lab sequence. Students who want to use
foreign study or domestic exchange work in
partial fulfillment of the requirements for the
minor should consult their academic advisers
and the chair of the Engineering Department
as early as possible to ensure that all
requirements are met.
• No culminating experience will be required.
Only students pursuing the major in
engineering may enroll in ENGR 090.
Areas o f study. Although packaged selections of
courses will be suggested as options for those
interested in an engineering minor, students
may tailor their programs to meet individual
needs and interests in consultation with their
advisers.
Honors Major or Minor
Students with a B+ average among courses in
the Division of Natural Sciences and
Engineering may apply for an honors major in
engineering. This B+ average must be
maintained through the end of the junior year to
remain in the Honors Program. A listing of
preparations supported by existing engineering
courses is appended. Credits from approved
attachments or special topics courses may

Engineering
substitute for not more than 1 credit within any
preparation.
Honors Major
Honore majors must complete the same
requirements as course majors in engineering.
In addition:
• The honors major in engineering is a fourexamination program that includes three
preparations in engineering (the major) and
one minor preparation. Each area comprises 2
credits of work. The preparations may
include ENGR 090 and/or one other core
course.
• The minor preparation must comprise at least
2 credits of work approved by any
department or program outside engineering.
• Each major candidate must accumulate 12
credits in engineering, including ENGR 090,
and the same number of science and math
credits as required of course majors.
• If one of the major preparations includes
ENGR 090, it must be paired with an
appropriately related upper-level engineering
elective or a 1-credit honors thesis to be
completed in the fall semester of senior year.
Honors thesis credit may not substitute for
any of the 12 engineering credits required for
the bachelor of science. Candidates who
choose an honors thesis will complete at least
13 credits in engineering and 33 from across
the College. The two additional major
preparations must each comprise two related,
upper-level engineering electives. A précis of
not more than 12 pages (including tables and
figures) of each candidate’s ENGR 090
project must be submitted by the end of the
10th week of the spring semester for mailing
to the relevant honors examiner. The final
ENGR 090 report will not be mailed to any
examiner but may be brought to the oral
examinations.
• Senior honors study by engineering majors is
not required.
Honors Minor
• Senior honors study is required for all
engineering honors minors, except those who
are also engineering course majors. For those
not majoring in engineering, the senior
honors study is the culminating experience.
Course majors will not take senior honors
study because ENGR 090 serves as the
culminating experience.
• Every engineering honors minor preparation
must include two related upper-level
engineering electives for which all
prerequisites must be satisfied. If the student
is not also an engineering course major, then
senior honors study is also required. Credits
from official attachments or special topics
courses in engineering may substitute for not

more than one of the two upper-level courses
within an engineering minor preparation.
• Prerequisites to upper-level engineering
electives may be waived by the department,
depending on the student’s documentation of
equivalent work in another department at the
time of application.
• Formats of examination will follow those
appropriate for the engineering major.
Prospective engineering majors and minors
receive more specific information about course
and honors programs from the department each
December. Additional information is also
available on the Engineering Department Web
site.
Poland Foreign Study Program
A program o f study is available at the Technical
University of Krakow, Poland, for students who
desire an engineering foreign study experience
in a non-English-speaking country. Normally in
the spring of the junior year, students take
courses taught in English consisting of two
engineering electives and the survey course
Environmental Science and Policy in Central
and Eastern Europe plus an intensive
orientation course on Polish language and
culture provided by the Jagiellonian University.
Coordinator: McGarity.
C ou rses

ENGR 001. High-Performance
Composites
Students are introduced to the structure,
properties, and performance of composite
materials in sports, automotive, energy, and
aeronautic applications. Simple models of
material behavior are developed and used to
examine products like ski poles, tennis racquets,
radial tires, human-powered aircraft and
superconductor wire. Weekly labs include
making, examining and/or testing polymer and
ceramic and metal matrix composites, with a
project o f the student’s choice. Primarily for
students not contemplating an engineering
major.
Prerequisite: high school physics.
Natural sciences and engineering practicum.
1 credit.
Not offered 2008-2009.
ENGR 002. Exploring Acoustics
(Cross-listed as LING 002)
This course exposes students to basic scientific
and engineering principles through an
exploration of the acoustics of musical
instruments, the human voice, structures, and
the environment. Hands-on analysis is
emphasized, with a minimum use of
mathematics. This course is for students not

Engineering
majoring in engineering and includes a
laboratory.
Writing course. 1 credit.
Not offered 2008-2009.
ENGR 003. Problems in Technology
For students not majoring in science or
engineering, this course will concentrate on the
automobile and its impact on society. Class
time will cover the principles of operation of
vehicles and student lead discussions on related
technical, political, social, and economic issues.
Possible laboratory topics include evaluating
alternative power systems (e.g., solar,
hydrogen, and electric); investigating
alternative fuels; and understanding existing
automotive components. Enrollment is limited.
Writing course.
Natural sciences and engineering practicum.
1 credit.
Not offered 2008-2009.

004: Environmental Courses for
Nonmajors
Courses numbered ENGR 004A—004Z serve all
students interested in environmental science,
technology, andpolicy. Indicated courses may
be used to satisfy the writing course and natural
sciences and engineering practicum
requirements. Some may also meet
requirementsfo r minors in environmental
studies or public policy and special majors in
environmental science or environmental policy
and technology. Similar courses are available
through the College's foreign study programs
in Poland and Ghana, West Africa. These
courses may not be used to satisfy requirements
fo r the major or minor in engineering.
ENGR 004A. Introduction to
Environmental Protection
This course covers fundamentals of analysis for
environmental problems in the areas of water
pollution, air pollution, solid and hazardous
wastes, water and energy supply, and resource
depletion, with an emphasis on technological
solutions. Topics include scientific concepts
necessary to understand local and global
pollution problems, pollution control and
renewable energy technologies, public policy
developments related to regulation of
pollutants, and methods of computer-based
systems analysis for developing economically
effective environmental protection policies.
This course counts toward distribution credit in
the Division of Natural Sciences and
Engineering and satisfies the environmental
science/technology component of the
environmental studies minor. Normally offered
in the spring semester.

1 credit.
Not offered 2008-2009.
ENGR 004B. Swarthmore and the
Biosphere
An interdisciplinary seminar-style investigation
o f the role o f 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. Student project groups
explore the selected topic from various
perspectives, and the class proposes and
attempts to implement solutions. Faculty from
various departments provide background
lectures, lead discussions of approaches
outlined in the literature, and coordinate project
groups. This course is cross-listed in the
instructors’ departments and does not count
toward distribution requirements.
1 credit.
Not offered 2008-2009.
ENGR 004E. Introduction to Sustainable
Systems Analysis
This course covers definitions of sustainability
and sustainable development. Topics include
quantitative indicators for evaluating
sustainable policy, projects, technology,
products, and education; interactions between
ecology, society, and economy; alternatives to
economic valuation, including energy and
energy analysis; dematerialization and
recycling; life-cycle analysis; sustainable
industrial production; waste minimization;
clean technologies; sustainable habitation and
communities; and sustainable international,
national, and local policies. Includes a
laboratory, computer-based simulation
exercises, field trips, and international Internet
discussion groups. This course counts toward
distribution credit in the Division of Natural
Sciences and Engineering and satisfies the
environmental science/technology component
of the environmental studies minor.
Natural sciences and engineering practicum.
1 credit.
Offered when demand and staffing permit.
ENGR 005. Engineering Methodology
A 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. Although ENGR 005 is not
required of prospective engineering majors, it is
strongly recommended. This course is not to be
used to fulfill the requirements for the

Engineering
engineering major or minor. Offered in the fall
semester.
0.5 credit.
Fall 2008. Cheever.
ENGR 006. Mechanics
This course covers fundamental areas of statics
and dynamics. Elementary concepts of
deformable bodies are explored, including
stress-strain relations, flexure, torsion, and
internal pressure. Laboratory work includes a
MATLAB workshop, experiments on
deformable bodies, and a truss-bridge team
design competition. Offered in the spring
semester.
Prerequisite: PHYS 003 or the equivalent.
1 credit.
Spring 2009. Orthlieb.
ENGR 007. Art and Science of
Structures
This introduction to the basic principles of
structural analysis and design includes an
emphasis on the historical development of
modem structural engineering. It is suitable for
students planning to study architecture or
architectural history, or who have an interest in
structures. This course includes a laboratory
and is designed for students not majoring in
engineering.
1 credit
Offered in the fall semester when demand and
staffing permit.
ENGR 008. How Do Computers Work?
This course combines technical basics of digital
systems and computer organization with a less
technical overview of a range of topics related
to computers. Class time will include a
combination of lectures, student presentations
and discussions, and hands-on design. Some of
the topics covered include clusters and
networks such as the Internet, file sharing
programs such as iTunes and YouTube, and the
history and future of computers. For students
not majoring in engineering, no prerequisites.
1 credit.
Not offered 2008-2009.
ENGR 011. Electrical Circuit Analysis
The analysis of electrical circuits is introduced,
including resistors, capacitors, inductors, opamps, and diodes. The student will learn to
develop equations describing electrical
networks. Techniques are taught to solve
differential equations resulting from linear
circuits. Solutions will be formulated both in
the time domain and in the frequency domain.
There is a brief introduction to digital circuits
and a laboratory. Offered in the fall semester.

Prerequisites: MATH 025/026 and PHYS 004
or their equivalents or permission o f the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Molter, Cheever.
ENGR 012. Linear Physical Systems
Analysis
Engineering phenomena that may be
represented by linear, lumped-parameter
models are studied. This course builds on the
mathematical techniques learned in ENGR 011
and applies them to a broad range of linear
systems, including those in the mechanical,
thermal, fluid, and electromechanical domains.
Techniques used include Laplace Transforms,
Fourier analysis, and Eigenvalue/Eigenvector
methods. Both transfer function and state-space
representations of systems are studied. The
course includes a brief introduction to discrete
time systems and includes a laboratory. Offered
in the spring semester.
Prerequisite: ENGR 011 or the equivalent or
permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Cheever, Molter.
ENGR 014. Experimentation for
Engineering Design
Students are introduced to measurement
systems, instruments, probability, statistical
analysis, measurement errors, and their use in
experimental design, planning, execution, data
reduction, and analysis. Techniques of
hypothesis testing, confidence intervals, and
single and multivariable linear and nonlinear
regression are covered. This course includes a
laboratory and is offered in the spring semester.
Prerequisite: ENGR Oil.
Natural sciences and engineering practicum.
Writing course. 1 credit.
Spring 2009. McGarity, Macken.
ENGR 015. Fundamentals of Digital
Systems
(Cross-listed as CPSC 024)
The course will introduce students to digital
system theory and design techniques, including
Boolean algebra, binary arithmetic, digital
representation of data, gates, and truth tables.
Digital systems include both combinational and
sequential logic—consisting of flip-flops, finite
state machines, memory, and timing issues.
Students will gain experience with several
levels of digital systems, from simple logic
circuits to a hardware description language and
interface programming in C. This course
includes a laboratory.

Engineering
Prerequisites: At least 1 credit in engineering or
computer science or permission o f the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Moreshet.
ENGR 022. Operating Systems
(See CPSC 045)
Lab work required.
Prerequisite: ENGR 015, CPSC 035, experience
in C or C++ (usually satisfied by completing
CPSC 025 or 033). CPSC 025 or CPSC 033
recommended.
1 credit.
Fall 2008. Newhall.
ENGR 023. Principles of Compiler
Design and Construction
(See CPSC 075)
Lab work required.
Prerequisite: ENGR 015, CPSC 035, experience
in C or C++ (usually satisfied by completing
CPSC 025 or 033). CPSC 025 or CPSC 033
recommended.
1 credit.
Spring 2009. Newhall.
ENGR 024. VLSI Design
This course is an introduction to the design,
analysis, and modeling o f digital integrated
circuits, with an emphasis on hands-on chip
design using CAD tools. The course will focus
on CMOS technology and will cover both fall
custom and synthesis VLSI design. A
laboratory is included.
Prerequisite: ENGR 015 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Moreshet.
ENGR 025. Principles of Computer
Architecture
(Cross-listed as CPSC 025)
This course covers the physical and logical
design of a computer. Topics include current
microprocessors, CPU design, RISC and CISC,
pipelining, superscalar processing, caching,
virtual memory, assembly and machine
language, and multiprocessors. Labs cover
performance analysis via simulation and
microprocessor design using CAD tools.
Prerequisites: One of ENGR 015, CPSC 035,
CPSC 033.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Moreshet.

ENGR 026. Computer Graphics
(Cross-listed as CPSC 040)
Computer graphics deals with the manipulation
and creation of digital imagery. We cover
drawing algorithms for two-dimensional (2-D)
graphics primitives, 2-D and three-dimensional
(3-D) matrix transformations, projective
geometry, 2-D and 3-D 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
implementation of a 3-D hierarchical modeling
system that incorporates realistic lighting
models and fast hidden surface removal.
Offered in the fall semester of alternate years.
Prerequisite: ENGR 015 or CPSC 035. MATH
016 is strongly recommended.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Staff.
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 classification
systems. Offered in the fall semester, twice
every 4 years.
Prerequisites: ENGR 015 or CPSC 035. MATH
016 is strongly recommended.
1 credit.
Not offered 2008-2009.
ENGR 028. Mobile Robotics
(Cross-listed as CPSC 082)
This course addresses the problems of
controlling and motivating robots to act
intelligently in dynamic, unpredictable
environments. Major topics will include
mechanical design, robot perception, kinematics
and inverse kinematics, navigation and control,
optimization and learning, and robot simulation
techniques. To demonstrate these concepts, we
will be looking at mobile robots, robot arms and
positioning devices, and virtual agents. Labs
will focus on programming robots to execute
tasks and to explore and interact with their
environment.
Prerequisites: ENGR 015 or CPSC 035. MATH
016 is strongly recommended.

Engineering
Natural sciences and engineering practicum.
1credit.
Not offered 2008-2009.
ENGR 035. Solar Energy Systems
Fundamental physical concepts and system
design techniques of solar energy systems are
covered. Topics include solar geometry,
components of solar radiation, analysis of
thermal and photovoltaic solar collectors,
energy storage, computer simulation of system
performance, computer-aided design
optimization, and economic feasibility
assessment. This course includes a laboratory.
Offered in the fall semester of alternate years.
Prerequisites: PHYS 004, MATH 015, or the
equivalent or the permission of the instructor.
Natural sciences and engineering practicum.
1credit.
Not offered 2008-2009.
ENGR 041. Thermofluid Mechanics
This course introduces macroscopic
thermodynamics: first and second laws,
properties of pure substances, and applications
using system and control volume formulation.
Also introduced is fluid mechanics:
development of conservation theorems,
hydrostatics, and the dynamics of one­
dimensional fluid motion with and without
friction. A laboratory is included. Offered in the
fell semester.
Prerequisites: ENGR 006 and ENGR 011 or the
equivalent.
Natural sciences and engineering practicum.
1credit.
Fall 2008. Macken, Orthlieb.
ENGR 057. Operations Research
(Cross-listed as ECON 032)
This course introduces students to mathematical
modeling and optimization to solve complex,
multivariable problems such as those relating to
efficient business and government operations,
environmental pollution control, urban
planning, and water, energy, and food
resources. Introduction to the AMPL computer
modeling language is included. A case study
project is required for students taking the course
as a Natural sciences and engineering practicum
(ENGR 057). The project is optional for
students taking the course as ECON 032.
Prerequisite: familiarity with matrix methods,
especially solution of simultaneous linear
equations, i.e., elementary linear algebra; but a
frill course in linear algebra is not required.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. McGarity.

ENGR 058. Control Theory and Design
This introduction to the control of engineering
systems includes analysis and design of linear
control systems using root locus, frequency
response, and state space techniques. It also
provides an introduction to digital control
techniques, including analysis of A/D and D/A
converters, digital controllers, and numerical
control algorithms. A laboratory is included.
Offered in the spring semester.
Prerequisite: ENGR 012 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. 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 are covered as well
as state of stress and strain, strength theories,
stability, deflections, photoelasticity, and elastic
and plastic theories. A laboratory is included.
Offered in the fall semester.
Prerequisite: ENGR 006 or the equivalent.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Siddiqui.
ENGR 060. Structural Theory and
Design I
This course covers fundamental principles of
structural mechanics, statically determinate
analysis of frames and trusses, approximate
analysis of indeterminate structures, virtual
work principles, and elements of design of steel
and concrete structural members. A laboratory
is included. Offered in the fall semester of
alternate years.
Grade of B or better in ENGR 006, ENGR 059
as a corequisite, or permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2008-2009.
ENGR 061. Geotechnical Engineering:
Theory and Design
Soil and rock mechanics are explored, including
soil and rock formation, soil mineralogy, soil
types, compaction, soil hydraulics,
consolidation, stresses in soil masses, slope
stability, and bearing capacity as well as their
application to engineering design problems. A
laboratory is included. Offered in the fall
semester of alternate years.
Grade of B or better in ENGR 006, ENGR 059
as a corequisite, or permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2008-2009.

Engineering
ENGR 062. Structural Theory and
Design II
This advanced structural analysis course covers
classical and matrix methods of analysis, digital
computer applications, and the design of steel
and concrete structures. A laboratory is
included. Normally offered in the spring
semester in alternate years.
Prerequisite: ENGR 060.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Siddiqui.
ENGR 063. Water Quality and Pollution
Control
Students will study elements of water quality
management and treatment of wastewaters
through laboratory and field measurements of
water quality indicators, analysis of wastewater
treatment processes, sewage treatment plant
design, computer modeling of the effects of
waste discharge, stormwater, and nonpoint
pollution on natural waters, and environmental
impact assessment. Offered in the fall semester
of alternate years.
Prerequisites: CHEM 010, MATH 025/026, or
the equivalent or consent of the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. McGarity.
ENGR 066. Environmental Systems
Students will explore mathematical modeling
and systems analysis of problems in the fields
of water resources, water quality, air pollution,
urban planning, and public health. Techniques
of optimization including linear and integer
programming are used as frameworks for
modeling such problems. Dynamic systems
simulation methods and a laboratory are
included. Offered in the spring semester of
alternate years.
Recommended: ENGR 057 or the equivalent, or
the consent of instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. McGarity.
ENGR 071. Digital Signal Processing
Students will be introduced to difference
equations and discrete-time transform theory,
the Z-transform and Fourier representation of
sequences, and fast Fourier transform
algorithms. Discrete-time transfer functions and
filter design techniques are also introduced.
This course introduces the architecture and
programming of digital signal processors. A
laboratory is included.
Prerequisite: ENGR 012 or permission o f the
instructor.

Natural sciences and engineering practicum.
1 credit.
Not offered 2008-2009.
ENGR 072. Electronic Circuit
Applications
This course is o f interest to a broad range of
students in the sciences. The student will leam
the fundamentals of electronic circuit design
starting with a brief survey of semiconductor
devices including diodes and bipolar and field
effect transistors. The course continues with opamp 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. This course includes a
laboratory. Offered in the fall semester.
Prerequisite: ENGR 012 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Cheever.
ENGR 073. Physical Electronics
Topics include the physical properties of
semiconductor materials and semiconductor
devices; the physics of electron/hole dynamics;
band and transport theory; and electrical,
mechanical, and optical properties of
semiconductor crystals. Devices examined
include diodes, transistors, FETs, LEDs, lasers,
and pin photo-detectors. Modeling and
fabrication processes are covered. A laboratory
is included. Offered in the spring semester of
alternate years.
Prerequisite: ENGR 011 or PHYS 008 or
permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2008-2009.
ENGR 075, 076. Electromagnetic Theory
I and II
The static and dynamic treatment of
engineering applications of Maxwell’s
equations will be explored. Topics include
macroscopic field treatment of interactions with
dielectric, conducting, and magnetic materials;
analysis of forces and energy storage as the
basis of circuit theory; electromagnetic waves
in free space and guidance within media; plaie
waves and modal propagation; and polarization,
reflection, refraction, diffraction, and
interference.
ENGR 076 will include advanced topics in
optics and microwaves, such as laser operation,
resonators, Gaussian beams, interferometry,
anisotropy, nonlinear optics, modulation and
detection. Laboratories for both courses will be
oriented toward optical applications using
lasers, fiber and integrated optical devices,

Engineering
modulators, nonlinear materials, and solid-state
detectors. ENGR 075 is offered in the fall
semester of alternate years.
Prerequisite: ENGR 012 or permission of the
instructor. ENGR 075 or a physics equivalent is
a prerequisite for ENGR 076.
Natural sciences and engineering practicum.
1credit.
!ENGR 075: Fall 2008. Molter.
ENGR 076: Offered when demand and staffing
permit.
ENGR 078. Communication Systems
Theory and design principles of analog and
digital communication systems are explored.
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 television and data
communications are covered. A laboratory is
included. Offered in the spring semester of
alternate years.
Prerequisite: ENGR 012 or permission o f the
instructor.
Natural sciences and engineering practicum.
1credit.
Spring 2009. Molter.
ENGR 081. Thermal Energy Conversion
This course covers the development and
application of the principles of thermal energy
analysis to energy conversion systems,
including cycles and solar energy systems. The
concepts of availability, ideal and real mixtures,
and chemical and nuclear reactions are
explored. A laboratory is included. Offered in
the spring semester of alternate years.
Prerequisite: ENGR 041.
Natural sciences and engineering practicum.
1credit
Not offered 2008-2009.
ENGR 082. Engineering Materials
Material structure, properties, and processing
are introduced with 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
quality assurance, and performance evaluation
in service are included through labs and a
semester project. Offered in the fall semester of
alternate years.
Prerequisite: ENGR 059 or permission o f the
instructor.

Natural sciences and engineering practicum.
1 credit.
Not offered 2008-2009.
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,
momentum, and energy are covered along with
applications to the study of inviscid and
viscous, incompressible, and compressible
fluids. A laboratory is included. Offered in the
spring semester of alternate years.
Prerequisite: ENGR 041.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Macken.
ENGR 084. Heat Transfer
Students are introduced to the physical
phenomena involved in heat transfer. Analytical
techniques are presented together with
empirical results to develop tools for solving
problems in heat transfer by conduction, forced
and free convection, and radiation. Numerical
techniques are discussed for the solution of
conduction problems. A laboratory is included.
Offered in the fall semester of alternate years.
Prerequisite: ENGR 041.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Macken.
ENGR 090. Engineering Design
Students work on a design project that is the
culminating exercise for all senior engineering
majors. Students investigate a problem of their
choice in an area of interest to them under the
guidance of a faculty member. A
comprehensive written report and an oral
presentation are required. Offered in the spring
semester. This class is available only to
engineering majors.
Writing course. 1 credit.
Spring 2008. Staff.
ENGR 091. Special Topics
Subject matter dependent on a group need or
individual interest. Normally restricted to
seniors.
1 credit.
Offered when demand and staffing permit.
ENGR 093. Directed Reading or Project
Qualified students may do special work with
theoretical, experimental, or design emphasis in
an area not covered by regular courses with the
permission of the department and a willing
faculty supervisor.

Engineering
1 credit.
Offered with only department approval and
faculty supervision.

Integrated Electronics
Electronic Circuit Applications
VLSI Design

ENGR 096. Honors Thesis
In addition to ENGR 090, an honors major may
undertake an honors thesis in the fall semester
of the senior year with approval o f the
department and a faculty adviser. A prospectus
of the thesis problem must be submitted and
approved not later than the end o f junior year.
1 credit.
Offered with only department approval and
faculty supervision.

Materials Engineering
Mechanics of Solids
Engineering Materials

ENGR 199. Senior Honors Study
Senior honors study is available only for
engineering minors and must include at least
0.5 credit as an attachment to one of the courses
in the engineering preparation. This course may
be taken only in the spring o f the senior year.
0.5 or 1 credit.
Offered when demand and staffing permit.

Preparation for Honors
Examinations
The department will arrange honors
examinations in the following areas to be
prepared for by the combinations of courses
indicated. Other preparations are possible by
mutual agreement.
Communications and Electromagnetic
Fields
Communication Systems
Electromagnetic Theory
Communications and Signal Processing
Communication Systems
Digital Signal Processing
Computer Architecture
Fundamentals of Digital Systems
Principles of Computer Architecture
Electromagnetic Theory
Electromagnetic Theory I
Electromagnetic Theory II
Electronics
Electronic Circuit Applications
Physical Electronics
Environmental Systems
Operations Research
Environmental Systems
Heat Transfer and Fluid Mechanics
Heat Transfer
Fluid Mechanics

Mobile Robotics and Machine Vision
Computer Vision
Mobile Robotics
Signals and Systems
Control Theory and Design
Digital Signal Processing
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 Soil
Structural Theory and Design I
Geotechnical Engineering: Theory and Design
Thermal Energy Conversion and Heat
Transfer
Thermal Energy Conversion
Heat Transfer
Visual Information Systems
Computer Graphics
Computer Vision
Water Quality and Fluid Mechanics
Water Quality and Pollution Control
Fluid Mechanics
Water Quality and Supply Systems
Water Quality and Pollution Control
Environmental Systems

English Literature
NATHALIE ANDERSON, Professor
ELIZABETH BOLTON, Professor
PETER J. SCHMIDT, Professor and Chair
PHILIP M. WEINSTEIN, Professor
CRAIG WILLIAMSON, Professor
KENDALL JOHNSON, Associate Professor3
NORA JOHNSON, Associate Professor
BAKIRATHIMANI, Associate Professor
PATRICIA WHITE, Associate Professor of Film and Media Studies
RACHEL BUURMA, Assistant Professor
ANTHONY FOY, Assistant Professor3
JILL GLADSTEIN, Assistant Professor and Director of Writing Associates Program123
BOB REHAK, Assistant Professor of Film and Media Studies
ABBE BLUM, Visiting Associate Professor5
BARBARA RIEBLING, Visiting Associate Professor (part time)6
MELINDA FINBERG, Visiting Assistant Professor (part time)
JACQUELINE EMERY, Visiting Instructor
GREGORY FROST, Visiting Instructor (part time)
DALE MEZZACAPPA, Visiting Instructor (part tim e)5
RACHEL PASTAN, Visiting Instructor (part time)6
CAROLYN ANDERSON, Administrative Coordinator
JOANNE HOWARD, Administrative Assistant (part time)
1Absent on leave, fall 2008.
2. Absent on leave, spring 2009.
3Absent on leave, 2008-2009.
sFall 2008.
‘ Spring 2009.

This department offers courses in English
literature, American literature, Native American
literature, African and Caribbean literatures,
Asian and Asian American literatures, gay and
lesbian literatures, drama, film, some foreign
literatures in translation, creative writing,
critical theory, and journalism. The
departmental curriculum includes the intensive
study of works of major writers, major periods
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.

Requirements and
Recommendations
First-Year Seminars and Core Courses
The Department of English Literature offers
two kinds of first-year seminars. There are firstyear seminars in composition and first-year
seminars in literature. ENGL 001F is a firstyear seminar in composition (academic
writing.) These count as Humanities W courses
but do not count towards a major or minor in
English literature. All first-year seminars (both
in composition and in literature) are limited to
12 students. First-year seminars in English
literature are numbered ENGL 008A-Z and

ENGL 009A-Z. These literature seminars are
designed to emphasize in-depth study of literary
texts from a variety of perspectives, with
careful attention to writing and maximum
opportunity for class discussion. All first-year
seminars in English count as humanities W
courses. Students may take only one first-year
seminar in literature from the English
Department, but they are welcome to take a
first-year seminar in composition and a firstyear seminar in English literature.
We also offer core courses (CC), which are
especially recommended for first- and secondyear students, though they are open to all. CCs
pay special attention to one or more of the
following: close reading, historical context,
secondary (i.e., theoretical or critical) readings,
or genre. They are distinguished by their
pedagogical emphasis rather than by course
topic per se. They are also distinguished from
our other upper-division offerings by the fact
that there are no prerequisites for these courses
other than a W course from any department on
campus. Students are welcome to take more
than one CC.
Requirements for Admission to the
English Major
A first-year seminar in literature from English,
followed by any other upper-level course except
070A-070K, or a W course in any department,
followed by two other English courses except
070A t070K.

English Literature
Prerequisites for Admission to an
Upper-Division Course (Nonmajors or
Prospective Majors)
Students with Advanced Placement (AP) scores
of 4 to 5 in English literature and/or English
language receive credit toward graduation. Only
the credit for English literature may count
toward the major or minor 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 a first-year seminar in
literature and one or two additional English
courses during the sophomore year. Students
need at least two literature courses from English
to apply for the major. A Core Course or
another mid-level English literature course is
especially recommended. English 070A-070K
courses will not suffice as the second course
when applying for a major. Majors and
prospective majors should consult a member of
the English Department for information about
courses in other departments complementary to
their work in English; work in foreign
languages is especially recommended. Students
who plan to do graduate work, to follow a
course of professional training, or to seek
teacher certification in English should see a
member 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. We offer English
certification through a program approved by the
state of Pennsylvania. For further information
about the relevant set o f requirements, contact
the Educational Studies Department or English
Department chairs or visit die Educational
Studies Department Web site at
www.swarthmore.edu/educationalstudies.xml.
Students who wish to study abroad should
consult with the department chair far enough in
advance of such study to effect proper planning
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
descriptions, syllabi, and schedules. Students
may sometimes undertake preparations for
examination in the Honors Program while
studying abroad but should consult carefully in
advance with the appropriate department
faculty. For further details concerning
department policies for study abroad, consult
the department statement filed with the Foreign
Studies Office.

Course Major
The major in course consists of a minimum of 9
units of credit in the department, including
English 099 and at least 3 units in literature
written before 1830 (such courses are marked
with a *) and 3 in literature written after 1830.
First-year seminars and creative writing and
journalism classes do not count as pre- or post1830 classes. Majors are encouraged but not
required to take one or more core courses.
Courses marked with a *** may be counted as
pre-1830 or post-1830 but not both. First-year
seminars may not be counted as part of the preor post—1830 requirement
Course Minor
The minor in course consists of a minimum of 5
units of literature credit in the department,
including at least 1 unit in literature written
before 1830 (such courses are marked with a *)
and one in literature written after 1830. Minors
are encouraged but not required to take core
courses. First-year seminars and creative
writing and journalism classes do not count as
pre- or post-1830 classes.
Honors Major
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 (constituting 6 units
o f 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. Students may also take courses in
Romanticism as a two-course honors
preparation. Honors majors, as part of their
overall work in the department, must meet the
general major requirement of 3 units of credit in
literature written before 1830 and 3 units of
credit in literature written after 1830. First-year
seminars and creative writing and journalism
classes do not count as pre- or post-1830
classes. 9 units of credit are required for the
English major. Honors majors are encouraged
but not required to take core courses. The
Honors Program requirements are described in
detail in the departmental handout.
Students who wish either to write a thesis or
pursue a creative writing project under faculty
supervision as part of the Honors Program must
submit proposals to the department; the number
o f these ventures the department can sponsor
each year is limited. Students who propose
creative writing projects will normally be
expected to have completed at least one writing
workshop as part of, or as a prelude to, the
project; the field presented for examination will
thus normally consist of a 1-credit workshop

English Literature
plus a 1-credit Directed Creative Writing
Project. For further information, including
deadlines for Directed Creative Writing
proposals, see rubric under ENGL 070K.
Honors Minor
Minors must do a single, 2-credit preparation in
the department, normally by means o f a seminar
(or under special circumstances, a creative
writing project). Minors are required to do a
total of at least 5 units of work in English
(including their honors preparation), with at
least one pre- and one post-1830 credit. Firstyear seminars and creative writing and
journalism classes do not count as pre- or post1830 classes. Honors minors are encouraged
but not required to take core courses.
Students interested in pursuing honors within a
faculty-approved interdisciplinary major,
program, or concentration that draws on
advanced English courses or seminars should
see the chair for early help in planning their
programs.
Double Major
Students may, with the department’s
permission, pursue a double major either as part
of the Course or Honors Program. Double
majors must fulfill all the major requirements in
both departments. For a double major in honors,
one of the majors is used as the honors major,
and the other is often used as the honors minor.
See the chair for further details.
Special Major
Designed by the student. If English is the
central department, you must fulfill most of the
regular requirements and have a minimum of 5
English Department credits as part of the
special major. At least one of the 5 credits must
be a pre-1830 course and one a post-1830
course. Students must consult with the various
departments or programs involved in the special
major and have all approve the plan o f study.
Only one integrative comprehensive exercise is
required. Students may now also do a special
honors major with four related preparations in
different departments.
Creative Writing Emphasis
Students who want to major in English with an
emphasis in creative writing—whether course
or honors majors—must complete 3 units of
creative writing in addition to the usual
departmental requirements of pre- and post1830 units. The creative-writing credits will
normally consist of either three workshops
(ENGL 070A-E or G) or two workshops and
ENGL 070K: Directed Creative-Writing
Projects. Students may count toward the
program no more than one workshop offered by
departments other than English Literature.
Admission into the program will depend on the
quality of the student’s written work and the

availability of faculty to supervise the work.
Students who are interested in the program are
urged to talk both with the department chair and
with one of the department faculty who
regularly teach the workshops. Creative writing
and journalism classes do not count as pre- or
post-1830 classes. The Emphasis is not
available to non-majors.

Curriculum
The English Department courses are grouped
together by historical period, genre, or course
level as follows:
001A, B, C, etc.:
Academic writing courses and
seminars that do not count toward
the major
008 and 009 A, B, C, etc.:
FYS (counted as W courses)
Advanced courses including core
010-096:
courses
Survey Courses in British
010,011:
Literature
Medieval
014-019:
Renaissance and 17th Century
020-029:
Restoration, 18th Century, and
030-039:
Romantic
Victorian to Modem
040-049:
American (including African
050-069:
American, Asian American, and
Native American)
070A, B, C, etc.:
Creative Writing and Journalism
Workshops
071 A, B, C, etc.:
Genre Studies
Comparative Literature/Literature
072-079:
in Translation
Critical Theory, Film, and Media
080-096:
Studies
Independent Study and
097-099:
Culminating Exercises
Honors Seminars, Theses, etc.
Over 100:
(open to juniors and seniors with
approval of the department chanonly)

001: Academic Writing Courses
These courses are writing-intensive courses
that count toward graduation credit but not
toward the English major. They may not be
substituted fo r a prerequisite course in English.
ENGL 001A. Insights Into Academic
Writing
This course is open to all students and offers
them an opportunity to develop their skills as
college writers. Through frequent practice, class
discussion, and in-class activities, students will
become familiar with all aspects o f the writing
process and will develop their ability to write
for an academic audience. A variety o f writing

English Literature
assignments, given throughout the course, will
offer students an opportunity to work with
different purposes and for different audiences.
Readings have been selected to serve as an
impetus for critical reading, writing, and
thinking. Students will also participate in
conferences with the instructor to discuss
writing related to the course as well as other
academic assignments.
After completing ENGL 001 A, students who
wish to continue to work on their academic
writing skills may take ENGL 001AA. This is a
0.5 credit (NC/CR) course in which each
individual student meets weekly with the
instructor of 001A to discuss independent
writing projects.
Meets the distribution requirements but does
not count toward the major.
Writing course.
1 credit.
Each semester. Emery.
ENGL 001B. English for Foreign
Students
Individual and group work on an advanced
level for students with non-English
backgrounds.
Does not meet distribution requirements or
count toward the major.
1 credit.
Each semester. Evans.
ENGL 001C. The Writing Process:
Pedagogy and Practice
(Cross-listed as EDUC 001C)
This course combines composition theory,
research, and practice together with class
discussions and assignments in order to educate
students in all aspects of the writing process.
Students learn how to work with different
writers and different forms of writing.The
course covers the structure of an academic
paper, starting with the overall argument and
working through to sentence construction and
word choice. Students also learn the
fundamentals of serving as a writing associate
(WA) by covering such topics as conference
dynamics and working with writers with diverse
learning styles.
This course is required and open only to those
selected as WAs. It is a credit/no credit course.
Meets distribution requirements but does not
count toward the major.
Writing course.
1 credit.
Fall 2008. Gladstein.
ENGL 001F. First-Year Seminar:
Introduction to Academic Writing
This class, limited to 12, introduces students to
the different genres of writing required at the

College. Through assignments and class
readings students learn what they might need to
transition from writing in high school to writing
at Swarthmore. The content for this course
overlaps with ENGL 001A; therefore, students
may take either ENGL 001A or ENGL 001F.
Meets distribution requirements but does not
count toward the major. Students may take
ENGL 00IF and an English Literature first-year
seminar (ENGL 008 A-Z and 009A-Z).
Writing course.
1 credit
Fall 2008. Emery.

008 and 009: First-Year
Seminars In English Literature
These courses are limited to 12 first-year
students only. No student may take more than
one. A ll count as Writing courses.
ENGL 009A. First-Year Seminar: Legal
Fictions in America
In 1776, Thomas Jefferson declared
independence by asserting the “self-evident”
truth that “all men are created equal.” This
course considers writers who found their
personhood denied by imperial or federal law.
We will examine how authors responded, using
words to challenge the truth and to fight for
legal, social, and economic recognition.
Authors include Franklin, Jefferson, Poe,
Apess, Douglass, Jacobs, Zitkala Sa, Sone,
Petty, Alexie, Tapahonso, Williams, Hughes,
and Wilson.
Writing course.
1 credit.
Not offered 2008-2009. K. Johnson.
ENGL 009D. First-Year Seminar: Nation
and Migration
Drawing on novels, short stories, film, and
poetry produced by immigrant writers from
South Asia, Africa, and the Caribbean, this
course explores the ways in which identity and
community is shaped in the modem world. How
does the migrant/diasporic writer rewrite the
English language to reflect questions of race
and power, nationhood and citizenship, and
histories of the past and present? Authors
include Salman Rushdie, Nadine Gordimer,
Hanif Kureishi, and Michael Ondaatje.
Writing course.
1 credit.
Spring 2009. Mani.
ENGL 009G. First-Year Seminar:
Comedy
This course covers a range o f comic dramas and
comic performances. It will introduce key
theories about comedy as a genre and comic

English Literature
performance as a cultural practice. We will also
work intensively on expository writing and
revision. Likely texts include films, plays by
Plautus, Shakespeare, Behn, Wilde, and
Churchill; and materials on minstrelsy, genre
theory, gender, and performance studies.
Writing course.
1 credit.
Spring 2009. N. Johnson.
ENGL 009H. First-Year Seminar:
Portraits of the Artist
We will study a variety of works portraying
artists in different cultures and contexts and
media.
Writing course.
1 credit.
Not offered 2008-2009. Schmidt.
ENGL 009J. First-Year Seminar: Battling
Against Voldemort
This seminar will examine how J. K. Rowling’s
Harry Potter series compares to the tellings of
the mythic hero’s quest by such authors as
Homer, J. R. R. Tolkien, and Phillip Pullman.
We wiU examine writers on myth and the
psyche, such as Carl Jung, and Joseph
Campbell, and other critical texts to try to
understand why we are driven to invent stories
about battling inhuman powers to learn what it
means to be human.
Writing course.
1 credit.
Fall 2008. Finberg.
ENGL 009K. First-Year Seminar: The
Philadelphia Story
This seminar considers representations of
Philadelphia in literature and film. The reading
will span three centuries, from William Penn’s
First Proprietors, to the bicentennial celebration
in the aftermath of the Vietnam War. As we
discuss novels, poems, movies, and legal
documents, we will reach to understand the
broader national history of revolution and
reconstitution that mark the city in our day.
Authors may include Benjamin Franklin, Edgar
Allan Poe, Fanny Kemble, William Still,
Harriet Jacobs, Theodore Dreiser, David
Goodis, Daniel Hoffinan, and John Edgar
Wideman.
Writing course.
1 credit.
Not offered 2008-2009. K. Johnson.
ENGL 009M. First-Year Seminar: Jane
Austen, Cultural Critic
Mingling stylistic precision with an uncanny
eye for social foibles, Austen’s novels offer a
useful entry point into the study of literature
and the ways literature reflects and refracts
social conditions. We’ll read Austen’s five

major novels along with the 18th-century
fiction, politics, and philosophy to which she
was responding; we’ll also consider recent
critical views on Austen and the ways films of
the 1990s through the present engaged Austen’s
style and social critique. At the same time,
students will engage the genre of the academic
essay by writing and revising several kinds of
literary essays; several close readings; analysis
of a novel’s use of source material or a film’s
use of an Austen novel; and a research paper
addressing one or more of the novels in a
broader historical or stylistic context.
Writing course.
1 credit.
Fall 2008. Bolton.
ENGL 009P. First-Year Seminar: Women
and Popular Culture: Fiction, Film, and
Television
This course looks at Hollywood “chick flicks”
and “women’s films” and television soap
operas, their sources in 19th- and 20th-century
popular fiction and melodrama, and the cultural
practices surrounding 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 o f popular
cultural pleasures? Texts may include Uncle
Tom’s Cabin, Gone With the Wind, Rebecca,
The Joy Luck Club, Bridget Jones’s Diary.
Weekly screenings.
Writing course.
1 credit.
Not offered 2008-2009. White.
ENGL 009Q. First-Year Seminar:
Subverting Verses
Once history, biography, fiction, philosophy,
and even science could be written in verse
without seeming peculiar or affected, but today
the line between poetry and prose is sharply
drawn. Or is it? This course will examine
unconventional forms and uses of poetry—from
Seneca’s Oedipus to Rita Dove’s Darker Face
o f the Earth, from Geoffrey Chaucer’s Tales to
Vikram Seth’s Golden Gate, from Bob
Perelman’s verse essays to Carolyn Forche’s
prose poems—to explore our assumptions about
the nature of genre.
Writing course.
1 credit.
Fall 2008. Anderson.
ENGL 009R. First-Year Seminar: Old
Texts/New Tellings
A study of four traditional literary texts, of
critical perspectives or “slants” on the texts, and
of modem reshapings of these old stories into
new forms. Pairings of old and new will include
Beowulfand Gardner’s Grendel, Shakespeare’s

English Literature
Hamlet and Stoppard’s Rosencrantz and
Guildenstem Are Dead, Conrad’s Heart o f
Darkness and Achebe’s Things Fall Apart
along with Coppola’s film Apocalypse Now,
and various versions of the Cinderella story.
There will be both critical and creative writing
assignments in the class.
Writing course.
1 credit.
Fall 2008. Williamson.
ENGL 009S. First-Year Seminar: Black
Liberty, Black Literature
Arising from the tomb of slavery, African
American literature has, from its origins,
concerned itself with the unfinished project of
freedom. Drawing upon prose, poetry and
personal narrative, this course will examine
freedom as a problem of form, content and
context that has structured the emergence of a
black literary tradition from the 19th century to
the present.
Writing course.
1 credit.
Not offered 2008-2009. Foy.
ENGL 009T. First-Year Seminar: The
Poetics of Power
This course explores ideas about the problems
power raises in texts ranging from ancient
Greece to the modem era and from the context
of those who are traditionally empowered and
those who learn power “from the bottom up.”
Through voices of those who feel power’s
effects and inequities most acutely, we will
consider such questions as: What is power?
Where does it originate? How does it differ
from “authority,” “right,” and “sovereignty”?
What are its effects on race, gender, and class?
On love and sex? As we tackle such questions,
we will be seeking both perennial and carefully
historicized answers to the problems power
raises, looking for “universals” while
differentiating between our contemporary
experiences and lives far removed from our
own in circumstance, distance, and time.
Among others, writers include Sophocles,
Shakespeare, Frederick Douglass, and Virginia
Woolf.
Writing course.
1 credit.
Spring 2009. Riebling.
ENGL 009W. First-Year Seminar:
Colonial/Postcolonial Encounters
This course will explore what occurs—on the
ground, in the mind, in the heart—during
encounters between Western colonizers and
those they colonize. Drawing on texts that
represent colonial experience and its later,
postcolonial fallout, the course will attend
equally to European empire and American

domination. Our authors give voice to a wide
range o f perspectives: white European (Conrad,
Forster), black African (Achebe, Emecheta),
white American (Faulkner), black American
(Morrison), and Native American (Erdrich). We
will also read theoretical texts that shed light on
the dynamics and reverberations o f these
encounters.
Writing course.
1 credit.
Fall 2008. Weinstein.
ENGL 009X. First-Year Seminar: Ways of
Seeing, Ways of Telling
This course examines the nature of stories we
consider worth telling and revising, or that we
ignore or partially absorb, to our peril. We’ll
look at cultural codes and public mythoi that
influence how we ‘see’ and locate ourselves in
the world, from love at first sight to cyborg
vision. We will consider as well what gets
embedded in that ‘we.’ A major goal of this
course is to have students become active
participants in the narratives that flood and
orchestrate experience - active without
relinquishing pleasure. Savvy critics, consumers
and storytellers might decode a Hollywood
tagline, recast narratives, or write lucid analyses
of classic and popular texts. They persist in
asking what has real meaning and lasting value
without prematurely shutting down the
discussion. Writings by Tolstoy, Erdrich,
Shakespeare, Dick, Orleans, Butler and others.
Includes one screenplay.
Writing course.
1 credit.
Fall 2008. Blum.
ENGL 009Y. First-Year Seminar:
Interrogating Gender: Centuries of
Dramatic Cross-Dressing
Do clothes make the man? Or the woman? Do
men make better women? Or women better
men? Is gender a costume we put on and take
off? Are we really all always in drag? Does
gender-bending lead to transcendence or chaos?
These questions and their ramifications for
liminalities of race, nationality and sexuality
will be our focus. Texts will range from
Euripides to Caryl Churchill, from As You Like
It to The Crying Game.
Writing course.
1 credit.
Spring 2009. Finberg.
ENGL 009Z. First-Year Seminar: Close
Reading and Its Discontents
We “close read” texts almost every day in the
English literature classroom; close reading
seems so natural that its protocols and practices
are sometimes said to structure the way we read
the world. But what does it really mean to get

English Literature
close to a text? What might we learn — about
literature and about ourselves — from looking
at the history of reading, close and otherwise?
We will try out the close reading methods of
critics like I.A. Richards, Erich Auerbach,
Jacques Derrida, and Eve Sedgwick, and come
up with some new reading methods of our own,
as we turn our attention to texts like
Shakespeare’s sonnets, Jane Austen’s
Northanger Abbey, Vladimir Nabokov’s Pale
Fire, and Salman Rushdie’s Midnight’s
Children.
Writing course.
1credit
Each semester. Buurma.

010-096: Advanced Courses
These courses are open to freshmen and
sophomores who have successfully completed
the necessary prerequisites and to juniors and
seniors without prerequisite.
Core Courses
Prerequisitefo r core courses: A Writing course
from any department on campus. Forfuller
descriptions, see the following:
ENGL 010. Core Course: Survey I: Beowulf to
Milton*
ENGL 019. Core Course: Chaucer and
Shakespeare
ENGL 022. Core Course: Literature of the
English Renaissance*
ENGL 026. Core Course: English Drama
Before 1642*
ENGL 031. Core Course: Topics in the “New”
18th Century*
ENGL 035. Core Course: The Rise of the Novel
ENGL 045. Core Course: Modem British
Poetry
ENGL 052A. Core Course: U.S. Fiction, 19001950
ENGL 052B. Core Course: U.S. Fiction, 1945
to the Present
ENGL 053. Core Course: Modem American
Poetry
ENGL 054. Core Course: Faulkner, Morrison,
and the Representation of Race
ENGL 061. Core Course: Fictions of Black
America
ENGL 066. Core Course: American Literature
Survey I*
ENGL 07 IB. Core Course: The Lyric Poem in
English***
ENGL 07 ID. Core Course: The Short Story in
the United States
ENGL 076. Core Course: The World, the Text,
and the Critic
ENGL 080. Core Course: Critical and Cultural
Theory

010-011. Survey Courses in British
Literature
ENGL 010. Core Course: Survey I:
Beowulf to Milton*
A historical and critical survey of poetry, prose,
and drama from Beowulfto Milton. This will
include British literature from the following
periods: Anglo-Saxon, Middle English,
Renaissance, and 17th century.
1 credit.
Fall 2008. Williamson.
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
history 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 Beowulfto 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.
Counts as humanities distribution credit under
this listing.
1 credit.
Spring 2009. 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
cultural contexts—both medieval and modem—
which help to illuminate Chaucer’s art. In the
manner of Chaucer’s Oxford Clerk, we hope “to
gladly leme and gladly teche.”
1 credit.
Not offered 2008-2009. Williamson.
ENGL 019. Core Course: Chaucer and
Shakespeare
A comparative study that focuses on treatments
of plot and character, genre, and critical and
cultural context. How are issues of class treated
in the Knight-Miller and the Theseus-Bottom
dialectics? How do the authors portray ethnicity
in The Merchant o f Venice and The Prioress’s
Tale? How do heroines like Kate, Alice, and
Viola struggle against or reinvent ideas of
gender? What is the sense of (self)consciousness rising in The Merchant's Tale
and H amlefl How do Chaucer’s and

English Literature
Shakespeare’s Cressidas “converse” across
time?
1 credit.
Not offered 2008-2009. Williamson.
020-029: Renaissance and 17th Century
ENGL 020. Shakespeare*
A survey of Shakespeare plays including
Romeo and Juliet, A Midsummer N ight’s
Dream, Henry 4, Part 1, Twelfth Night,
Measure fo r Measure, Hamlet, King Lear, and
The Winter’s Tale. We will look at genre; the
performing of early modem genders,
sexualities, and subjects; the staging of
spectacular monarchy. More largely the course
considers specific properties of dramatic
literature and its complex and collaborative
embedding within 16th and 17th century
English social, cultural and historical contexts.
Along the way we will explore the familial
dynamics enacted by patriarchal father/kings,
(often absent) mothers, and un-dutiful daughters
and wayward sons. We will encounter licensed
and royal fools, ghosts, villains, would-be nuns,
cross-dressers, upwardly mobile servants,
groundlings, bears, and bastards (among
others). The class will be visited by actors who
will perform soliloquies and selected scenes and
who will demonstrate techniques o f stage
combat. We will attend one local performance
of a Shakespeare play during the semester.
1 credit.
Fall 2008. Blum.
ENGL 020B. Shakespeare and Critical
Theory: ‘Our’ Shakespeares*
An intensive study of Macbeth, Twelfth Night,
Othello, Henry V, and King Lear in the context
of some current critical, cultural and
performative approaches.
1 credit.
Not offered 2008-2009. Blum.
ENGL 022. Core Course: 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, Mary Wroth,
Spenser, Elizabeth Cary, Jonson, Bacon,
Donne, Herrick, George Herbert, and Marvell.
1 credit.
Not offered 2008-2009. N. 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

questions in relation to Renaissance sexuality,
examining several sexual categories—the
homoerotic, chastity and friendship, marriage,
adultery, and incest—in a range o f literary and
secondary texts.
1 credit.
Fall 2008. N. Johnson.
ENGL 026. Core Course: 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
commercial success in the Renaissance and its
ultimate dissolution in the Civil War.
1 credit.
Not offered 2008-2009. Staff.
ENGL 026B. English Comedy from the
Restoration to the Present
This course will explore English comedy
between the reopening of the British theaters in
1660 and today. We will examine whether
notions of comedy have changed over the past
three centuries and look at how alterations in
the architecture of the theaters, changes in the
social and political climate, and the emergence
of female theatrical professionals have affected
how plays are written and produced.
1 credit.
Fall 2008. Finberg.
ENGL 027. Tudor-Stuart Drama*
A survey o f 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, sociopolitical,
and literary contexts; just as important, we will
look at how the plays have been and continue to
be performed.
1 credit.
Not offered 2008-2009. Staff.
ENGL 028. Milton*
Study of Milton’s poetry and prose with
particular emphasis on Paradise Lost.
1 credit.
Spring 2009. N. Johnson.
030-039: Restoration, 18th Century, and
Romantic
ENGL 031. Core Course: 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 o f imperialism and expanding political
participation; a time of progress and
melancholy, technical advances and spiritual
necrophilia. We’ll examine the 18th century’s

English Literature
schizophrenic “spirit of the age” and its
implications for our own time.
1credit.
Not offered 2008—2009. Bolton.
ENGL 033. The Romantic Sublime*
“The essential claim of the sublime is that man
[sic] can, in speech and feeling, transcend the
human” (Weiskel). What does this
transcendence look like? How is it achieved?
What resources does it offer us, and at what
cost? Authors include Burke, Blake, the
Wordsworths, Coleridge, Byron, the Shelleys,
and Keats.
1credit.
Not offered 2008—2009. Bolton.
ENGL 035. Core Course: The Rise of the
Novel
In this course we will examine the development
of the novel, from its origins in a multiplicity of
diverse literary genres to its Victorian
incarnation as a “realist” and middle-class form
through the appropriation of the novel as high
art by Modernist writers and its subsequent
return to multi-genre roots later in the 20th
century. We will trace changes in the novel’s
formal features as they relate to its treatment of
themes such as publicity and privacy, the role
of gender and sexuality in social life, the
significance of monetary exchange, and the
proper relation between the author and his or
her text. First surveying the main critical
narratives of the novel’s “rise” or development,
we will move on to see how the material form
of the novel might offer us a counter-narrative
to more conventional interpretations of the
genre’s origins.
1 credit.
Fall 2008. Buurma.
ENGL 036. The Age of Austen*
First, we’U read Austen’s novels and other
relevant texts in order to sketch the general
contours of “The Age of Austen.” Then, we’U
tom 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 20thcentury audiences.
1 credit.
Not offered 2008-2009. Bolton.
ENGL 037. Revolution and Literature,
1789-1812*
The French Revolution and its radical
reconception of political and social relations
presented not only a political and philosophical
but also a literary challenge to tum-of-thecentury Britons. We’ll read Edmund Burke’s
highly influential Reflections on the Revolution
in France along with fictional and nonfictional
rebuttals by radicals like Mary Wollstonecraft,

William Godwin, Tom Paine, and/or Charlotte
Smith. Reflection sometimes led to prophecy:
We’ll consider William Blake’s radical
obscurity in The Marriage o f Heaven and Hell
in light of Charlotte Smith’s more directly
political Emigrants. The rest of the course will
focus on poetry’s own broader “revolution in
manners” and in forms. We’U explore the poetic
theories of Charlotte Smith, Mary Robinson,
Joanna Baillie, William Wordsworth, Samuel
Taylor Coleridge, and William Blake, and some
of the forms to which these gave rise: sonnets,
lyrical tales and ballads, poetic meditations,
conversation poems, and revisionary epics.
Romanticism’s revolutionary vision of the lyric
poet still influences much of the poetry
produced today: We’ll examine both the
strengths and weaknesses of that vision.
1 credit.
Fall 2008. Bolton.
ENGL 038. Regency Skepticism, 18121832*
Skepticism and critique, rather than prophecy
and transformation, are the common threads
linking the “second-generation Romantics”:
writers like Jane Austen, Byron, the Shelleys,
Keats, John Clare, Felicia Hemans, and Letitia
Elizabeth Landon (L.E.L.). Indeed, Regency
writers, pursuing formal and psychological
integrity within a period o f complex social
changes, transform a certain wry cynicism into
both an art form and a tool of inquiry. We’U
start by considering the varieties of theatricality
(and its counterpart, sincerity) operating in
works like Austen’s Mansfield Park, Byron’s
Manfred, Hazlitt’s reviews, L.E.L.’s album
poems, popular plays like Lover's Vows and
Cataract o f the Ganges, and contemporary
disputes over slavery and imperialism. Next,
we’ll explore the different visions of power at
work in such diverse texts as Austen’s Emma,
Percy Shelley’s “Mont Blanc” and Prometheus
Unbound, Mary Shelley’s Frankenstein, and
Hemans’ Records o f Women. Finally, we’ll
track Byron’s shifting, skeptical narrator
through Don Juan's burlesque adventures and
end—still questioning but more affirmatively—
with Shelley’s “Ode to the West Wind” and
Keats’s great odes.
1 credit.
Spring 2009. Bolton.
040-049: Victorian to Modern
ENGL 040. Victorian Literture and the
Culture of the Review
This course offers an introduction to Victorian
literature and culture through a focus on the
review, a genre the Victorians both raised to an
art form and used as a weapon in fighting the
pettiest o f personal battles. Often vilified as
vampires who sucked their living out of other

English Literature
writers' works, reviewers nonetheless occupied
a central and defining role in Victorian literary
culture. First locating ourselves by taking a
quick look at our current 21st-century ideas
about book, music, and film reviewing, we will
move on to examine some o f the most
important - and most reviewed - works of
Victorian literature, by authors such as Bronte,
Eliot, Tennyson, Darwin, Mill, Barrett
Browning, Pater, and Wilde.
1 credit.
Spring 2009. Buurma.
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
commentary 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 2008-2009. Anderson.
ENGL 045. Core Course: Modern British
Poetry
Steven Spender called them “recognizers,”
creating a complex, fractured art out of
circumstances 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 2009. Anderson.
ENGL 046. Tolkien and Pullman and
Their Literary Roots***
A study of the fantastic trilogies—Tolkien’s
Lord o f the Rings and Pullman’s His Dark
Materials—in the context of their early English
sources. For Tolkien, this will include Beowulf,
Old English riddles and elegies, and Middle •
English Pearl, Sir Orfeo, and Sir Gawain and
the Green Knight (all in Tolkien’s translations).
For Pullman, this will include biblical stories of
the Creation and Fall, Milton’s Paradise Lost,
and selected Blake poems. Some film versions
will be included.
1 credit.
Not offered 2008—2009. Williamson.
ENGL 048. Contemporary Women’s
Poetry
“Merely the private lives of one-half of
humanity.” Thus Carolyn Kizer defines the
20th-century revolution through which women
poets give voice to the previously unspeakable
and explore the political implications of the
supposedly personal. This course considers a

variety o f 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
experimentation.
1 credit.
Not offered 2008-2009. Anderson.
ENGL 049. Contemporary Irish Poetry
Ireland’s complicated historical divisions have
provided fertile ground for extraordinary
poetry, 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
sociopolitical contexts o f contemporary Ireland.
1 credit.
Spring 2009. Anderson.
050-069: American (Including African
American, Asian American, and Native
American)
ENGL 050. Literatures of Native
American and Euro-American Cultural
Encounter (Formerly Borders Within)*
Through historical analysis of literary form
(autobiography, novels, poetry, storytelling,
images, film, as well as die law), we will
examine the competing definitions of writing,
selfhood, and nation with which “Indians” and
“pioneers” tried to shape their world. We will
read both white writers who depicted “Indians”
and Native authors who resisted and/or
reinforced claims of Manifest Destiny. Authors
may include John Smith, William Bradford,
James Fenimore Cooper, Black Hawk, Simon
Ortiz, Luci Tapahonso, Leslie Marmon Silko,
and Sherman Alexie.
1 credit.
Not offered 2008—2009. K. Johnson.
ENGL 052A. Core Course: U.S. Fiction,
1900-1950
This course will focus on well-known and
newly recognized novelists important for this
period, probably including Wharton,
Hemingway, Fitzgerald, Cather, Hurston, Loos,
and West. There will be attention to innovations
in the novel as a literary form and to the ways
in which writers engage with their historical
context. The reading load will be heavy,
averaging a novel a week.
1 credit.
Not offered 2008-2009. Schmidt.
ENGL 052B. Core Course: U.S. Fiction,
1945 to the Present
Major authors and emerging figures, with an
emphasis on the novel, key works from each
decade of the postwar era, and relations
between the U.S. and global events as

English Literature
represented in fiction. The reading load will be
heavy, averaging a novel a week.
1 credit.
Spring 2009. Schmidt.
ENGL 053. Core Course: Modern
American Poetry
A study of selected U.S. poets beginning with
Whitman and Dickinson but with the primary
focus on major and minor poets of the 20th
century.
1 credit.
Not offered 2008-2009. Schmidt.
ENGL 054. Core Course: Faulkner,
Morrison, and the Representation of
Race
This course has two abiding aims. One is to
explore in depth—and back to back—the fiction
of (arguably) the two major 20th-century
novelists concerned with race in America. The
other is to work toward evaluative criteria that
might be genuinely attentive to both the
intricacies of race and the achievements of
form. A particular challenge will be the
following: how to focus on race (and
secondarily gender) yet keep the two
writers’distinctive voices from disappearing
into “white/male” and “black/female.” Faulkner
readings will include some short stories as well
as Light in August; Absalom, Absalom!; and Go
Down, Moses. Morrison readings will include
Playing in the Dark as well as Sula, Song o f
Solomon, Beloved, and Paradise.
1 credit.
Fall 2008. Weinstein.
ENGL 055. Captive Audiences*
The origin and history of national identity in the
United States has been deeply impressed by
captivity narratives in which an individual is
removed from his or her home and struggles to
return. We will define and trace the ideas of
home, captivity, and restoration in literature
from the 17th century to the years after the
American Civil War. We will consider how
authors in various historical contexts reworked
these ideas to promote or confound the rightsbased romance of a citizenship. Authors may
include Mary Rowlandson, Aphra Behn,
Samuel Richardson, Charles Brockden Brown’s
Wieland, Lydia Maria Child, Frederick
Douglass, Spielberg’s Amistad, Harriet Jacobs,
Melville’s Typee, James’ Portrait o f a Lady,
Mukheijee, and Coppola’s Lost in Translation.
1 credit.
Not offered 2008-2009. K. Johnson.
ENGL 056. Power of Sympathy in
America*
Characters in 18th- and 19th-century literature
often find themselves at the edge of emotional

precipices, weeping in misery, blushing with
guilt, and wracked with fear of impending
doom. What is all the fuss? This course
explores the role of sentiment in formulating
national American identity from the colonial
period to the mid-19th century. With an
emphasis on the social contexts of the
American Revolution, Civil War, and Manifest
Destiny, we will consider the dynamic logic of
sympathy in various political and literary texts.
Authors include Winthrop, Bradstreet,
Crevecoeur, Franklin, Paine, C.B. Brown,
Rowson, Emerson, Douglass, Stowe, Whitman,
and James.
1 credit.
Not offered 2008—2009. K. Johnson.
ENGL 058. The American Sublime*
How does one stand to behold the sublime?
This course explores the intersection o f visual
art and literature in the late 18th- and early
19th-century United States. We will consider
authors who appeal to sight; landscapes; and
aesthetic ideals of the beautiful, sublime, and
picturesque. We will examine how writers
blended science and art to illustrate the world
and its democratic potential. Authors/texts may
include Anne Bradstreet, I. Kant, Thomas
Jefferson, Washington Irving, George Catlin,
Emerson, E.A. Poe, Melville’s Moby-Dick,
Hawthorne, Louis Agassiz, Whitman, Jacob
Riis, and Kubrick’s 2001: Space Odyssey.
1 credit.
Not offered 2008—2009. K. Johnson.
ENGL 061. Core Course: Fictions of
Black America
This course considers the development of
African American fiction over the course of the
20th century, paying particular attention to its
attempts to resolve (or simply represent) an
interconnected series of problems: realism,
racism, sexism, color and class, place,
community, and history. Though the assigned
texts will vary considerably from semester to
semester, they may include work by Chesnutt,
J.W. Johnson, Larsen, Hurston, Wright,
Marshall, Morrison, or Wideman.
1 credit.
Not offered 2008-2009. Foy.
ENGL 062. Black Autobiography
The autobiographical self has played a
fundamental role in black culture, and this
course will examine several of the trajectories
that African American autobiography has
followed during the past 200 years. While
paying close attention to the textual strategies
that black autobiographers have employed in
constructing public selves, we will also focus
on the social relations (structured by race, class,

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gender, and nation) producing, and produced in,
black autobiography.
1 credit.
Not offered 2008-2009. Foy.
ENGL 063. Black Philadelphia: A
Literary History
From colonial times to the present, Philadelphia
has been crucial to black America, as both a site
of its cultural production and a place in its
symbolic geography. Reading prose, poetry,
fiction, and autobiography, this course will
introduce you to the literature of, and about,
black Philadelphia.
1 credit.
Not offered 2008-2009. Foy.
ENGL 065. Asian American Literature
How does Asian American literature function as
the site of debates about ethnic and national
identity? This course examines literature, film,
and critical essays by Asian American writers,
filmmakers, and scholars (including Maxine
Hong Kingston, Jhumpa Lahiri, Chang-Rae
Lee, and Lisa Lowe) to explore topics such as
Asian American racial formation, gendered
narratives of immigration, and the changing
face (and space) of Asian America.
1 credit.
Not offered 2008-2009. Mani.
ENGL 066. Core Course: American
Literature Survey I*
This is a survey of American literature from
1492 to before the Civil War. Through our
reading of literary texts (journals, sermons,
poems, novels, eulogies, and federal
documents), we will consider the social
conflicts that underlie the establishment o f the
United States as a political and cultural identity.
We will identify the authors’ various promises
of American exceptionalism, and calibrate those
promises in relation to the legacies of slavery
and Manifest Destiny. Syllabus will include
writing by Columbus, Harriot, Bradford,
Bradstreet, Wigglesworth, Rowlandson,
Edwards, DeCrevecouer, Jefferson, Franklin,
Freneau, Foster, Cooper, Emerson, Child,
Thoreau, Stowe, Douglass, Hawthorne,
Melville, and Whitman.
1 credit.
Not offered 2008-2009. K. Johnson.
ENGL 067. Literatures of the American
Civil War
Through fiction, poetry, nonfiction, and film,
we will consider the causes and legacy of the
American Civil War (1861-1865). How did the
war affect the ways in which people understood
the nation, life and death, and the literary form
through which they portrayed their sorrows and
the promise of reconciliation? Authors/texts
may include founding documents, David

Walker, Emerson, Thoreau, Frederick
Douglass, Harriet Jacobs, Fanny Kemble, Frank
Webb, Harriet Beecher Stowe, Thomas
Wentworth Higginson, Walt Whitman, Emily
Dickinson, Henry James, Stephen Crane, James
Weldon Johnson, Birth o f a Nation, Gone With
the Wind, and Toni Morrison.
1 credit.
Not offered 2008-2009. K. Johnson.
ENGL 068. Black Culture in a “PostSoul” Era
With such terms as “new black aesthetic,”
“post-soul,” and even “post-black,”
commentators in recent years have sought to
characterize contemporary African American
culture. This course takes up the challenge of
this current moment by exploring the work of
black writers who have emerged since the
1960s, examining complementary
developments in popular music and visual
culture and considering some of the social and
political circumstances of the period.
1 credit.
Not offered 2008-2009. Foy.
ENGL 069. Blues, Jazz, and American
Culture
Can words help us understand musicians and
the power o f music? Is Wynton Marsalis
right—-jazz is the musical form that best teaches
democratic values? This course will study how
blues and jazz have shaped key modes and
ideas in American culture, including American
literature. The syllabus may include Ralph
Ellison, James Baldwin, George Lipsitz, and
Tricia Rose; an anthology of poetry and prose
celebrating jazz; excerpts from Ken Bums’
documentary Jazz; novels about musicians by
Albert Murray, Paule Marshall, and Rafi Zabor;
and cultural histories such as Angela Davis’
Blues Legacies and Black Feminism, Daniel
Belgrade’s The Culture o f Spontaneity, Jon
Panish’s The Color o f Jazz: Race and
Representation in Postwar American Culture,
and Nathaniel Mackey’s Discrepant
Engagement: Dissonance, Cross-Culturalism,
and Experimental Writing.
1 credit.
Not offered 2008-2009. Schmidt.
070: Creative Writing and Journalism
Workshops
Regular creative writing workshops are limited
to 12 and require the submission o f writing
samples in orderfor students to apply fo r them.
Workshops marked with a # combine a balance
o f substantial literary analysis o f models along
with creative writing exercises geared to the
models; these workshops are limited to 15, do
not require the submission o f manuscripts, and
have as their prerequisite (forfreshmen and
sophomores but notfo r juniors or seniors) an

English Literature
introductory English course. Students may
normally take only one workshop at a time.
ENGL 070A and 070C may be taken only once.
ENGL 070B may be taken twice. Creative
writing and journalism classes do not count as
pre- or post—1830 classes.
ENGL 070A. Poetry Workshop
Aclass, 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, within
the context of contemporary poetics. Students
should submit three to five pages of poetry for
admission, due during the week after fall break.
The workshop will meet once a week for 4
hours. Readings by well-known writers (outside
of regular class hours) will provide additional
perspectives. Admission and credit are granted
at the discretion of the instructor.
No prerequisite.
1 credit.
Spring semester each year.
Spring 2009. Bolton.

ENGL 070D. Grendel’s Workshop (New
Texts From Old)#
John Gardner rewrote the ancient epic Beowulf
in modem idiom from the monster’s viewpoint.
Tom Stoppard showed us what Rosencrantz and
Guildenstem were up to offstage in
Shakespeare’s Hamlet. 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.
Not offered 2008-2009. Williamson.
ENGL 070E. Lyric Encounters#
Matthew Arnold called it “a criticism of life”
and Dylan Thomas “a naked vision.” Emily
Dickinson defined it as a blow: “If I feel
physically 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.
Not offered 2008-2009. Anderson.

ENGL 070B. Fiction Writers’ Workshop
We’ll approach the challenge of constructing
compelling narratives through a series of formal
exercises and experiments. Students will read
and comment on each other’s writing as they
work to hone their own style and clarify their
central thematic concerns. Readings by wellknown writers (outside of regular class hours)
will provide additional perspectives. Twelve
students are admitted to the class on the basis of
a writing sample, due during the week after fall
break.
No prerequisite.
1 credit.
Spring semester each year.
Spring 2009. Pastan.

ENGL 070F. Journalism Workshop
This course is an introduction to the basics of
news gathering, news writing, and news values.
Students will come away from it with a clear
sense of how news is covered: how to collect
facts, find sources, conduct interviews, cover
beats, make choices about daily coverage and
conceive and execute longer projects. Guest
speakers, including top area journalists, will
discuss their careers and advise students on
stories. Readings will include the best examples
of contemporary journalism. It counts as a
general humanities credit but not as a Writing
course, nor as a credit toward a major or minor
in English literature.
1 credit.
Fall 2008. Mezzacappa.

ENGL 070C. Advanced Poetry Workshop
Intensive volumes of poetry often represent
their authors’ conscious statements, made
through selection, organization, and graphic
presentation. This course—in which students
design and complete volumes of their own
work—is normally intended as an advanced
workshop for students who have taken the
Poetry Workshop (ENGL 070A), or—with the
instructor’s permission—students who have
taken ENGL 070D, 070E, or 070G. Limited to
12. Readings by well-known writers (outside of
regular class hours) will provide additional
perspectives. Admission and credit are granted
at the discretion of the instructor.
1 credit.
Fall 2008. Anderson

ENGL 070G. Writing Nature#
Writing about nature forces us to attend to both.
We’ll work in four different modes of writing:
journals, nonfiction prose, poetry, and
experimental fiction. Most weeks, we’ll spend
the first class analyzing famous models of
nature writing and the second discussing
student writing. Three times during the
semester, we’ll go on field walks to help ground
our writing in specific observation.
1 credit.
Fall 2008. Bolton.
ENGL 070K. Directed Creative-Writing
Projects
Students—whether course 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

English Literature
faculty who might supervise the project and
must submit a prospectus to the department by
way of application for such work before the
beginning of the semester during which the
project is actually done. The number of these
ventures the department can sponsor each year
is limited. Deadlines for the written applications
for the Directed Creative Writing Projects are
the Mondays immediately following the fall and
spring breaks. Normally limited to juniors and
seniors who have taken an earlier workshop in
the department.
For creative writing projects in the Honors
Program, the 2-credit field will normally be
defined as a 1-credit workshop (ENGL 070A,
070B, or 070C) paired with a 1-credit Directed
Creative-Writing Project (ENGL 070K). 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 examination for the creative
writing project; the student’s portfolio will be
sent directly to the examiner, who will then
give the student an oral examination during
honors week. For purposes of the transcript, the
creative writing project will be assigned a grade
corresponding to the degree of honors awarded
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.
1 credit.
Staff.
ENGL 070M. Advanced Fiction
Workshop
In the first part of the semester, students will
apprentice themselves to a particular published
writer: After analyzing the structure, style and
characteristic techniques of their chosen author,
students will experiment with using some of
those features in their own story. As students
present both their model and their own story,
we’ll blend the workshop format with a studentled survey of contemporary fiction. In the
second half of the semester, students will
continue producing and honing their own work
while researching and reporting on a variety of
literary journals, small presses, or contemporary
writers. Readings by well-known writers
(outside of regular class hours) will provide
additional perspectives.
Prerequisites: ENGL 070B, D, G or by
permission of the instructor.
1 credit.
Not offered 2008-2009. Staff.

ENGL 071; Genre Studies
ENGL 071B. Core Course: The Lyric
Poem in English***
A survey of the history of the lyric poem in
English from its origins in Old and Middle
English to contemporary poetry, using an
anthology. There will also be special emphasis
on the essentials of prosody, the study o f meter
and rhythm. Each version of the course will
also feature the in-depth study of one poet.
Note: By arrangement with the professor, this
course may be counted as either pre-1830 or
post-1830 but not both.
1 credit.
Not offered 2008-2009. Schmidt.
ENGL 071C. The Short Story
As we read widely in the 19th- and 20thcentury short story, we’ll focus on technical
developments as well as certain recurring
preoccupations of the genre: fragmentation and
reconstruction, the staging of an encounter
between the ordinary and the extraordinary, and
the refutation of time and mortality.
1 credit.
Not offered 2008-2009. Bolton.
ENGL 071D. Core Course: The Short
Story in the United States
Has the United States produced such brilliant
work in the short-story form because it’s a
highly mobile and fragmented society or
because it’s highly stratified but pretends it is
not? This course will introduce students to
classic and contemporary short stories
published in the United States in the 19th and
20th centuries, with a focus on close reading
techniques and the rich variety of moods and
styles short stories may explore. We will read
one to two stories each for most of the writers
studied.
1 credit.
Not offered 2008-2009. Schmidt.
ENGL 071F. Gothic Possibilities
“High Gothic” flourished in England in the
1790s; “Southern Gothic” adapted the
conventions of the form to the demands of
modernist fiction and the culture of the
American South. Among the Gothic
possibilities we will consider: sensationalism
(Lewis), domestication (Radcliffe), parody
(Austen), autobiography (Porter), fragmentation
(Faulkner), and cultural critique (Toomer).
1 credit.
Not offered 2008-2009. Bolton.
ENGL 071J. Cherchez la femme: The
“Mystery” of Woman in the Mystery
Genre
From Eden on, our cultural narratives of
deception and discovery have often centered on

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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 revisions of the
genre by contemporary women writers. Our
investigation of this “mystery” will involve
male authorities—Conan Doyle, Chandler,
Hammett—and female private “F’s—Sara
Paretsky, Sue Grafton, and Barbara Wilson.
1 credit.
Not offered 2008-2009. Anderson.
ENGL 071K. Lesbian Novels Since
World War II
This course will examine a wide range of
novels by and about lesbians since World War
II. Of particular concern will be the
representation of recent lesbian history. How,
for instance, do current developments in
cultural studies influence our understanding of
the lesbian cultures of the ’50s, ’60s, and ’70s?
What is at stake in the description of the recent
lesbian past?
1 credit.
Not offered 2008—2009. N. Johnson.
072-079: Comparative
Literature/Literature in Translation
ENGL 072. Proust, Joyce, and Faulkner
Selections from Proust’s Remembrance o f
Things Past, Joyce’s Ulysses entire, and
Faulkner’s The Sound and the Fury and
Absalom, Absalom! Emphasis on the
ideological and formal tenets of modernism.
1 credit.
Not offered 2008—2009. Weinstein.
ENGL 073. Modernism: Theory and
Fiction
Drawing on a range of theorists and novelists,
this course will explore some of the most
compelling energies and problems that drive
Western modernism (from the 1840s through
the 1940s). Focus will be on modernism’s
concern with shock rather than resolution, with
the uncanny rather than the familiar. More
broadly, the course will attend to modernism as
a body of thought and expression committed
less to knowledge than to “unknowing.”
Theoretical readings begin with Kierkegaard’s
Fear and Trembling, to be followed by
Nietzsche’s Genealogy o f Morals and some of
Freud’s major essays. Fiction readings begin
with Dostoevsky’s Notes From Underground as
a prelude to more sustained inquiry into Kafka
(stories, The Trial), Proust (selections from
Remembrance o f Things Past), and Woolf (Mrs.
Dalloway, To the Lighthouse). The course will

conclude by attending to several pertinent
essays in Benjamin’s Illuminations.
1 credit
Not offered 2008-2009. Weinstein.
ENGL 073A. Mapping the Modern
(Cross-listed 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, 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, Adomo, 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 subject and the
modem city, as expressed in literature, analyzed
in sociology and critical theory, and represented
in a range of cultural practices.
1 credit.
Not offered 2008-2009. Weinstein.
ENGL 074. Modern Epic: Tolstoy, Joyce,
and Garcia-Marquez
This course will examine three “encyclopedic”
texts (War and Peace, Ulysses, One Hundred
Years o f Solitude) that rehearse and interrogate
inherited paradigms of cultural identity,
purpose, and destiny. Through sustained
attention to formal and ideological tenets of
these specific texts, we will also seek to
interrogate some of the salient procedures of
realist, modernist, and postcolonial narrative.
1 credit.
Spring 2009. Weinstein.
ENGL 076. Core Course: The World, the
Text, and the Critic
In his collection of essays, The World, The Text,
and the Critic (1983), Edward Said argues,
“The point is that texts have ways of existing
that even in their most rarefied form are always
enmeshed in circumstance, time, place, and
society—in short, they are in the world, and
hence worldly.” This core course explores the
“worldliness” of the literary text: that is, the
ways in which literature is always anchored in
narratives of history and geography as well as
the means through which we, as readers and
writers, bring our own worldviews to bear on
literature. Specifically, what is our relationship
to literature from the Third World? The class
will survey a range of late 20th-century texts in
English from South Asia, South Africa, the
Middle East, the Caribbean, Europe, and North
America to introduce students to a variety of
critical approaches in contemporary global

English Literature
literatures. Authors include Zadie Smith, White
Teeth; Arundhati Roy, The God o f Small
Things', and V.S. Naipaul, The Enigma o f
Arrival.
1 credit.
Spring 2009. Mani.
ENGL 077. South Asians in Asian
America
From the 19th-century migration of Punjabis to
the West Coast, to hate crimes committed
against immigrants after 9/11, South Asian
Americans have embodied various racial,
political, and cultural identities. In this class we
will read a variety of different texts - popular
literature and film, visual and performance art,
dance and music - created by first- and secondgeneration immigrants. Bringing together Asian
American Studies and Diaspora Studies, we
will explore how South Asians produce new
narratives of belonging and multicultural
citizenship in contemporary America.
1 credit.
Fall 2008. Mani.
080-096: Critical Theory, Film, and
Media Studies
Please see the film and media studies section
for additional course listings.

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.
Not offered 2008-2009. Schmidt.
ENGL 087. American Narrative Cinema
Considers film as narrative form, audiovisual
medium, industrial product, and social practice,
emphasizing the emergence and dominance 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.
Not offered 2008-2009. White.

ENGL 080. Core Course: Critical and
Cultural Theory
An introduction to texts and contexts in
contemporary critical theory and cultural
studies. We will read narrative, psychoanalytic,
Marxist, poststructuralist, feminist, queer, and
postcolonial theory, raising questions of
subjectivity, difference, ideology,
representation, methodology, and cultural
politics.
1 credit.
Fall 2008. White.

ENGL 088. American Attractions:
Leisure, Technology, and National
Identity
Visual spectacles such as Bamum’s museum,
minstrelsy, and Wild West shows and
vaudeville shaped American “identity” from
ethnic, racial, religious, geographical, and
gender differences and hierarchies, anticipating
the national audiences of the Hollywood studio
system and television networks. This teamtaught tricollege interdisciplinary class focuses
on the history and analysis of U.S. popular
culture from the Civil War to the present.
Weekly film screenings.
1 credit.
Not offered 2008-2009. White (Swarthmore),
Ullman (Bryn Mawr).

ENGL 082. Transnational Feminist
Theory
This class introduces perspectives in feminist
theory from domestic United States and global
contexts in order to ask: How do the
contributions of women o f color in the United
States and of feminist movements in the Third
World radically reshape the form and content of
feminist politics? Through critical inquiry into
major texts in transnational feminist studies, the
course dynamically reconceptualizes the
relationship between women and nation;
between gender and globalization; and between
feminist theory and practice.
1 credit.

ENGL 091. Feminist Film and Media
Studies
(Cross-listed as GSST 020)
This course focuses on critical approaches to
films and videos made by women in a range of
historical periods, national production contexts,
and styles: mainstream and independent,
narrative, documentary, video art, and
experimental. Readings will address questions
o f authorship and aesthetics, spectatorship and
reception, image and gaze, race, sexual, and
national identity, and current media politics.
1 credit.
Fall 2008. White.

Not offered 2008-2009. Mani.

ENGL 094. Film and Literature
An examination of the variety of interactions
between film and literature. Topics may include
films from novels, narrative stances, mode of

English Literature
character development, and the role of the film
script
1 credit.
Not offered 2008-2009. Williamson.
097-099: Independent Study and
Culminating Exercises
ENGL 097. Independent Study and
Directed Reading
Students who plan an independent study or a
directed reading must consult with the
appropriate instructor and submit a prospectus
to the department by way of application for
such work before the beginning of the semester
during which the study is actually done.
Deadlines for the receipt of written applications
are the second Monday in November and the
first Monday in April. Normally limited to
juniors and seniors and available only if a
professor is free to supervise the project.
0.5 or 1 credit.
Staff.
ENGL 098, 098A. Senior Thesis
Course majors in the department may pursue a
thesis of their own choosing under the
supervision of a member of the department. The
thesis may be for 1 (40-50 pages) or 2 (80-100
pages) credits. A brief prospectus for the project
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
separate from that of the senior culminating
essay, required of every course major for
graduation. Available only if a professor is free
to supervise the project.
1 or 2 credits.
Staff.
ENGL 099. Senior Course Majors
Colloquium***
This colloquium, open only to senior English
literature course majors and required for them
to take, offers a structured and supportive
environment for students writing their senior
essays. The course will feature a mix of
literature, criticism, theory, and methodology,
plus guest visits by other members of the
English Literature Department and possibly
others, with the opportunity for students to
discuss central issues in the field of literary and
cultural history in preparation for their research
and writing. Several short papers and other
assignments may be featured in the early part of
the course. Nearing the end of the semester,
students will research and write a longer essay
(10-20 pages) on a topic of their own choice
approved by the department, with the chance to
present drafts of their work in progress to the

colloquium for revision advice. Students are
expected to complete their senior essays by the
end o f the term in which English 099 is offered.
Note: This colloquium may count as either a
pre- or a post-1830 credit, depending on the
final essay topic. ENGL 099 will be offered for
seniors every fall.
1 credit.
Fall 2008. Schmidt.

Seminars
Honors seminars are open to juniors and seniors
only and require approval of the department
chair. Priority is given to honors majors and
minors.
ENGL 101. Shakespeare*
Study of Shakespeare as dramatist and poet.
The emphasis is on the major plays, with a
more rapid reading o f much of the remainder of
the canon. Students are advised to read through
all the plays before entering the seminar (pre1830).
2 credits.
Each semester. N. Johnson.
ENGL 102. Chaucer and Medieval
Literature*
A survey of English literature, primarily poetry,
from the 8th through the 15th centuries 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 (pre-1830). Some
modem retellings such as John Gardner’s
Grendel will be included.
2 credits.
Spring 2009. Williamson.
ENGL 110. Romanticism*
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,
Wordsworth, Coleridge, Byron, Shelley, and
Keats) in order to explore issues of concern to
both: formal innovation, colonial expansion,
(counter) revolutionary politics (pre-1830).
In 2008-2009, this honors preparation will be
offered through a combination of two courses:
ENGL 037, Revolution and Literature, 17891812 and ENGL 038, Regency Skepticism,
1812-1832. Honors students interested in this
preparation should contact Professor Bolton.
2 credits.
N ot offfered 2008-2009. Bolton.

English Literature
ENGL 112. Women and Literature
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
postmodernist feminist aesthetics (post-1830).
2 credits.
Fall 2008. Anderson.
ENGL 113. “American Studies”*
This seminar considers methods of analyzing
and interpreting “American literature” that
reach to engage the social and historical
contexts in which the nation was formed. We
will read authors (Mary Rowlandson, Benjamin
Franklin, James Fenimore Cooper, Ralph
Waldo Emerson, Frederick Douglass, Harriet
Beecher Stowe, and Nathaniel Hawthorne) who
have been central to the development of
national American identity. We will also
consider the different ways contemporary
literary critics have interpreted these texts to
define and understand the American experience
(pre-1830).
2 credits.
Not offered 2008-2009. K. Johnson.
ENGL 115. Modern Comparative
Literature
The semester will focus on Modernism: theory
and fiction. Drawing on a range of authors
writing between the 1840s and the 1940s, this
seminar will attend to the conceptual
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: Kierkegaard,
Marx, Dostoevsky, Weber, Nietzsche, Freud,
Rilke, Kafka, Proust, Joyce, Woolf, and
Benjamin. Secondary readings will include
essays by Adorno, Lukács, Bakhtin, Canetti, De
Certeau, and others. Students should have read.
Joyce’s Portrait o f the Artist as a Young Man
prior to taking this seminar (post-1830).
2 credits.
Spring 2009. Weinstein.
ENGL 116. American Literature
Advanced work in U.S. literary history, with
special focus on contemporary fiction. Prior
work in U.S. literature and/or history is
recommended (post-1830).
2 credits.
Fall 2008. Schmidt.
ENGL 117. Theories and Literatures of
Globalization
This seminar examines the literary and cultural
dimensions of “globalization.” Pairing novels

and short stories by major national and
diasporic writers (including Rushdie, Coetzee,
Ghosh, and Devi) with contemporary literary
and social theory (Appiah, Bhabha, Chatterjee,
Spivak), we will examine the relationship
between colonialism and postcolonialism;
modernity and globalization; racial formations
and the nation-state. By developing a critical
engagement with theories of identity and
difference, we will explore the ways in which
global literatures engender, often in complex
and difficult ways, new politics of nationalism,
race, and sexuality (post-1830).
2 credits.
Fall 2008. Mani.
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 (post-1830).
2 credits.
Not offered 2008—2009. Anderson.
ENGL 120. Critical and Cultural Theory
“Culture is one o f the two or three most
complicated words in the English language,”
concedes Raymond Williams in Keywords. The
influence of linguistics on philosophy and
anthropology will lead us to the subject of
culture—and the subject in culture. Marx,
Freud, Saussure, Benjamin, Lévi-Strauss,
Fanon, Irigaray, Foucault, Sedgwick, and de
Lauretis (post-1830).
2 credits.
Not offered 2008-2009. White.
ENGL 122. Film Studies
(Cross-listed as FMST 100)
What will be the nature and role of film, a
medium bom with the 20th century, in the 21st?
The academic discipline of film studies,
established in the wake of theoretical and
political challenges to culture and knowledge in
the 1960s, has since evolved to address
historical and philosophical questions,
feminism and postmodernism, electronic and
digital media, and the globalization of film
culture. Placing weekly screenings in cultural
and historical context, this seminar engages key
thinkers and texts of classical and contemporary
film studies. Students should have taken at least
one film, critical theory, or cultural studies
course (post-1830).
2 credits.
Not offered 2008-2009. White.
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

English Literature
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 to
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
examination in a field or major figure
comparable in literary significance to those
offered in the regular seminars. Independent
study projects must be approved by the
department and supervised by a department
member. Deadlines for the receipt of written
applications are the second Monday in
November and the first Monday in April.
2 credits.
Staff.

Environmental Studies
Coordinator:

CAROL NACKENOFF (Political Science)
Carolyn Warfel (Administrative Assistant)

Committee:

Elizabeth Bolton (English Literature)
Timothy Burke (History)2
Peter Collings (Physics and Astronomy)
Erich Carr Everbach (Engineering)3
Alison Holliday (Chemistry)
Jose-Luis Machado (Biology)3
Arthur McGarity (Engineering)
Rachel Merz (Biology)
Hans Oberdiek (Philosophy)3
Frederick Orthlieb (Engineering)
Colin Purrington (Biology)
Richard Valelly (Political Science)
Mark Wallace (Religion)
Larry Westphal (Economics)

2 Absent on leave, spring 2009.
s Absent on leave, 2008-2009.

Profound anthropogenic changes are occurring
in the land, water, and air around us, and
education needs to respond to these changes.
Swarthmore’s heritage of social concern
compels us to educate students so that they are
well informed about vital, current issues and
capable of full political participation. The
College has a responsibility to provide means
for the study of environmental problems and to
encourage students to develop their own
perspectives on these problems. The
Interdisciplinary Program in Environmental
Studies is one way the College meets these
responsibilities.
Environmental studies is truly interdisciplinary
and offers numerous opportunities for rigorous
interdisciplinary work because environmental
issues have scientific, engineering, social,
political, economic, literary, and philosophical
dimensions that must be addressed. Therefore,
our program is structured as an interdisciplinary
minor. This program helps guide students to the
many academic fields that afford a perspective
on environmental problems and enables them to
explore questions most compelling to them
from the vantage point of various disciplines in
the natural and social sciences, engineering, and
the humanities.

Requirements and
Recommendations
An interdisciplinary course minor in
environmental studies is available to all
students, consisting of an integrated program of
five courses plus a capstone seminar, taken in
addition to a regular major. Students may also
apply for the honors minor, which has similar
requirements plus an external examination on
an approved topic that links together two of the

courses and a senior honors study paper that
explores the connections between the two
courses.
Students minoring in environmental studies
must take five courses selected from the lists
that follow, including at least one course in
environmental science/technology, at least one
course in environmental social
science/humanities, and at least one more from
either of these two groups for a minimum of
three courses from the list designated
Environmental Courses in Specific Disciplines.
Up to two of the five required courses may be
chosen from the list designated Adjunct and
Interdisciplinary Courses. At least three of the
five selected courses must be outside the major
and, if it exists, a second minor, so that when
the capstone seminar is added, the College
policy requiring at least four courses outside the
major or any other minor will be satisfied.
Students should regularly check the program’s
Web site www.swarthmore.edu/
NatSci/es) for additions and changes to course
lists. Students must submit their plan of study to
the coordinator, usually when they apply for a
major, and should inform the coordinator about
any changes in their programs. Students may
petition the Faculty Committee on
Environmental Studies to havé courses taken at
other institutions fulfill some o f these
requirements. One of the courses may be
independent work or a field study (in the United
States or abroad) supervised by a member of the
committee (ENVS 090). In addition to the five
courses, each concentrator will participate in
the capstone seminar in environmental studies
(ENVS 091) during the spring semester of the
senior year. The capstone seminar will involve
advanced interdisciplinary work on one or more

Environmental Studies
issues or problems in environmental studies.
Leadership of the capstone seminar rotates
among the members of the Faculty Committee
on Environmental Studies.
Any student may request credit in
environmental studies for interdisciplinary
environmental courses taken at other
institutions (domestic and foreign). Application
forms for credit evaluations are available on the
program’s Web site. Swarthmore College
sponsors environmental foreign study programs
in Cape Town, South Africa (see www.
swarflnnore.edu/NatSci/es/UCT/index.html)
and Eastern Europe (see www.
swarthmore.edu/NatSci/es/poland/index.html).

Environmental Courses in
Specific Disciplines
Environmental studies minors must take at least
three o f the designated environmental courses
in specific disciplines.
Courses in Environmental
Science/Technology
Students must take at least one o f these courses.
The environmental science/technology category
includes courses that emphasize techniques and
methodologies of the sciences and engineering
and whose subject is central to environmental
studies. Therefore, all concentrators will be
familiar with a body of scientific knowledge
and scientific approaches to environmental
problems.
BIOL 036. Ecology
BIOL 039. Marine Biology
BIOL 116. Microbial Processes and
Biotechnology
BIOL 130. Behavioral Ecology
BIOL 137. Biodiversity and Ecosystem
Function
CHEM 001. Chemistry in the Human
Environment
ENGR 004A. Introduction to Environmental
Protection
ENGR 004E. Introduction to Sustainable
Systems Analysis
ENGR 063. Water Quality and Pollution
Control
ENGR 066. Environmental Systems
GEOL 103. Environmental Geology (Bryn
Mawr College)
Courses in Environmental Social
Sciences/H uman ¡ties
Students must take at least one o f these courses.
The environmental social sciences/humanities
category includes courses that are central to
environmental studies and focus on values, their
social contexts, and their implementation in
policies. Thus, all concentrators will have

studied the social context in which
environmental problems are created and can be
solved.
ECON 076. Environmental Economics
EDUC 065. Environmental Education
ENGL 005L. Reading Nature
ENGL 070G. Writing Nature
HIST 089. Environmental History of Africa
POLS 043. Environmental Policy and Politics
POLS 047. International Policy: Hunger and the
Environment
RELG 022. Religion and Ecology

Adjunct and Interdisciplinary
Courses
Students may take at most two o f these courses.
The following are courses that are relevant to
environmental studies that can be included in
the five courses required for the concentration
but are not central enough to justify their
inclusion in the preceding groups:
BIOL 016. Microbiology
BIOL 017. Microbial Pathogenesis and Immune
Response
BIOL 026. Invertebrate Zoology
BIOL 034. Evolution
ENGR 003. Problems in Technology
ENGR 004B. Swarthmore and the Biosphere
ENGR 035. Solar Energy Systems
ENGR 057. Operations Research
ENVS 002. Human Nature, Technology, and
the Environment (described later)
ENVS 090. Directed Reading in Environmental
Studies (Permission o f the instructor is
required.)
ENVS 092. Research Project
MATH 056. Modeling
PHYS 020. Principles of he Earth Sciences
POLS 048. The Politics of Population
ENVS 002. Human Nature, Technology,
and the Environment
This course examines the relationships among
the environment, human cultures, and the
technologies they produce. The continually
accelerating pace of technological change has
had effects on both the local and global
environment. Although technology may be
responsible for environmental degradation, it
may also serve as an important societal
mechanism that can help us evolve toward a
sustainable society. This course investigates
how humans evolved, what tools they
employed, and what the consequences of new
technologies were for human kind and the
surrounding environment. Special attention is

Environmental Studies
given to how the problems of the 21st century
relate to circumstances of the past.
1 credit.
Spring 2009. Everbach.
ENVS 091. Capstone Seminar
Topic to be announced.
1 credit.
Spring 2009. Collings.

Foreign Study Programs
Poland Environmental Studies Foreign
Study Program
A program of study is available at universities
in Krakow, Poland, for students who desire a
foreign study experience in environmental
studies. Students usually take three courses
taught in English consisting of the survey
course Environmental Science and Policy in
Central and Eastern Europe, which includes
study in the Czech Republic and Hungary, plus
two other courses that depend on student
interests. In addition, students are required to
take an intensive orientation course on Polish
language and culture. For more information, see
the program’s Web site www.
swarthmore.edu/NatSci/es/Poland.html.
Capetown South Africa Consortium:
Globalization and the Natural
Environment
Junior year environmental study-abroad
program developed by the MacalesterSwarthmore-Pomona consortium in
collaboration with the University of Cape
Town, South Africa. Students from the three
consortium schools, as well as those schools
under consortium agreements with the three
schools, may apply for the January-June 2008,
semester. More information is available on the
program generally via www.
swarthmore.edu/NatSci/es/UCT/index.html.

Film and Media Studies
Coordinator:

PATRICIA WHITE, Associate Professor
BOB REHAK, Assistant Professor
SUNKA SIMON, Associate Professor
Carolyn Anderson, Administrative Coordinator
loanne Howard, Administrative Assistant (part time)

Committee:

Timothy Burke (History)2
William Gardner (Modem Languages and Literatures, lapanese)
Haili Kong (Modem Languages and Literatures, Chinese)
Tomoko Sakomura (Art History)3
Carina Yervasi (Modem Languages and Literatures, French)

2Absent on leave, spring 2009
3Absent on leave, 2008-2009.

Moving-image media have been one o f the
most distinctive innovations and experiences of
the past century. In today’s media-dependent
culture, developing a critical understanding and
a historical knowledge of media forms is vital.
Film and media studies provides an
interdisciplinary understanding of the history,
theory, language, and social and cultural aspects
of film, television, and new media; introduces
research and analytical methods; and
encourages cross-cultural comparison of media
forms, histories, institutional contexts, and
audiences. The Film and Media Studies
Program incorporates course offerings in
departments including English literature,
modem languages and literatures, and sociology
and anthropology and offers its own core
courses, providing some opportunity for
training in production to enhance critical
studies.
Students may add a minor in film and media
studies to any major, and students in the Honors
Program may designate a minor field in film
and media studies. Students interested in
declaring a special major in film and media
studies should review the following guidelines
and consult with the coordinator. All students
who wish to incorporate film and media studies
into their programs must submit a proposal as
part of their sophomore paper or apply by
submitting a modified plan of study in the
junior year or early in die senior year. This
proposal should be developed in consultation
with advisers from the Film and Media Studies
Committee and is subject to approval.

Requirements and
Recommendations
Minor
All students must take a minimum o f 5 credits,
which may be selected from the courses and
seminars listed or from those taken abroad or at
Bryn Mawr or Haverford colleges or the
University of Pennsylvania when the work is
approved by the committee. All students are
required to take FMST 001: Introduction to

Film and Media Studies, preferably at the
beginning of their work in the program, and
FMST 092: Film Theory and Culture or a
designated equivalent. Additional courses in
history, national/regional cinemas, media
studies, video production, and other topics in
film and media studies should be selected with
a broad program in mind. To be admitted to the
minor, students must have satisfactorily
completed one film and media studies course.
Honors Minor
Students in the Honors Program who wish to
designate a minor in film and media studies
must maintain a B average, meet the
requirements for the minor described earlier,
and prepare for and take one external
examination. Students will normally be
examined on their work for FMST 100: Film
Studies seminar but may be examined in a 2credit thesis or creative project or a course
combination or another seminar with the
approval of the film and media studies
coordinator. At least 2 credits'of the work in the
honors minor must be in a department or field
outside the student’s honors major. Senior
honors study (SHS) consists of a revised essay
submitted for a seminar or course in the
preparation. There is no SHS for a preparation
including a thesis or creative project.
Special Major
Special course or honors majors in film and
media studies must be approved by the Film
and Media Studies Committee and by any
department from which the applicant intends to
draw 2 or more credits for the program.
Students must take a minimum of 9 credits.
FMST 001; either FMST 080, FMST 081, or an
approved course in world cinema or a
national/regional cinema; and FMST 092 or
equivalent incorporating a culminating exercise
are required. Students are encouraged to take
FMST 002 or another film/video/media
production course (such courses offered at other
institutions may be considered). Remaining
courses and seminars offered by the program or
other departments should be selected from the

Film and Media Studies
following lists or preapproved by the film and
media studies coordinator. Senior majors may
apply to write a thesis or to make a thesis video.

Courses
FMST 001. Introduction to Film and
Media Studies
Provides groundwork for further study in the
discipline and is recommended before taking
additional FMST courses. Introduces students
to concepts, theories, and histories of film, and
other moving-image media, treating cinema as a
dominant representational system that shapes
other media forms. Topics include the formal
analysis of image and sound, aesthetics,
historiography, genres, authorship, issues of
gender, race, ethnicity, and nation, economics,
technology, and reception and audience studies.
Emphasis is on developing writing, analytical,
and research skills. Required weekly evening
screenings of works from diverse periods,
countries, and traditions.
1 credit.
Each semester. Rehak.
FMST 002. Video Production Workshop
Provides instruction in basic technical aspects
of digital video production and background in
formal properties of video- and filmmaking,
including preproduction, field shooting, editing
in Final Cut Pro, and postproduction. Individual
and group exercises are designed to ensure a
sound technical foundation as well as to
familiarize students with the aesthetic principles
underlying different film styles and traditions.
Required weekly film viewings. Students are
responsible for some production expenses.
Limited to 12 students.
Prerequisite: FMST 001.
1 credit.
Spring 2009. Rehak.
FMST 080. What on Earth Is World
Cinema?
Is there such a thing as world cinema? What is
the relationship between “world cinema” and
national cinemas? What is “national” about
national cinemas? This course introduces
students to theoretical debates about the
categorization and global circulation of films,
film style, authorship, and audiences through
case studies drawn from Iranian, Indian, East
Asian, Latin American, European, and U.S.
independent cinemas presented at required
weekly evening screenings.
1 credit.
Not offered 2008-2009. White.
FMST 081. National/Regional Cinemas
Topic for fall 2008: German Cinema
(Cross-listed as GERM 054/LITR 054G)

This course is an introduction to German
cinema from its inception in the 1890s until the
present. It will include an examination o f early
exhibition forms, expressionist and avant-garde
films from the classic German cinema o f the
Weimar era, fascist cinema, postwar rubble
films, DEFA films from East Germany, New
German Cinema from the 1970s, and post-1989
heritage films. This course will analyze a cross­
match of popular and avant-garde films while
discussing mass culture, education, propaganda,
and entertainment as identity- and nation­
building practices. Taught in English with
required weekly evening screenings of subtitled
films.
1 credit
Fall 2008. Simon.
FMST 083. Animation and Cinema
This course examines the forms, technologies,
and history of animation in American narrative
cinema and television. Screenings include
short- and feature-length animated films,
narrative and experimental animation from the
U.S. and other countries, and animation in
television and digital media. Emphasis is on
framing animation in relation to an array of
cultural and economic forces and theoretical
perspectives, including performance, gender,
the body, media evolution, taste, symbolism
and realism, and the avant-garde. Required
weekly evening screenings.
1 credit.
Not offered 2008-2009. Rehak.
FMST 084. From Broadcasting to
Podcasting: Television and New Media
Introduces students to the major trends in
critical thought regarding electronic media,
including the rise of broadcast television, recent
developments in narrowcast or niche
programming and distribution, and the
relationship among media industries,
advertisers, and audiences. Special attention
will be given to probing and historicizing the
concept of “new” media, examining our
ongoing cultural adaptation to emerging screen
technologies and their attendant narrative and
audiovisual forms. Coursework includes
blogging, podcasting, and Web-based research.
Required weekly evening screenings.
1 credit.
Spring 2009. Rehak.
FMST 085. Fan Culture
Since the birth of mass media, audiences have
become increasingly invested in media texts
and personalities, moving from simple
allegiance to active participation in the creation,
marketing, and public discourses around media.
This course explores the history, philosophy,
and impact of fandom in film, television, and
new media. Drawing on methodologies

Film and Media Studies
including reception ethnography, feminism,
performance, cultural studies, and convergence
theory, we will consider topics such as cults of
celebrity; the creation of fan fiction and videos;
gendered and queer identities in fan culture;
adaptive responses of media texts and
industries; and on-line networking. Screenings
include serial television, camp and “trash”
cinema, and fan-created content.
1 credit.
Not offered 2008-2009. Rehak.
FMST 086. Theory and History of
Videogames.
Explores video and computer games through
historical, cultural, and formal perspectives,
mapping the medium’s emergence and
evolution from its roots in hacker culture of the
1960s and 1970s to the commercial boom and
bust of the arcades, the rise of home console
and personal computer systems, and the role of
the internet in creating multiplayer
environments. Other topics include game
genres, avatars, player subcultures, and
transmedia entertainment. Readings and
lectures emphasize multiple methodologies
including anthropology, psychology, ludology,
narratology, ideology, gender, and performance.
Although not a programming course, some
opportunities for design and play may be
involved.
1 credit.
Fall 2008. Rehak.
FMST 092. Film Theory and Culture
This course covers major paradigms and
debates in classical and contemporary film
theory, historiography, and research
methodology: realism, montage, auteur theory,
genre, medium specificity, semiotics and
psychoanalysis, apparatus and spectatorship
theory, Marxism, feminist and queer theory,
cultural studies, theories of the avant-garde,
third and accented cinemas. Recommended for
students with a background in film studies.
Authors include Bazin, Benjamin, de Lauretis,
Deleuze, Eisenstein, Hansen, Kracauer, and
Wollen. Films by Akerman, Eisenstein,
Fassbinder, Griffith, Haynes, Powell, Vertov,
and Wong and others presented at required
weekly evening screenings.
1 credit.
Spring 2009. White.
FMST 097. Independent Study
Students must apply for pre-registration
approval in writing.
0.5 to 1 credit.
FMST 098. Thesis
For students completing a special major in
course.
1 credit.

FMST 100/ENGL 122. Film Studies
This seminar addresses current topics and
theoretical and methodological debates in film
studies. We consider historiography and
research methodology; classical and
contemporary film theory; the status of national
cinemas, auteurs, and genres under
globalization; the “end of cinema” in the age of
new media. The relationship between film
studies and media studies, philosophy, and
literary and cultural studies will be a primary
concern. Instructor’s permission required.
2 credits.
Not offered 2008-2009. White.
FMST 180. Thesis
For students completing a special major in
honors.
2 credits.

Other Courses and Seminars
Approved for Credit
For descriptions of the following courses
offered in other departments, please consult the
appropriate section of the course catalog:
Courses Offered 2008-2009
CHIN 055/LITR 055C. Contemporary Chinese
Cinema (Kong)
ENGL 091/GSST 020. Feminist Film and
Media Studies (White)
FREN 074/LITR 074F. French and
Francophone Film: Youth and Resistance
(Yervasi)
Eligible Courses Not Offered 2008-2009
CHIN 056/LITR 056CH. History o f Chinese
Cinema (Kong)
DANC 079. Dancing Desire in Bollywood Film
(Chakravorty)
ENGL 009P. Women and Popular Culture:
Fiction, Film, and Television (White)
ENGL 087/FMST 087. American Narrative
Cinema (White)
ENGL 088. American Attractions
(White/Ullman)
FREN 022. Cinema francais et francophone:
Cinema de la ville (Yervasi)
FREN 078/LITR 078F. Francophone Cinema:
Configurations of Space in Postcolonial
Cinema (Yervasi)
FREN 073F/LITR 073F. Postwar France:
Revolutionizing Everyday Life (Yervasi)
GERM 091. Special Topics: Popularliteratur
(Simon)
JPNS 024/LITR 024J. Japanese Film and
Animation (Gardner)
JPNS 074/LITR 074J. Japanese Popular Culture
and Contemporary Media (Gardner)

Film and Media Studies
LITR 051G. Race and Gender in European
Cinema (Simón)
LITR 058. Cyberculture (Simón)
SOAN 121. Visual Ethnography (Díaz-Barriga)
SPAN 068. Seducciones literarias-traiciones
fílmicas (Martínez)

Gender and Sexuality Studies
Coordinator:

BAKIRATHIMANI (English Literature)
Anna Everetts (Administrative Assistant)

Committee:

Diane Downer Anderson (Educational Studies)
Jean-Vincent Blanchard (Modem Languages and Literatures, French)3
Amy L.R. Bug (Physics)3
Sibelan Forrester (Modem Languages and Literatures, Russian)
Farha N. Ghannam (Sociology and Anthropology)
Cynthia Perwin Halpem (Political Science)
Tamsin Lorraine (Philosophy)
Luciano Martinez (Modem Languages and Literatures, Spanish)
Sunka Simon (Modem Languages and Literatures, German)
Patricia White (English Literature, Film and Media Studies)

3Absent on leave, 2008-2009.

The Gender and Sexuality Studies Program
foregrounds the study of social relations of
power in a variety of cultural, historical and
national contexts. The objective of the Gender
and Sexuality Studies Program is to bring
feminist and queer theory in conversation with
new research methodologies in the humanities,
social sciences, and natural sciences. The
program emphasizes the interrelationship not
only between gender and sexuality but also
between race and class as well as local and
global politics.
Students in any major, whether pursuing the
Course Program, or the Honors Program, may
elect a minor in gender and sexuality studies by
fulfilling the requirements below. Students may
also design a special major in gender and
sexuality studies in consultation with the
coordinator. Students who intend to pursue
gender and sexuality studies should submit their
proposed programs to the coordinator when
they submit their sophomore papers. All
proposals to minor and major in gender and
sexuality studies must be approved by the
Committee.
The Jean Brosius Walton ’35 Fund and the
Wendy S. Cheek Memorial Fund generously
contribute towards activities sponsored by the
Gender and Sexuality Studies Committee.

University of Pennsylvania as well as those
offered by foreign study programs. If the
institution in which the course was offered has a
Women’s Studies or Gender and Sexuality
Studies Program, the proposed course must be
part of that program to be accepted as a gender
and sexuality studies course at Swarthmore.
Course minors are strongly recommended to
take GSST 001: Introduction to Gender and
Sexuality Studies and GSST 020: Theory and
Methodology during their first or second years
at Swarthmore. Students are required to take
GSST 091: Seminar in Gender and Sexuality
Studies, in the spring of their senior year.

Course Minor

The program offers the following courses and
seminars:

To achieve a course minor in gender and
sexuality studies, students must take a
minimum of 5 credits in the program. The
courses (or seminars) must be selected from at
least two different divisions. Only one course
counted for gender and sexuality studies may
overlap with the student’s major. With the
approval of the coordinator, students may elect
to write a 1-credit thesis or pursue an
independent study as a substitute for regular
coursework. Students may also, with the
approval of the coordinator, include in their
program relevant courses offered by Bryn
Mawr and Haverford colleges and the

Honors Minor
Students in the Honors Program may minor in
gender and sexuality studies by completing 6
gender and sexuality studies credits and
completing the written and oral external
examinations at the end of their senior year.
The examination preparation for the honors
minor consists o f GSST 091: Seminar in
Gender and Sexuality Studies.
Beginning with the Class of 2011, GSST 020:
Theory and Methodology will also be required
for honors minors and special majors.

Courses

GSST 001. Introduction to Gender and
Sexuality Studies
This interdisciplinary core course is an
introduction to key concepts, questions, and
analytical tools developed by scholars of
feminist and queer studies in diverse fields. In
2009, we will analyze the social constructions
of gender, racial, and sexual identities, issues of
work, reproduction, body image and
representation by focusing on a cross-cultural
history of marriage and weddings since the 19th
century. Students will work in thematically
organized reading groups responsible for

Gender and Sexuality Studies
developing and maintaining a Blackboard
information/discussion forum and one in-class
presentation.
1 credit.
Spring 2009. Simon.
GSST 020. Theory and Methodology:
Feminist Film and Media Studies
(See ENGL 091)
1 credit.
Fall 2008. White.
GSST 030. Women and Technology
The course will explore the relationships
between women and technology in Western
industrial society. Three aspects to be
considered 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, and
feminist utopias in science fiction. Expected
workload includes two long papers and several
short ones, with no midterm, final, or labs.
WMST 030 does not fulfill a College-wide
distribution requirement. However, it can be
used to satisfy the distribution requirement for
the minor.
1 credit.
Not offered 2008-2009.
Students may contact Professor Everbach in the
Engineering Department for a directed reading.
GSST 091. Seminar in Gender and
Sexuality Studies
This capstone seminar examines how
epistemologies of gender and sexuality are
created across disciplines. By exploring a
variety of social and cultural texts, we will
examine the shifting terrain of feminist and
queer movements. The seminar also
incorporates a community-learning component
that puts theories of gender and sexuality in
conversation with feminist praxis. The seminar
emphasizes independent research in order to
foreground how gender and sexuality studies in
the 21st century is redefined through its
engagement with local and global relations of
power.
GSST 091 is required of, and normally limited
to, students with minors or special majors in
Gender and Sexuality Studies. It must be taken
in the senior year and cannot be used to fulfill
distribution requirements.
2 credits.
Spring 2009. Mani.

GSST 092. Thesis
1 credit.
Each semester. Staff.
GSST 093. Directed Readings
1 credit.
Each semester. Staff.
GSST 192A and GSST 192B. Thesis
For students completing a special major in
honors (1 credit must be taken in each semester
o f the senior year).
2 credits. Staff.
The following departmental courses have been
approved for credit towards the Gender and
Sexuality Studies Program:
Arabic
ARAB 027. Writing Women in Modem Arabic
Fiction
Art History
ARTH 076. The Body in Contemporary Art
Biology
BIOL 006. History and Critique of Biology
BIOL 093. Directed Reading in Feminist
Critiques of Biology
Chinese
CHIN 015. Gentry Women, Courtesans, and
Nuns: Writing Women in Late Imperial
China (1500-1900)
Dance
DANC 025. Mapping Culture Through Dance
DANC 028. Politics and Aesthetics of Classical
Indian Dance
DANC 035. Women Choreographers and
Composers
DANC 036. Dancing Identities
Economics
ECON 073. Race, Ethnicity, and Gender in
Economics
Education
EDUC 061. Gender and Education
English Literature
ENGL 009M. Jane Austen
ENGL 009N. Illicit Desires in Literature
ENGL 009P. Women and Popular Culture:
Fiction, Film, and Television
ENGL 023. Renaissance Sexualities
ENGL 024. Witchcraft and Magic
ENGL 034. Restaging Romanticism
ENGL 036. The Age of Austen
ENGL 048. Contemporary Women’s Poetiy
ENGL 071J. Cherchez la femme: The
“Mystery” of Woman in the Mystery Genre

Gender and Sexuality Studies
ENGL 07 IK. Lesbian Novels Since World
W arll
ENGL 082. Transnational Feminist Theory
ENGL 083. Feminist Theory
ENGL 090. Queer Media
ENGL 091. Feminist Film and Media Studies
(Cross-listed as GSST 020)
ENGL 112. Women and Literature

Political Science
POLS 013. Feminist Political Theory
POLS 031. Difference, Dominance, and the
Struggle for Equality
POLS 032. Gender, Politics, and Policy in
America

French
FREN 037. Littératures Francophones (taught
in French)
FREN 061. Odd Couplings: Writings and
Readings Across Gender Lines
FREN 076. Ecritures au feminine (taught in
French)
FREN 115. Paroles de Femmes (taught in
French)

Religion
RELG 007B. Women and Religion
RELG 025B. Black Women and Religion in the
United States
RELG 053. Gender, Sexuality, and the Body in
Islam
RELG 103. Women in Dark Times:
Philosophical and Theological Radicals

German
GERM 056. Populërliteratur (taught in German)
GERM 108. Wien und Berlin
History
HIST 001C. Sex and Gender in Western
Traditions
HIST 001G. Women, Family, and the State in
China
HIST 00IK. Engendering Culture
HIST 001V. Witches, Witchcraft, and Witch
Hunts
HIST 016. Sex, Sin, and Kin in Early Europe
HIST 029. Sexuality and Society in Modem
Europe
HIST 052. The History of Manhood in
America, 1750-1920
HIST 053. Black Women in the Civil Rights
Movement
HIST 054. Women, Society, and Politics
HIST 055. Social Movements in the 20th
Century
HIST 131. Gender and Sexuality in America
Literatures
LITR 015R. East European Prose in Translation
LITR 051G. Gender and Race in European
Cinema
LITR 054G. German Cinema
LITR 061SA. Women’s Testimonial Literature
of Latin America
LITR 046S. Latin American Sexualities
Philosophy
PHIL 045. Futures of Feminism
PHIL 145. Feminist Theory Seminar
Physics
PHYS 029. Seminar on Gender and (Physical)
Science

Psychology
PSYC 044. Psychology and Gender

Russian
RUSS 015. East European Prose in Translation
RUSS 079. Russian Women Writers
RUSS 111. Tsvetaeva and Mayakovsky
RUSS 112. The Acmeists
Sociology and Anthropology
SOAN 007C. Sociology Through African
American Women’s Writing
SOAN 049B. Comparative Perspectives on the
Body
Spanish
SPAN 066. Escritora española una voz propia
SPAN 072. La décima musa
SPAN 086. Genero y Sexualidad

German Studies
Coordinator:

SUNKA SIMON (Modem Languages and Literatures, German)
Eleonore Baginski (Administrative Coordinator)
Cassy Burnett (Administrative Assistant)

Committee:

Richard Eldridge (Philosophy)
Marion Faber (Modem Languages and Literatures, German)1
Pieter Judson (History)
Tamsin Lorraine (Philosophy)
Michael Marissen (Music)1
Braulio Mufioz (Sociology and Anthropology)
Hansjakob Werlen (Modem Languages and Literatures, German)
Thomas Whitman (Music)

1Absent on leave, fall 2008.

German studies is an interdisciplinary
concentration that grows out of the historic
connection between German thought, music,
and art of the 19th and 20th centuries. The
study of figures such as Goethe, Wagner,
Nietzsche, Marx, or Freud, for example,
requires an approach that encompasses multiple
disciplines. Similarly, the study of German
history and politics enriches—and is enriched
by—the study of German literature and art.
Increasingly, German studies also addresses
contemporary cultural issues, both national and
transnational. This combination o f approaches
to German culture(s) introduces the student to a
field of knowledge crucial to contemporary
society and prepares the student for graduate
work in several academic disciplines as well as
for a variety of international careers. The
concentration may be undertaken in the Course
Program or in the Honors Program. Students
should consult the program coordinator during
the sophomore year to plan their special major,
course minor, or honors minor in German
Studies.

Requirements and
Recommendations
Honors Minor
Requirements
1. Five credits from designated courses in
German studies, 3 of which must be outside the
student’s major department. To ensure a
common groundwork for all minors, students
must take the core course, GERM 014:
Introduction to German Studies. If possible,
honors minors should take GERM 108: Wien
und Berlin in their senior year. 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. An
interdisciplinary thesis for the student’s major
department may fulfill this requirement.
2. Students in the Honors Program are expected
to be sufficiently proficient in spoken and
written German to complete all their work in

German. Students are strongly advised to spend
at least one semester of study in a Germanspeaking country. Candidates are expected to
have a B average or better in coursework, both
in the department and at the College. After
studying abroad, minors must take at least one
additional class in German studies.
Prerequisites
GERM 014 and an advanced course in German
studies.
Preparations
A seminar in German studies (or, in lieu of the
seminar, two advanced courses in German
studies).
Senior Honors Study
Honors preparation will include a revised
version 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 o f German studies
on a case-by-case basis to ensure adequate
preparation for the honors examination. No
credit will be given for the revised paper.
Honors Examination
A 3-hour written examination based on a
German studies seminar or, in lieu of the
seminar, two advanced courses in German
studies and a 30- to 45-minute oral examination
based on all previous work in the field.
Course Minor
Requirements
Substantial work in the German language
(GERM 004 or the equivalent) is required. The
requirements for the German studies course
minor are identical to the honors requirements
(5 credits include the core course, GERM 014)
with the exception that students need not write
an interdisciplinary thesis or take honors
preparations. Course students who do not take
an advanced literature course must either use
original German sources in the thesis or add an
attachment in German to one course in the
concentration.

German Studies
Special Major
A special major in German studies must
successfully complete the previously mentioned
requirements and take an additional five courses
from the following list of eligible German
studies courses. In addition, to ensure that a
student has done original work in the German
language and is able to reflect critically on a
growing field and connect the interdisciplinary
segments within German studies successfully, a
special major must defend the interdisciplinary
thesis of 40 to 50 pages in a 30-minute
comprehensive oral exam with members o f the
program in early May (date to be arranged in
consultation with the coordinator).

Courses Eligible for German
Studies
Courses (1 credit)
German courses numbered 004 and above.
ARTH 019. Contemporary Art
DANC 022. History of Dance: Europe’s
Renaissance Through 1900
HIST 028. Nations and Nationalism in Eastern
Europe
HIST 029. Sexuality and Society in Modem
Europe
HIST 035. From Emancipation to
Extermination: Modem Jewry’s Encounter
With Modernity
HIST 036. Modem Germany
HIST 037/LITR 037G. History and Memory:
Perspectives on the Holocaust
LITR 015G. First Year Seminar: Between
Appetite and Aesthetics: A Cultural History
ofFood
LITR 019. Cultural Identity in the European
Union
LITR 051G. Gender and Race in European
Cinema
LITR 054G/FMST 081. German Cinema
LITR 066G. History of German Drama
MUSI 007. W.A. Mozart
MUSI 007B. Beethoven and the Romantic
Spirit
MUSI 022. Nineteenth-Century Europe
MUSI 033. Lieder
MUSI 034. J. S. Bach
MUSI 035. Late Romanticism
PHIL 029. Philosophy of Modem Music
PHIL 039. Existentialism
PHIL 049. Marx, Nietzsche, and Freud
POLS 053. Politics of Eastern Europe
SOAN 044D. Colloquium: Critical Social
Theory
SOAN 044E. Colloquium: Modem Social
Theory

Seminars (2 credits)
ARTH 166. Avant-Garde: History, Theory,
Practice
GERM 104. Goethe und seine Zeit
GERM 105. Die deutsche Romantik
GERM 108. German Studies Seminar: Wien
und Berlin
GERM 110. German Literature After World
W arll
GERM 111. Genres
HIST 122. Revolutionary Europe, 1750 to 1871
HIST 125. Fascist Europe
MUSI 101. Bach
PHIL 114. Nineteenth-Century Philosophy
PHIL 137. German Romanticism and Idealism
PHIL 139. Phenomenology, Existentialism, and
Poststructuralism
POLS 107. Comparative Politics: Greater
Europe
RELG 106. Contemporary Religious Thought
SOAN 101. Critical Modem Social Theory
SOAN 105. Modem Social Theory
SOAN 115. Freud and Modem Social Theory

History
STEPHEN P. BENSCH, Professor
TIMOTHY J. BURKE, Professor1
2
ROBERT S. DuPLESSIS, Professor3
PIETER M. JUDSON, Professor
LILLIAN M. LI, Professor
MARJORIE MURPHY, Professor
ROBERT E. WEINBERG, Professor and Acting Chair, fall 2008
DIEGO ARMUS, Associate Professor
ALLISON DORSEY, Associate Professor
BRUCE DORSEY, Associate Professor and Chair1
SONIA LEE, Visiting Assistant Professor
JEN MOORE, Administrative Assistant
1 Absent on leave, fòli 2008.
2 Absent on leave, spring 2009.
3 Absent on leave, 2008-2009.

Course Offerings and
Prerequisites
The courses and seminars offered by the
History Department 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
discipline. The discipline of history is a method
of analysis that focuses on the contexts in which
people have lived and worked. Our courses and
seminars emphasize less the accumulation of
data than the investigation, from various
viewpoints, of those ideas and institutions—
political, religious, social, economic, and
cultural—by which people have endeavored to
order their world. The History Department’s
curriculum introduces students to historical
methodology and the fundamentals of historical
research and writing.
The study of history prepares 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 private to the public
sector. In particular, many o f our former majors
find that studying history was excellent
preparation for law school and enabled them to
succeed as attorneys.
Courses and seminars offered by the History
Department are integral to most
interdisciplinary programs, such as black
studies, gender and sexuality studies, German
studies, Islamic studies, Latin American studies,
and peace and conflict 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 students who wish to obtain
teaching certification to major in history. (See
the section on teacher certification for more
information.)
The History Department offers a focus on cities
and history, which includes a colloquium open
to students and faculty. We invite students to
think about focusing their courses on the theme
of the history of cities. Each semester, at least
two courses will be offered on the history of a
city or on urban history. During the academic
year 2008-2009, the following courses are part
of this focus: HIST 015: Medieval Towns;
HIST 078: Beijing and Shanghai: Tale o f Two
Cities; and HIST 135: Labor and Urban
History.
Survey Courses
Survey courses provide broad chronological
coverage of a particular field of history. Survey
courses (002-010; 1 credit) are open to all
students without prerequisites and are designed
to offer a general education in the field as well
as provide preparation for a range o f upperlevel courses. Although these entry-level
courses vary somewhat in approach, they
normally focus on major issues of
interpretation, the analysis of primary sources,
and historical methodology.
First-Year Seminars
First-year seminars (HIST 001A—001Z; 1
credit) explore specific historical issues or
periods in depth in a seminar setting; they are
open to first-year students only and are limited
to 12 students. Students who are not admitted to
first-year seminars in the fall will receive
priority for seminars in the spring.
Upper-Division Courses
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) successfully completed one of

History
the courses numbered 001—010; (2) received an
Advanced Placement score of 4 or 5 (or a 6 or 7
IB score) in any area of history; (3) successfully
completed one of the following Classics
courses: 031,032,042,044,056, or 066; or (4)
received the permission of the instructor.
Exceptions are courses designated “not open to
first-year students” or where specific
prerequisites are stated.
Double-Credit Seminars
Admission to these seminars is selective and
based on an evaluation of the student’s potential
to do independent work and to contribute to
seminar discussions. A minimum grade of B+
in at least two history courses and a record of
active and informed participation in class
discussions are required of all students entering
seminars. In addition, recommendations from
department faculty members who have taught
the student are solicited.
Sophomores hoping to take history seminars in
their junior and senior years should give special
thought to the seminars that they list in their
sophomore papers. Seminar enrollments are
normally limited to 10. If you are placed in a
seminar at the end of your sophomore year, you
will be one of 10 students guaranteed a space
and you are, in effect, taking the space of
another student who might also like 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.

Requirements
Major and Minor
Admission to the department as a major or
minor normally requires a B average in at least
two history courses taken at Swarthmore and a
satisfactory standard of work in all courses. In
addition, admission to double-credit seminars
and the Honors Program as either major or
minor requires a B+ average in at least two
Swarthmore history courses, a record of active
and informed participation in class discussions,
and recommendations from History Department
faculty members. 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
generally assumed for admission to graduate
school.
All majors in history must take at least 9 credits
in history that fulfill the following
requirements:
1. They complete at least 6 o f their 9 credits at
Swarthmore.
2. They take at least one course or seminar at
Swarthmore from each o f the following

categories: (a) before 1750 (including CLAS
031,032,042,044,056, and 066) and (b)
outside Europe and the United States,
specifically Africa, Asia, Latin America, and
the Near East. This distribution requirement
encourages students to explore various fields of
history and engage in comparative historical
analysis. Students must use different courses or
seminars to fulfill this requirement. A list o f
these distribution courses is on file in the
department office.
Course Major

Complete the Senior Research Seminar (HIST
091) in which students write a research paper
based on primary sources. This course satisfies
the College’s requirement that all majors and
concentrations have a culminating exercise for
their majors and is only offered during the fall
semester. The department encourages students
to suggest possible research topics in their
sophomore papers and to select topics by the
end o f theirjunior year.
Course Minor

Complete five (5) history credits at Swarthmore
College (AP, transfer credit, and foreign study
courses do not count). Two (2) of the five (5)
credits must be from courses above the
introductory level, and one (1) credit may be in
a history course offered by the Classics
Department.
Thesis

A student who wishes to write a thesis should
state her or his intention by submitting a
proposal no later than 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 upon
completion of the thesis. Students wishing to
write an honors thesis (HIST 180) should
submit a proposal to the department for
approval by May 1 of their junior year.
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 seminars and
revise one paper per seminar for their portfolio
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 of the senior year. Students
may substitute Honors Thesis (HIST 180) for
one of their seminars. The thesis and revised
seminar papers are due by May 1.
Minors in the Honors Program will complete
one double-credit seminar in addition to three
(3) credits taken at Swarthmore (AP, transfer

History
credit, and foreign study courses do not count;
one (1) approved history course in the Classics
Department may count) and include one revised
paper from that seminar in their portfolio. This
revised seminar paper is due by May 1.
Seminars are a collective, collaborative, and
cooperative venture among students and faculty
members designed to promote self-directed
learning. Active participation in seminars is,
therefore, required of all students. Evaluation of
performance in the seminar will be based on the
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, submission
of seminar papers according to the deadline set
by the instructor, reading o f seminar papers
before coming to the seminar, completion of all
reading assignments before the seminar, respect
of the needs of other students who share the
reserve readings, and eagerness to engage in a
scholarly discussion of the issues raised by the
readings and seminar papers.
Students in seminars take a 3-hour written
examination at the end of each seminar and
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 semester to
discuss their progress.
The department reminds students that the
responsibility 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 theydo for single-credit courses.
The revised seminar papers are written in two
stages. During the fust stage, students confer
with their seminar instructor about what paper
to prepare for honors and what revisions to plan
for these papers. Seminar instructors will offer
advice on how to improve the papers with
additional readings, structural changes, and
further development of arguments. The second
stage occurs when the student revises the papers
independently. Faculty members are not
expected to read the revised papers at any stage
of the revision process. Each revised paper must
be from 2,500 to 4,000 words and include a
brief bibliography. Students will submit them to
the department office by May 1. Students who
fail to subm it their revised papers by the

deadline will not com plete the H onors
Program .

The department encourages 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, in
keeping with the department’s belief that
honors is a collaborative, self-learning exercise
that relies on the commitment of students.
Special Major in History and Educational
Studies

Students designing a special major in history
and educational studies must take six courses in
history, including one course in a field other
than the United States or Europe. One of those
history courses must be HIST 091 (fulfilling the
senior comprehensive requirement), or, with
permission of both departments, students can
complete a two-semester, two-credit thesis.
Students will work with both an educational
studies faculty member and the HIST 091
instructor to complete their one-credit senior
research paper.

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, a student must have
departmental preapproval and have taken at
least one history course at Swarthmore
(normally before going abroad). Students who
want to receive credit for a second course taken
abroad must take a second history course at
Swarthmore. Students must receive a grade of C
or higher to receive history credit at
Swarthmore.
The History Department does not grant credit
for any history courses taken at other U.S.
colleges and universities except courses at Bryn
Mawr, Haverford, and the University of
Pennsylvania while a registered Swarthmore
student.

Advanced Placement/
International Baccalaureate
The History Department will automatically
grant one (1) credit to students who have
achieved a score of four (4) or five (5) in the
U.S., European, or World History Advanced
Placement examinations (or a score of six (6) or
seven (7) in the International Baccalaureate
examinations) once they have completed any
history course number HIST 001 to HIST 010
and earned a grade o f C or higher. Students who

History
want credit for a second Advanced
Placement/Intemational Baccalaureate
examination (in a different area of history) must
take a second history course at Swarthmore
(any course number, including CLAS 031,032,
042,044,056, or 066) and earn a grade of C or
higher. The History Department will grant up to
two (2) credits for Advanced
Placement/Intemational Baccalaureate work.
A score of four (4) or five (5) for Advanced
Placement (or a score of six (6) or seven (7) for
International Baccalaureate) allows students to
take some upper-division courses in the History
Department
Advanced Placement/Intemational
Baccalaureate credit may be counted toward the
number of courses required for graduation and
may be used to help fulfill the College’s
distribution requirements.

Language Attachment
Certain designated courses offer the option of a
foreign language attachment normally for 0.5
credit. Arrangements for this option should be
made with the instructor at the time of
registration.

Teacher Certification
History majors can complete the requirements
for teacher certification through a program
approved by the state of Pennsylvania. For
fûrther information about the relevant set of
requirements, contact the Educational Studies
Department or see the Educational Studies
Department Web site at
www.swarthmore.edu/educationalstudies.xml.

Courses
HIST 001A. First-Year Seminar: The
Barbarian North
The seminar will explore how Germanic and
Celtic societies emerged and solidified thenidentities as they came into contact with Roman
institutions and Latin Christendom.
This course may count toward a major or minor
in medieval studies.
Writing course.
1 credit.
Not offered in 2008-2009.
HIST 001B. First-Year Seminar: Radicals
and Reformers in America
Visions of social change from the American
Revolution to the 20th century.
1 credit.
Not offered 2008-2009.

HIST 001C. First-Year Seminar: Sex and
Gender in Western Traditions
How have perceived natural differences
between the sexes contributed historically to
social and legal inequalities among men and
women?
This course may count toward a minor in
gender and sexuality studies.
1 credit.
Not offered 2008-2009.
HIST 001D. First-Year Seminar: Religion
and Social Change in the U.S.
This course seeks to explore the relationship
and tension between religious and social change
in the United States. Religious beliefs worked
in conjunction with notions of capitalism and
racial hierarchy to support structures of power
created to dominate and colonize groups of
people. Yet, these religious beliefs also
provided the vision for the marginalized and
enslaved to resist and oppose those very
structures. This course will analyze how
religion served to both support and challenge
notions of racial, class, and gender hierarchy in
the U.S. from the colonial era to the present.
Topics will include the American Jeremiad,
English missionaries and Native Americans,
Mormonismi and the making of a white “native”
identity, the American Revolution and slave
revolts, abolitionism, fundamentalism, the
Catholic Worker Movement, World War II and
pacifism,
the Civil Rights Movement, and the Moral
Majority.
Writing course.
1 credit.
Fall 2008. Lee.
HIST 001E. First-Year Seminar: The SelfImage of Latin America: Past, Present,
and Future
Latin America as it was discussed and
perceived by Latin American intellectuals and
political actors vis-à-vis agendas for social,
national and regional change. Emphasis on the
period 1850-2000.
This course may count toward a minor in Latin
American studies.
1 credit.
Spring 2009. Armus.
HIST 001J. First-Year Seminar: The
1950s: A New History of the Cold War
Era
The opening of the former Soviet Union
archives created a firestorm of historical debate
concerning the politics of the Cold War. This
seminar focuses on that debate and the
scholarship introduced into the hotly contested
issues of McCarthyism, isolationism and
containment, the Korean War, Truman’s

History
issuance of the Loyalty Oath, Eisenhower’s
leadership, and the Central Intelligence
Agency’s role in Guatemala, Iran, Cuba, and
Nicaragua.
1 credit.
Spring 2009. Murphy.
HIST 001K. First-Year Seminar:
Engendering Culture
A seminar focused on the way in which
American culture is infused with gender; how
culture is constructed and reconstructed to
replicate gender roles; the iconography of the
industrial worker, gender in WPA art in public
spaces, New York night life, John Wayne
movies and the masculine West; and suffrage in
consumer culture, militarism and pacificism,
jobs, and gender.
Writing course.
1 credit.
Not offered in 2008-2009.
HIST 001L. First-Year Seminar: History
of Leisure and Play
This course focuses on the historical evolution
of leisure practices in human societies. We will
examine the evolutionary roots of play in
human societies but focus primarily on the
increasing elaboration of leisure in modem
societies since 1750. Topics studied include
sport, drinking and eating, tourism, media
consumption, and video games.
1 credit.
Fall 2008. Burke.
HIST 001M. First-Year Seminar: History
of Food in North America
This seminar introduces first year students to
the history of slavery, agricultural production,
trade, marketing, animal husbandry and food
preparation, which produced the diet of the
United States.
1 credit.
Not offered in 2008-2009.
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
assessing the impact of Lenin and Stalin on
developments in the Soviet Union and the
interplay among socioeconomic, cultural, and
ideological currents. Course materials include
documents, novels and short stories,
monographs, and films.
Writing course.
1 credit.
Fall 2008. Weinberg.

HIST 001R. First-Year Seminar:
Remembering History
Explores the relationship between the creation
of personal and collective memory and the
production of history. The seminar will
examine the tensions between memory and
history in U.S. history.
Writing course.
1 credit.
Not offered in 2008-2009.
HIST 001T. First-Year Seminar: Cross
and Crescent: Muslim-Christian
Relations in Historical Perspective
The course will selectively explore the
interaction of Muslim and Christian
communities from the emergence of Islam to
contemporary Bosnia. Themes revolving
around tolerance, persecution, conversion,
trade, and travel will be emphasized.
This course may count toward a major or minor
in medieval studies, or a minor in Islamic
studies.
Writing course.
1 credit.
Fall 2008. Bensch.
HIST 001U. First-Year Seminar: The
Making of an Atlantic World
This course studies the creation of a multiethnic
and polyglot new world in the Atlantic basin
between the 15th and 19th centuries.
1 credit.
Not offered in 2008-2009.
HIST 001V. First-Year Seminar: Witches,
Witchcraft, and Witch-Hunts
Using original documents, visual and literary
representations, films, and historical
scholarship, this course examines beliefs,
doctrines, and practices.
Writing course.
1 credit.
Not offered in 2008-2009.
HIST 001W. First-Year Seminar: Popular
Culture in the United States
This seminar explores the history of various
forms o f popular entertainment and cultural
expression in the United States from the 19th
century to the present. Topics may include the
theatre, the circus, minstrelsy, dime novels (or
other forms of pulp fiction), vaudeville, jazz
and blues, radio, television, movies, rock-androll, hip hop, and video games. A focus will be
on inteipreting primary sources and conducting
historical research.
1 credit.
Spring 2009. B. Dorsey

History
HIST 001X. First-Year Seminar: Crime
and Punishment in America
From bucket shops to the Sopranos, this course
will focus on America’s fascination with crime.
This course will delve into the economic social
and cultural history of the criminal underworld.
1 credit.
Not offered in 2008-2009.
HIST 001Y. First-Year Seminar: The
History of the Future
The future has arrived, but it is not what it used
to be. In this seminar, we will trace the history
of the idea of “the future,” concentrating on
19th- and 20th-century experience. Topics
covered include millennialism and apocalyptic
fears, utopian thought, modernist aesthetics, and
post-1945 technological optimism.
1credit.
Not offered in 2008-2009.
HIST 002A. Medieval Europe
The course will explore the emergence of
Europe from the slow decline of the Roman
world and the intrusion of new Germanic and
Celtic peoples (third to the 15th centuries).
Topics will include the rise of Christianity, the
invention of Western government, the rise of
vernacular culture, and the creation of romance.
This course may count toward a major or minor
in medieval studies.
1credit.
Fall 2008. Bensch.
HIST 002B. Early Modern Europe
Using primary sources, recent scholarship, and
film, this course explores the origin of the
modem world in Europe and its colonies
between the 15th and 18th centuries.
1 credit.
Not offered in 2008-2009.
HIST 003A. Modern Europe, 1789 to
1918: The Age of Revolution and
Counterrevolution
A survey that covers the impact of the
revolution on European politics, society and
culture during the 19th and early 20th centuries.
Topics include the revolutionary tradition;
industrialization and its social consequences;
the emergence of liberalism, feminism,
socialism, and conservatism as social and
political movements; nationalism and state
building; imperialism, the rise of mass society
and consumerism; and world war.
1credit.
Spring 2009. Weinberg.

HIST 003B. Modem Europe, 1890 to the
Present: The Age of Democracy and
Dictatorship
This course surveys major developments in
Europe since the late 19th century.
1 credit.
Not offered in 2008-2009.
HIST 004. Latin American History
This course surveys Latin American history
from pre-Columbian times to the present.
Special attention to economic, political, social
and cultural changes and continuities.
This course may count toward a minor in Latin
American studies.
1 credit.
Fall 2008. Armus.
HIST 005A. The United States to 1877
A thematic survey of American culture and
society from the colonial era through the
American Civil War and Reconstruction.
Recommended for teacher certification.
1 credit.
Not offered 2008-2009.
HIST 005B. The United States from 1877
to the Present
This course surveys American society, culture,
and politics from Reconstruction to the recent
past. Key developments include urbanization,
imperialism, two World Wars, the Great
Depression and the New Deal, consumerism
and the rise of mass culture, the Cold War, civil
rights, the “Sixties,” Vietnam, the rise of the
Right, and the Iraq wars.
Recommended for teacher certification.
1 credit.
Spring 2009. Lee.
HIST 006A. The Formation of the Islamic
Near East
This introduction to the history of the Near East
from the seventh to the 15th centuries will
examine the life of Muhammad; the political
dimensions of Islam; and the diversification of
Islamic culture through the law, mysticism,
philosophy, and the religious sciences.
This course may count toward a major or minor
in medieval studies, or a minor in Islamic
studies.
1 credit
Spring 2009. Bensch.
HIST 007A. African American History,
1619 to 1865
This survey o f the social, political, and
economic history of African Americans from
the 1600s to the Civil War focuses on slavery
and resistance, the development of racism, the
slave family (with special emphasis on women),

History
and the cultural contributions of people of
African descent.
This course may count toward a minor in black
studies.
1 credit.
Fall 2008. A. Dorsey.

Readings include literature, philosophy,
anthropology, and other historical materials.
This course may count toward a major or minor
in Asian studies.
1 credit
Fall 2008. Li.

HIST 007B. African American History,
1865 to Present
Students study the history of African Americans
from Reconstruction through the present.
Emancipation, industrialization, cultural
identity, and political activism are studied
through monographs, autobiography, and
literature.
This course may count toward a minor in black
studies.
1 credit.
Not offered 2008-2009.

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 uprisings, the reform movement, the
communist revolution, and the post-Mao era.
Emperors, scholar-officials, rebels, peasants,
Maoists, and intellectuals are the figures in this
tale.
This course may count toward a major or minor
in Asian studies.
1 credit.
Spring 2009. Li.

HIST 008A. West Africa in the Era of the
Slave Trade, 1500 to 1850
This survey course focuses on the origins and
impact of frie slave trade on West African
societies and on processes of state formation
and social change within the region during this
era.
This course may count toward a minor in black
studies.
1 credit.
Not offered 2008-2009.
HIST 008B. Mfecane, Mines, and
Mandela: Southern Africa from 1650 to
the Present
This course surveys southern African history
from the establishment of Dutch rule at the
Cape of Good Hope to the present day, focusing
on the 19th and 20th centuries.
This course may count toward a minor in black
studies.
1 credit.
Not offered 2008-2009.
HIST 008C. From Leopold to Kabila:
Central Africa’s Bad 20th Century
A survey of central African history from the
coming of Belgian colonial rule to recent
conflicts in the Congo and Rwanda.
1 credit.
Not offered in 2008-2009.
HIST 009A. Chinese Civilization
The history of Chinese civilization and culture
from prehistoric times until the early 19th
century, emphasizing religious and
philosophical traditions, the development of the
Chinese state and empire, dynastic rule,
Confucian literati and bureaucracy, social and
economic change, rebellion, and disorder.

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.
Not offered in 2008-2009.
HIST 014. Friars, Heretics, and Female
Mystics: Religious Turmoil in the Middle
Ages
An 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.
Not offered 2008-2009.
HIST 015. Medieval Towns
The course will explore the emergence of
Western towns from the “post-nuclear” world
of the early Middle Ages to the 15th century.
Were medieval towns the seedbeds of
capitalism? To answer this question we will
explore the material foundations, family
structures, communal expression, and
architectural projection of Western urbanism.
This course may count toward a major or minor
in medieval studies.
1 credit.
Fall 2008. Bensch.

History
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 or a minor in gender and
sexuality studies.
1credit.
Not offered 2008-2009.
HIST 019. The Italian Renaissance
This course examines the emergence of a new
culture in the city-states of Italy between the
14th and 16th centuries, studied in relation to
political, economic, and social contexts.
1credit.
Not offered in 2008-2009.
HIST 024. Transitions to Capitalism
This course analyzes the complex, protracted,
uneven, and contested emergence of a new
economic and social order in early modem
Europe.
1 credit.
Not offered in 2008-2009.
HIST 028. Nations and Nationalism in
Eastern Europe, 1848 to 1998
Is nationhood compatible with democratic
practice? This course traces the historical and
often violent construction of nationalist
identities, social movements, and selfproclaimed nation-states out of multi-ethnic
communities in Eastern Europe since the late
19th century.
Optional language attachment: German.
1credit.
Not offered in 2008-2009.
HIST 029. Sexuality and Society in
Modern Europe
This course examines the historical
constructions of sex and sexual identities in
Western societies since 1700. Topics include a
survey of ancient Greek and medieval
traditions; urbanization and the creation of
sexual communities; the medicalization of sex;
race and sexuality in colonized societies; the
19th-century invention of normal and deviant
sexualities; transsexuality; eugenics and the
state.
This course may count toward a minor in
gender and sexuality studies.
Writing course.
1credit
Fall 2008. Judson.

HIST 030. France Since 1789: Revolution
and Empire
The political, social, cultural, and economic
history of France and its global empire since the
great revolution of 1789.
Optional language attachment: French.
1 credit.
Spring 2009. Judson.
HIST 031. Revolutionary Iconoclasm:
Tearing Down the Old, Building the New
Students undertake a comparative study of
efforts by revolutionaries since 1789 to
transform their societies and cultures.
1 credit.
Not offered in 2008-2009.
HIST 032. A History of Jewish
Nationalisms: History, Religion, and
Politics
This course focuses on the political expression
of Jewish identity since the emergence of
Zionism in the late 19th century. We will
explore the central texts of Zionist thought in an
effort to understand the nature of Jewish
identity in the 20th century.
1 credit.
Not offered in 2008-2009.
HIST 033. Post-Stalinist Russia
This course focuses on critical issues
confronting the Soviet Union after the death of
Stalin in 1953: de-Stalinization, the dissident
movement, environmental degradation,
women’s concerns, social problems, intellectual
and cultural trends, obstacles to reform, and life
after the collapse of communism in 1991.
1 credit
Not offered 2008-2009.
HIST 034. Antisemitism Through the
Ages
This course explores the religious, social,
economic, political, and intellectual roots of
history o f antisemitism from late antiquity to
the present.
1 credit.
Spring 2009. Weinberg.
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.
This course may count toward a minor in
German studies.
1 credit.
Not offered 2008-2009.

History
HIST 036. Modern Germany
German politics, society, and culture in the 19th
and 20th centuries. Topics include the industrial
society and the Imperial state, German political
culture and its critics, colonialism, World War I
and revolution, politics, culture and society
under the Weimar and Nazi regimes, postwar
reconstruction in East and West Germany,
German reunification, and the legacies of the
Holocaust.
This course may count toward a minor in
German studies.
Optional language attachment: German.
1 credit.
Fall 2008. Judson.
HIST 037. History and Memory:
Perspectives on the Holocaust
(Cross-listed as LITR 037G)
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.
This course may count toward a minor in
German studies or peace studies and toward the
social science or humanities distribution
requirements.
1 credit.
Not offered 2008-2009.
HIST 038. Russia in the 20th Century
This course focuses on the Bolshevik seizure of
power, the consolidation of communist rule, the
rise of Stalin, de-Stalinization, and the collapse
of the Soviet Union.
1 credit.
Not offered in 2008-2009.
HIST 039. The Russian City as a Site of
Tradition and Modernity
This course focuses on the impact of modernity
on the lives of Jews and Russians in the cities of
the Russian Empire and Soviet Union. We will
pay special attention to the impact of
westernization on Russian and Jewish society
and explore the tensions between religious and
secular culture in the urban environment. We
will also examine the role played by ideology in
shaping the urban experience. Readings include
fiction by A. Pushkin, N. Gogol, I. Babel, and
I.B.Singer and several historical monographs.
1 credit.
Not offered 2008-2009.
HIST 041. The American Colonies
A history of European colonies in North
America from 1600 to 1760.
1 credit.
Not offered 2008-2009.

HIST 042. The American Revolution
This course explores revolutionary
developments in British North America
between 1760 and 1800.
1 credit.
Not offered 2008-2009.
HIST 045. The United States Since 1945
Not just the Viet Nam War, but also includes
topics such as the Cold War and McCarthyism;
domestic politics from Truman to Clinton;
suburbanization, technological change and mass
society; the New Left and the counterculture;
Civil Rights and Black Power; women’s
liberation; Watergate and the Imperial
Presidency; the revival of the Right.
1 credit.
Fall 2008. Murphy.
HIST 046. The American Civil War
The social, cultural, and political history of the
American Civil War.
1 credit.
Not offered 2008-2009.
HIST 047. The Politics of Education:
Class and Race in Urban America, 19541996
This is a research workshop aimed at exploring
the history of educational reform in urban
America. Elements of the course include:
Teachers Unions, African-American
perspectives on educational reform, the
economics and politics of urban life, Black
mayors and school reform, Race riots and
neighborhood dynamics, class relations in
school reform and the debates over public and
private education. This course is largely based
on original research, historical documents and
archival material.
1 credit.
Spring 2009. Murphy
HIST 048. Murder in a Mill Town: A
Window on Social Change During the
Early Republic
Explores topics in the social and cultural history
of the United States between the American
Revolution and the Civil War.
Writing course.
1 credit.
Not offered in 2008-2009.
HIST 049. Race and Foreign Affairs
In this history of U.S. foreign affairs, attention
is paid to the origins of racialism and the impact
of expansionism on various ethnic and racial
groups.

History
This course may count toward a minor in public
policy or peace studies.
1credit.
Fall 2008. Murphy.

This course may count toward a minor in
gender and sexuality studies.
1 credit.
Not offered 2008-2009.

HIST 050. The Making of the American
Working Class
Work, community, race, and gender are
examined in the context of class relations in the
United States from early America to the
present.
This course may count toward a minor in public
policy.
1credit
Not offered in 2008-2009.

HIST 055. Social Movements in the 20th
Century
Students will examine large-scale grassroots
movements for social change in the United
States since the 1890s.
1 credit.
Not offered 2008-2009.

HIST 051. Race and Poverty in the
United States: The 1960s to the Present
This course analyzes how political,
psychological, and religious theories about the
urban poor have shaped American public policy
from the 1960s to the present. Key
developments include the War on Poverty, civil
rights, immigration, de-industrialization and
globalization, desegregation and bilingual
education, suburbanization and gentrification,
the making of black and Latino identities, and
the New Christian Right and Left.
1credit
Spring 2009. Lee.
HIST 052. History of Manhood in
America
Meanings of manhood and various
constructions of masculine identity in America
between the 18th and 20th centuries.
This course may count toward a minor in
gender and sexuality studies.
1credit.
Not offered 2008-2009.
HIST 053. Black Women in the Civil
Rights Movement
This study of black women in the modem civil
rights movement (1945—1975) explores black
women’s experiences in the struggle for equal
rights in mid-20th-century America and
examines gendered notions of political
activism, leadership styles, and the rise of black
feminism.
This course may count toward a minor in black
studies and gender and sexuality studies.

1credit.
Not offered 2008-2009.
HIST 054. Women, Society, and Politics
This course will examine the historic roots of
contemporary gender relations on Capitol Hill
nom the Anita Hill testimony in the Clarence
Htomas hearings to the sad tale of Monica
Lewinsky and Linda Tripp.

HIST 056. The American West 1850 to
the Present
This course is designed to challenge the myths
and legends associated with this romantic
understanding of the role of the West in the
history o f the United States.
Prerequisite: An introductory history course.
1 credit.
Not offered 2008-2009.
HIST 059. The Black Freedom Struggle:
From Civil Rights to Hip-Hop
This course is devoted to the study o f the black
efforts to achieve political, social and economic
equality within the United States through
protest. Students will investigate the links
between protest efforts in the era of World War
II, the nonviolent and radical phases of the
modem civil rights movement and the
development of a new culture o f protest in the
last quarter of the 20th century. In addition to
studying historical texts, students will analyze
various forms o f protest media such as Black
Radio Days, cartoons, paintings and plays of
1960s Black Arts Movement and the poems,
lyrics, and graphic art of early hip-hop.
1 credit.
Spring 2009. A. Dorsey.
HIST 061. The Production of History
In this course, we will examine public and
general uses of the past, the ways in which
history is represented in everyday life, civic
institutions and popular culture, and the
construction of collective memory.
1 credit.
Not offered 2008-2009.
HIST 062. History of Reading
This course examines the historical evolution of
reading, literary and books from their origins to
the present day, but focuses on the postGutenberg era, after 1450.
1 credit.
Not offered 2008-2009.

History
HIST 064. Migrants and Migrations:
Europeans and Asians in Latin America
and Latinos in the United States
The course will explore the interaction between
global forces and local and individual
circumstances in the migration experience. We
will focus on two movements of people: those
who emigrated from Europe and Asia to some
areas in Latin America, and Latin Americans
who moved to the United States and are
becoming Latinos.
This course may count toward a minor in Latin
American studies.
1 credit.
Spring 2009. Armus.
HIST 065. Past and Present in the
Andean World
This course examines changes and continuities
in the Andean world from pre-Columbian times
to the present.
This course may count toward a minor in Latin
American studies.
1 credit.
Not offered 2008-2009.
HIST 066. Disease, Culture, and Society
in the Modern World: Comparative
Perspectives
Emphasizing Latin America but also discussing
European, African, Asian, and North American
cases, this course will deal with the diverse
ways in which historians and scholars from
other disciplines have been making sense of the
sociocultural dimensions of certain diseases and
issues of public health in specific places during
the 19th and 20th centuries.
This course may count toward a minor in Latin
American studies.
1 credit.
Spring 2009. Armus.
HIST 067. Peripheral Modernities: Latin
American Cities in the 20th CenturyThis course explores the social, cultural,
economic, and political processes that have
shaped the modem experience in Buenos Aires
(Argentina) and Lima (Pern), two Latin
American and peripheral cities with as many
similarities as differences.
This course may count toward a minor in Latin
American studies.
1 credit.
Not offered 2008-2009.
HIST 075. Modern Japan
The amazing transformation of Japan from a
feudal society to a modem nation-state from the
early 19th to the late 20th centuries, including
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, Japan’s postwar growth, and its
contemporary society.
This course may count toward a major or a
minor in Asian studies.
1 credit.
Not offered in 2008-2009.
HIST 077. Orientalism East and West
From Arabian Nights to Lawrence of Arabia,
from Marco Polo to Madame Butterfly, from
Silk Road explorers to Pearl Buck, Westerners
have constructed views of the “Orient” that
have ranged from fantastic to demonic. Using
texts and images mainly concerning China and
Japan, and occasionally India and the Islamic
world, 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 the “Oriental’s
Orientalism”—Asian self-images that have
been influenced by the West. Orientalism
played an important cultural, as well as
political, role in Europe and the United States in
recent centuries. Students with backgrounds in
Western history, art, literature, and music are
most welcome.
Prerequisite: Any history course taken at
Swarthmore or permission of the instructor. Not
open to first-year students.
This course may count toward a major or minor
in Asian studies.
1 credit.
Fall 2008. Li.
HIST 078. Beijing and Shanghai: Tale of
Two Cities
Students will study China’s two major cities
since the early 19th century: Beijing—the
imperial capital, twice marauded by foreign
troops, contested by warlords, and later the
capital of the People’s Republic of China—and
Shanghai—a treaty port governed by Western
powers, and a center of business and labor,
radical politics, crime and corruption, and
modem culture. The second half of the course is
devoted to the development of research skills
and the writing of a research paper using
English-language primary and secondary
sources.
This course is open to all students above the
first year who have met the history prerequisite
or have permission of the instructor. History
majors anticipating HIST 091 or 092 and Asian
studies majors developing thesis topics may
find this to be a useful preparation, but the
course is suitable for all students in history,
urban history, and Asian Studies.

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History
This course may count toward a major or minor
in Asian studies.
1credit
Spring 2009. Li.

This course may count toward a minor in black
studies.
1 credit.
Not offered 2008-2009.

HIST 079. Women, Family, and the State
in China
This course considers the history of women and
families in Chinese society from the late
imperial period to the present. Drawing from
diverse literary, philosophical, anthropological,
and political sources, the course will examine
the ways in which culture and the state have
defined women’s roles. Topics include the
Confiician family system, marriage and social
status, foot binding, peasant and elite
differences, women’s work, women’s writing,
women’s rights and marriage law, birth control
and the one-child policy, and the women’s
movement.
This course may count toward a major or minor
in Asian studies. It may also count toward a
minor in gender and sexuality studies.
1 credit.
Not offered in 2008-2009.

HIST 087. Development and Modern
Africa: Historical Perspectives
This course examines the idea and practice of
“development” in the last century o f African
life through its intellectual, institutional, and
economic history.
Prerequisite: A prior course in the social
sciences.
This course may count toward a minor in black
studies.
1 credit.
Not offered 2008-2009.

HIST 080. The Whole Enchilada: Debates
In World History
We will discuss various debates in the field of
world history, ranging from the timing and
location of the Industrial Revolution to the
nature of contemporary globalization.
1 credit
Not offered 2008-2009.
HIST 081. The History of Food in the
Modern Era
This mid-level course explores the
transformation of the American diet from the
end of the Civil War to the present day.
Students will study industrial developments
including advances in technology relating to
food preservation, the growth of corporations,
increased governmental involvement in
agricultural production and booming
unmigration that contributed to the abundance
American food choices. Students will be invited
to research topics including the life and training
of chefs, the evolution of cooking methods and
styles, and the tensions between science and
pleasure in the effort to satisfy the American
palate.
1 credit.
Not offered in 2008-2009.
HIST 086. The Image of Africa
This course focuses on the representation of
Africa in mass media, official documents and
other materials from 1500 to the present day.

HIST 088. The Social History of
Consumption
This course examines the role of consumption
and commodities in the making of the modem
world, focusing largely but not exclusively on
the history of European and North American
societies.
1 credit.
Not offered in 2008-2009.
HIST 089. The Environmental History of
Africa
This course examines African history from an
ecological and environmental perspective.
This course may count toward a concentration
in Environmental Studies.
1 credit.
Not offered in 2008-2009.
HIST 091. Senior Research Seminar
Students write a 25-page paper based on
primary sources.
Required of all course majors.
Writing course.
1 credit.
Fall 2008. Li and A. Dorsey.
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.
Fall 2008 and spring 2009. Staff.
HIST 093. Directed Reading
Individual or group study in fields of special
interest to the student not dealt with in the
regular course offerings requires the consent of
the department chair and of the instructor.
HIST 093 may be taken for 0.5 credit as HIST
093A..

History
Seminars
HIST 111. Christians, Muslims, and Jews
in the Medieval Mediterranean
The course will examine the interchange and
friction among Byzantium, Islam, and Latin
Christendom cultures as the sea passed from
Islamic to Christian control from the 7th to the
14th centuries.
This course may count toward a major or minor
in medieval studies.
2 credits.
Spring 2009. Bensch.
HIST 116. The Italian Renaissance
This course explores topics in the development
of the Renaissance state, society, and culture in
Italian communes between the 14th and 16th
centuries.
2 credits.
Not offered 2008-2009.
HIST 117. State and Society in Early
Modern Europe
This comparative analysis of state formation,
economic development, and social change
covers continental Europe and England from
the 16th to the 18th centuries.
2 credits.
Not offered 2008-2009.
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 will be
considered.
This course may count toward a minor in
German studies.
2 credits.
Not offered 2008-2009.
HIST 125. Fascist Europe
This seminar studies European fascism in the
context of societies tom by world war, class
conflict, and economic depression. The primary
focus will he on fascist movements, regimes,
and cultural politics in Italy and Germany, with
a secondary comparative focus on France and
Eastern Europe.
This course may count toward a minor in
German studies.
2 credits.
Spring 2009. Judson.
HIST 128. Russia in the 19th and 20th
Centuries
This course focuses 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.
Writing course.
2 credits.
Fall 2008. Weinberg.
HIST 130. Early America in the Atlantic
World
The “new world” of European and Indian
encounter in the Americas, along with the
African slave trade. Primary attention to the
British North American colonies and the
American Revolution.
2 credits.
Not offered in 2008-2009.
HIST 131. Gender and Sexuality in
America
A social and cultural history o f gender and
sexuality in the United States from the early
republic to the present.
This course may count toward a minor in
gender and sexuality studies.
2 credits.
Not offered 2008-2009.
HIST 134. U.S. Political and Diplomatic
History II: The Rise of Globalism
Nation building, national identity, and political
ideologies and movements; covers the period
from the American Revolution through the rise
of globalism.
This course may count toward a minor in peace
studies.
2 credits.
Not offered 2008-2009.
HIST 135. Labor and Urban History
A seminar that focuses on history from the
bottom up, on working-class people as they
build America and struggle to obtain political,
social, and economic justice. Topics include
urbanization and suburbanization,
republicanism and democracy, racism and the
wages of Whiteness, gender and work, class
and community, popular culture, the politics of
consumption, industrialism and the managerial
revolution, and jobs and gender.
2 credits.
Spring 2009. Murphy.
HIST 137. Slavery, 1550 to 1865
This seminar focuses on slavery in the United
States between 1550 and the end of the Civil
War, emphasizing the link between black
enslavement and the development of
democracy, law, and economics. Topics
addressed include the Atlantic slave trade, the
development of the Southern colonies, black
cultural traditions, and slave community.

History
This course may count toward a minor in black
studies.
2 credits.
Fall 2008. A. Dorsey.
HIST 138. Black Urban Communities,
1800 to 2000
This seminar is focused on the study o f the
black community in the United States from the
end of the American Revolution to the end of
the 20th century. This course investigates the
link between racial identification and
community formation, the strengths and
weaknesses of the concept of community
solidarity, and the role class and gender play in
challenging group cohesiveness.
This course may count toward a minor in black
studies.
2 credits.
Not offered 2008-2009.
HIST 140. The Colonial Encounter in
Africa
Students focus on the social, economic, and
cultural dimensions of the colonial era in
modem Africa.
This course may count toward a minor in black
studies.
2 credits.
Not offered in 2008-2009.
HIST 144. State and Society in China,
1750 to 2000
From the height of imperial grandeur, through
the turmoil of rebellion, war, and foreign
domination, to the upheavals of the Maoist era,
the relationship between state and society in
China has undergone many changes while
retaining familiar characteristics. Some have
seen in China “a state stronger than society,”
whereas others have found signs of an emerging
“civil society.” Using the latest historical
scholarship, this seminar will explore the last
emperors, the bureaucracy and examination
system, law and family, local elites, cities and
merchants, popular religion and rebellions,
political reform and revolution, and other topics
spanning three periods: the mid-Qing (17501850), late Qing and Republic (1850-1950),
and the People’s Republic of China (19502000).

This course may count toward a major or minor
in Asian studies.
2 credits.
Spring 2009. Li.
HIST 148. Issues and Debates in Modern
Latin America
Explores major problems and challenges Latin
American nations have been confronting since
the last third of the 19th century onwards.
Topics include the neocolonial condition of the

region; nation- and state-building processes;
urbanization; industrialization; peripheral
modernization; popular and elite cultures; and
race, class and gender conflicts.
This course may count toward a minor in Latin
American studies.
2 credits.
Fall 2008. Annus.
HIST 180. Honors Thesis
2 credits.
Fall 2008 and spring 2009. Staff.

Interpretation Theory
Coordinator:

RICHARD ELDRIDGE (Philosophy)
Anna Everetts (Administrative Assistant)

Committee:

Jean-Vincent Blanchard (Modem Languages and Literatures, French)3
Timothy Burke (History)3
Michael Cothren (Art)
Sibelan Forrester (Modem Languages and Literatures, Russian)
Cynthia Halpem (Political Science)
Ivar Niklas Hultin (Sociology and Anthropology)
Tamsin Lorraine (Philosophy)
Luciano Martinez (Modem Languages and Literatures, Spanish)
Braulio Mufioz (Sociology and Anthropology)
Patricia Reilly (Art)3
Robin Wagner-Pacifici (Sociology and Anthropology)3
Mark Wallace (Religion)
Patricia White (English Literature)
Philip Weinstein (English Literature)

3 Absent on leave, 2008-2009.

The interdisciplinary minor in interpretation
theory provides students and faculty with a
forum for exploring the nature and politics of
representation. Work done in the program
reaches widely across the disciplines and
reflects a long-standing drive to understand the
world through the constructs of its interpretive
propositions. Students use their programs to
develop a flexible, deeply historical grasp of
what is thought of today as critical and cultural
theory. They also sharpen their skills in critical
reading and intellectual analysis.
Students in any major may add either a minor in
course or an honors minor for external
examination in interpretation theory to their
program by fulfilling the requirements stated
subsequently. Students begin by proposing thenprogram to the coordinator.
Students who minor take a total of six courses
that build on a combination of classic and
current hermeneutic methods. Each year,
graduating seniors enroll in the Capstone
Seminar that provides a structured investigation
into an inherently interdisciplinary problem.
Faculty team-teach the course as a way of
drawing out multi-disciplinary concerns in both
theory and practice.

“two-asterisk” group (breadth of current
interpretive perspectives across the disciplines).
“Asterisked” courses must be chosen from
different departments. These depth/breadth
requirements are normally completed by the
end of the junior year.
3. The three remaining courses are elective but
draw on at least one further department. All
told, at least 4 of the 6 interpretation theory
credits must be outside the major.
4. A minimum B average is required for all
minors by their junior and senior years.

Honors Minor
All students participating in the Honors
Program are invited to define a minor in
interpretation theory. Students must complete
one preparation for external examination. This
2-credit preparation can be the seminar and a
reading attachment or a thesis, a combination of
two courses in different departments, a 2-credit
thesis, or a combination of a thesis and a
course. Any thesis must be multidisciplinary.
The proposed preparation must be approved by
the Interpretation Theory Committee. Honors
minors must meet all other requirements of the
interdisciplinary minor in course.

Minor Requirements

Courses

Students complete 6 credits toward the minor.
Four rules guide the selection:
1. Students take a 1-credit capstone seminar,
team taught by two faculty members from
different departments. Students complete this
capstone in the spring of the senior year only.
2. With a view to both historical depth and
methodological breadth, students select at least
one course from the “one-asterisk” group
(historical development of interpretive
practices) and at least one course from the

Currently offered courses relevant to the
program include the following:
INTP 090. Directed Reading
1 credit.
Each semester. Staff.
INTP 091. Capstone Seminar: Reworking
the Cultural Imaginary
If it is true, as many contemporary theories of
the subject suggest, that who we are is deeply
informed by our time and place and the social

Interpretation Theory
practices through which we live our lives, then
how can we bring about positive social change?
If not only our beliefs, but our emotions,
perceptions, and embodied orientation in the
world are shaped by social factors of which we
are often unaware, how can we foster collective
forms of life we can affirm? In this course, we
will consider psychoanalytic,
phenomenological, and poststructuralist
theories of the subject that offer varying ways
of understanding who we are, why we do what
we do, and the kind of changes in collective
practices that might constitute a reworking of
what some theorists we consider call the
“cultural imaginary” that informs us. And we
will turn to film for examples and inspiration in
considering what form such reworking might
take and the kind of effects it could have.
1credit.
Spring 2009. Lorraine,White.
INTP 092. Thesis
2 credits..
Each semester. Staff.
Art History
ARTH 166. Avant-Gardes in Early 20thCentury Art (Mileaf)
Biology
BIOL 006. History and Critique of Biology
(Gilbert)*
Classics
CLAS 036. Classical Mythology (Beck,
Munson)**
English
ENGL 073. Modernism: Theory and Practice
(Weinstein)**
ENGL 080. Critical and Cultural Theory
(White)
ENGL 082.Transnational Feminist Theory
(Mani)*
ENGL 085. “Whiteness” and Racial
Differences (Schmidt)**
ENGL 087. American Narrative Cinema
(White)**
ENGL 088. American Attractions: Leisure,
Technology, and National Identity (White)**
ENGL 091. Feminist Film and Media Studies
(White)**
ENGL 115. Modernism (Weinstein)** (counts
toward interpretation theory in the spring
ENGL 120. Critical and Cultural Theory
(White)**
Film and Media Studies
FMST 091. Feminist Film and Media Studies
(White)**
FMST 092. Film Theory and Culture (White)**

French
FREN 040. Tyrants and Revolutionaries
(Blanchard)
FREN 061. Odd Couplings: Writing and
Reading Across Gender Lines (Moskos)*
FREN 07 IF. Introduction to French Critical
Theory (Blanchard)**
FREN 076. Ecritures au féminin (RiceMaximin)**
FREN 079. Scandal in the Ink: Queer
Traditions in French Literature (Moskos)*/**
FREN 116. La critique littéraire
(Blanchard)*/**
History
HIST 0001N. The Production of History
(Burke)**
HIST 010. Engendering Culture: TwentiethCentury Views (Murphy)**
HIST 029. Sexuality and Society in Modem
Europe (Judson)*
HIST 060. Cultural Constructions of Africa
(Burke)**
HIST 066. Disease, Culture, and Society in the
Modem World (Armus)**
HIST 068. Primary Text Workshop (Burke)**
HIST 088. Social History of Consumption
(Burke)*
HIST 131. Gender and Sexuality in America
(B. Dorsey)
Literatures
LITR 046S. Latin American Sexualities
(Martinez)**
Philosophy
PHIL 002. Modemity/Post-Modemity*
PHIL 017. Aesthetics (Eldridge)*
PHIL 019. Philosophy of Literature (Eldridge)*
PHIL 026. Language and Meaning (Eldridge)**
PHIL 039. Existentialism (Lorraine)**
PHIL 048. German Romanticism (Eldridge)*
PHIL 079. Poststructuralism (Lorraine)**
PHIL 106. Aesthetics and Theory o f Culture
(Eldridge)*
PHIL 114. Nineteenth-Century Philosophy
(Eldridge)*
PHIL 116. Language and Meaning (Eldridge)**
PHIL 139. Phenomenology, Existentialism, and
Poststructuralism (Lorraine)*
PHIL 145. Feminist Theory Seminar
(Lorraine)**
Physics
PHYS 029. Gender and Physical Science
(Bug)*/**

Interpretation Theory
Political Science
POLS Oil. Ancient Political Theory
(Halpem)**
POLS 012. Modem Political Theory (Berger)**
POLS 013. Feminist Political and Legal Theory
(Halpem and Nackenoff)**
POLS 039. Mane, Nietzsche, Freud* (Lorraine)
POLS 100. Political Theory: Plato to Hobbes
(Halpem)**
POLS 101. Modem Political Theory
(Halpem)**
Psychology
PSYC 044. Psychology and Gender
(Marecek)**
PSYC 089. Psychology, Economic Rationality,
and Decision Making (Schwartz)**
Religion
RELG 005. Problems of Religious Thought
(Wallace)**
RELG 012. Postmodern Religious Thought
(Ratzman)**
RELG 015B. Philosophy of Religion
(Wallace)*
Russian
RUSS 047. Russian Fairy Tales (Forrester)*
RUSS 070. Translation Workshop (Forrester)**
RUSS 079. Russian Women Writers
(Forrester)*
Sociology and Anthropology
SOAN 006B. Symbols and Society (WagnerPacifici)**
SOAN 022B. Cultural Representations (DiazBarriga)**
SOAN 026B. Discourse Analysis (WagnerPacifici)**
SOAN 026C. Power, Authority, and Conflict
(Wagner-Pacifici)**
SOAN 033C. Political Cultures of Africa
(Huitín)*
SOAN 044B. Colloquium: Art and Society
(Muñoz)**
SOAN 044D. Colloquium: Critical Social
Theory (Muñoz)**
SOAN 044E. Modem Social Theory
(Munoz)**
SOAN 046B. Social Inequality (WagnerPacifici)**
SOAN 049B. Comparative Perspectives on the
Body (Ghannam)*
SOAN 056B. Standoffs, Breakdowns, and
Surrenders (Wagner-Pacifici)*
SOAN 101. Critical Modem Social Theory
(Muñoz)*
SOAN 111. Human Rights and Social Theory
(Huitín)**

SOAN 114. Political Sociology (WagnerPacifici)*
Spanish
SPAN 051. Textos híbridos: crónicas
periodísticas y novellas de no-ficción*
SPAN 068. Seducciones literarias/traiciones
fílmicas*

* Historical development of interpretive
practices.
** Breadth of current interpretive perspectives
across the disciplines.

Note: This list is revised annually; any courses
attached to the program at the time taken will
be counted. For the most up-to-date, semesterby-semester list of courses, please consult the
program Web site at
www.swarthmore.edu/intp.xml.
Other courses may be considered on petition to
the Interpretation Theory Committee. These
may include relevant courses offered at Bryn
Mawr and Haverford colleges and the
University of Pennsylvania.

Islamic Studies
Coordinator:

TARIQ AL-JAMIL (Religion)

Committee:

Stephen Bensch (History)
Farha Ghannam (Sociology and Anthropology)
Walid Hamameh (Modem Languages and Literatures, Arabic)
Steven Hopkins (Religion)

Islamic Studies is an interdisciplinary program
that focuses on the diverse range of lived
experiences and textual traditions of Muslims as
they are articulated in various countries and
regions throughout the world. It draws on a
variety of fields, including Religion,
Anthropology, History, and Arabic language
and literature to shed light on the multiple
expressions of Islam as a religious tradition, the
role of Islamic civilization as a force in global
history, and the importance of Islamic
discourses in the contemporary world. The
interdisciplinary program in Islamic Studies
serves a crucial function in the liberal arts
curriculum by providing a framework for
students to develop a meaningful understanding
of the multiple ways in which Islam has shaped
human experience both past and present.

Requirements and
Recommendations
Course Minor
Students interested in Islamic Studies are
invited to consult with members of the Islamic
Studies Committee before developing a
proposal for a minor. The proposal should
outline and establish how a minor in Islamic
Studies relates to the student’s overall program
of undergraduate study, and should provide a
list of the courses to be taken. The minor is
open to students of all divisions.
Students will be admitted to the minor after
having completed at least two Islamic Studies
courses in different departments with grades of
B or better.
All students must complete the following
requirements:
Students must take a minimum of 5 credits in
Islamic Studies in at least 3 different academic
departments. Only 1 of the total 5 credits
required by the Islamic Studies minor may
overlap with the student’s major. To
supplement classes offered at Swarthmore,
students are encouraged to explore and take
classes at other nearby colleges, especially Bryn
Mawr, Haverford, and the University of
Pennsylvania.
Islamic Studies requires the successful
completion of Arabic 004B (and its
prerequisites) or the equivalent. This
requirement is waived for native speakers of
at>d for students who demonstrate
sufficient competence by passing an

equivalency exam. Alternate fulfillment of the
language requirement may also be approved by
the Islamic Studies Committee if a student
demonstrates competence in another language
that is relevant to the study of a Muslim society
and is directly related to the student’s academic
program. Only Arabic courses beginning at the
level of Arabic 004B or its equivalent will
count toward the total 5 credits in Islamic
Studies required for the minor.
All minors are required to complete a 1-credit
thesis that will count toward the minimum of 5
credits required for the interdisciplinary minor.
The thesis must be supervised by a member of
the Islamic studies faculty. Students normally
enroll for the thesis (ISLM 096) in the fall
semester of the senior year.
Honors Minor
To complete an Honors minor in Islamic
Studies, a student must have completed all
requirements for the interdisciplinary minor.
Students take a 2-credit honors seminar in an
Islamic studies topic in either their junior or
senior year The Honors examination will
address either a 2-credit thesis written under
program supervision or a 2-credit seminar.

Courses
ISLM 096. Thesis
1 credit.
Staff.
ISLM 180. Honors Thesis
2 credits.
Staff.
Courses currently offered in Islamic studies (see
catalog sections for individual departments to
determine specific offerings in 2008-2009):
History
HIST 001T. Cross and Crescent: MuslimChnstian Relations in Historical Perspective
(FYS)
HIST 006A. Formation of the Islamic Near East
Modern Languages and Literatures,
Arabic
ARAB 004B. Intermediate Modem Standard
Arabic II
ARAB Oil. Intermediate Modem Standard
Arabic II
ARAB 012. Advanced Arabic II

Islamic Studies
ARAB 027. Writing Women in Modem Arabic
Fiction
Religion
RELG 008B. The Qur’an and Its Interpreters
RELG 01 IB. The Religion of Islam: The
Islamic Humanities
RELG 013. The History, Religion, and Culture
of India II: Muslim, Hindu, Sikh, and Dalit
in North Africa
RELG 053. Gender, Sexuality, and the Body in
Islamic Discourses
RELG 054. Power and Authority in Modem
Islam
RELG 100. Holy War, Martyrdom, and Suicide
in Christianity, Judaism, and Islam
RELG 119. Islamic Law and Society
Sociology and Anthropology
SOAN 009C. Cultures of the Middle East
SOAN 123. Culture, Power, Islam

Latin American Studies
Coordinator:

DIEGO ARMUS (History)
Anna Everetts (Administrative Assistant)

Committee:

Aurora Camacho de Schmidt (Modern Languages and Literatures, Spanish)
Miguel Diaz-Barriga (Sociology and Anthropology)3
Joan Friedman (Modem Languages and Literatures, Spanish, Assistant to
Coordinator)
Jose-Luis Machado (Biology)3
Luciano Martinez (Modem Languages and Literatures, Spanish)
Braulio Muñoz (Sociology and Anthropology)
Steven Piker (Sociology and Anthropology)
Kenneth Sharpe (Political Science)

JAbsent on leave, 2008-2009.

Requirements and
Recommendations
Interdisciplinary Minor
Students interested in Latin American studies
(LAS) are invited to consult with the chair and
members of the LAS Committee before
developing a proposal. The proposal should
establish how Latin American studies relates to
the overall program of undergraduate study and
to the departmental major. The minor is open to
students of all divisions.
Objectives of the LAS Program
Members of the LAS Committee believe that,
even in a small college like Swarthmore, it is
possible to build a strong interdisciplinary
program in LAS by connecting perspectives on
the region acquired through the lens of different
disciplines. The program aims to let students
gain a sense of the importance of the Spanishand Portuguese-speaking countries that share
this hemisphere with the United States (as well
as the importance of the growing presence of
Latinos in the United States), the wealth o f their
cultures, the depth and interconnectedness of
their histories, their differences, and the great
challenges for their future. The committee
hopes that students will engage with each other
and with their professors as Latin Americanists
from the beginning and help establish a strong
Latin American presence on campus through a
variety of events and activities, some of their
own initiative.
All students m ust com plete the follow ing
requirements:

Language. LAS requires the successful
completion of SPAN 004B or its equivalent.
The requirement is waived for native speakers
of Spanish or Portuguese and for students who
demonstrate sufficient competence in either one
of these languages.
Stucty abroad. All students are required to spend
a minimum of one semester abroad in a
program approved by both LAS and the Foreign
Study Office. Only in exceptional cases, with
the support of a faculty member and the

approval of the LAS Committee, will a
semester’s internship or a community service
project in Latin America fulfill this
requirement. Study abroad must be pursued in
Spanish or Portuguese.
Courses. Students must take a minimum of 5
credits in LAS, which may include seminars
(counting as 1 credit for LAS) and courses. To
give students a basic introduction to Latin
America, all students are expected to take HIST
004: Introduction to Latin American History as
one o f those courses. Every fourth year, when
HIST 004 is not offered, students may comply
with this requisite by taking SPAN 01 OSA: En
busca de Latinoamérica. Only 1 of the total 5
credits required by the LAS minor may overlap
with a student’s major or other minor.
Honors Minor
To complete an honors minor in Latin
American studies, students must have
completed all requirements for the
interdisciplinary minor. From within these
offerings, they may select for outside
examination a seminar taken to fulfill the
interdisciplinary minor’s requirements.
However, the chosen seminar may not be an
offering within their major department.

Courses
The following courses may be counted toward a
minor in Latin American studies:
Art History
ARTH 022. History o f Latin American
Architecture
ARTH 024. Architecture of Mexico City
History
HIST 001E. First-Year Seminar: The SelfImage o f Latin America: Past, Present, and
Future
HIST 004. Latin American History
HIST 051. Race and Poverty in the United
States

Latin American Studies
HIST 064. Migrants and Migrations: Europeans
in Latin America and Latinos in the United
States
HIST 065. Past and Present in the Andean
World
HIST 066. Disease, Culture, and Society in the
Modem World: Comparative Perspectives
HIST 067. The Urban Experience in Modem
Latin America
HIST 148. Issues and Debates in Modem Latin
America
Literatures
LITR 042S. Growing up in Words: Latin
American Literature and Childhood
LITR 046S. Latin American Sexualities
LITR 053SA. A Century of Song:
Contemporary Poets of Latin America
LITR 060SA. Spanish American Society
Through its Novel (cross-listed as SOAN 024C)
LITR 061SA. Women’s Testimonial Literature
of Latin America
LITR 063SA. La Frontera: The Many Voices of
the U.S.-Mexico Border
Political Science
POLS 057. Latin American Politics
POLS 109. Comparative Politics: Latin
America
Religion
RELG 109. Afro-Atlantic Religions
Sociology and Anthropology
SOAN 002C. Introduction to Latinos in the
United States
SOAN 010L. The Latino/a Experience
SOAN 022D. Latin American Urbanization
SOAN 022G. Social Movements in Latin
America
SOAN 024B. Latin American Society and
Culture
SOAN 024C. Spanish American Society
Through Its Novel (cross-listed as LITR
060SA)
SOAN 124. The Americas: Cultural Politics
and Social Movements
Spanish
SPAN 01 OSA. En busca de Latinoamérica
SPAN 013. Introducción a la literatura
latinoamericana
SPAN 046. Latín American Sexualities
SPAN 050. La palabra viva: taller de poesía
SPAN 051. Textos híbridos: crónicas
periodísticas y novelas de no-ficción
SPAN 062. Entre historia y ficción: textos
historiográficos de la Edad Media a la época
colonial
SPAN 064. Laberintos borgeanos

SPAN 065. Los indígenas en la literatura
latinoamericana
SPAN 068. Seducciones literarios—traiciones
Símicas
SPAN 072. La décima musa
SPAN 073. El cuento latinoamericano
SPAN 074. Encuentros culturales—literatura
multicultural de España y las Américas
SPAN 076. Grandes voces de América: la
poesía Latinoamericana del siglo XX
SPAN 078. Movimientos sociales y literatura
en México
SPAN 083. El tirano Latinoamericano en la
literaturea
SPAN 086. Género y sexualidad en la literatura
latinoamericana contemporánea
SPAN 087. Nuevos mundos
SPAN 089. Encuentros culturales la literatura
SPAN 106. Visiones narrativas de Carlos
Fuentes
SPAN 109. Elena Poniatowska la hija de
México
SPAN 110. Política y poética: los mundos de
Pablo Neruda, Octavio Paz y Ernesto Cardenal

Linguistics
DONNA JO NAPOLI, Professor
THEODORE B. FERNALD, Associate Professor and Chair
K. DAVID HARRISON, Associate Professor
JASON KANDYBOWICZ, Assistant Professor (Tricollege)
VERA LEE-SCHOENFELD, Visiting Assistant Professor
AARON J. DINKIN, Phonetics Lab Coordinator
DOROTHY KUNZIG, Administrative Assistant
The discipline of linguistics is the study of
language. On the most general level, it deals
with the internal structure of language, the
history of the development of language, the
information language can give us about the
human mind, and the roles language plays in
influencing the entire spectrum of human
activity.
The relevance of linguistics to the fields of
anthropology, cognitive science, language
study, philosophy, psychology, and sociology
has been recognized for a long time. It is an
increasingly valuable tool in literary analysis
and is fundamental to an understanding of
communication skills. 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
many types. 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 language is the study of the very fabric
of our humanity.
Two majors are offered in the Course Program
administered through the Linguistics
Department. These are linguistics (LING) and
the special major in linguistics and languages
(LL).
Two honors majors are administered through
the Linguistics Department: LING and the
special honors major LL.
All LING and LL majors (honors or course)
must take one course or seminar from each of
the following three lists:
1. Sounds: LING 045
2. Forms: LING 050
3. Meanings: LING 026,040, and 116
All LING and LL majors (honors or course)
will be expected to take the structure of a nonIndo-European language (such as LING 061,
062, or 064). If the student speaks a non-IndoEuropean language, this requirement is waived.
All LING and LL majors (honors or course)
must write a thesis in the fall of the senior year.
For course students, this course is LING 100.
For honors students, this course is LING 195.

Students are encouraged to study abroad, and
all departmentally approved courses taken in
linguistics abroad can be used to fulfill
requirements for the major or minor.
We also call your attention to additional
offerings in the tricollege system, such as
Computational Linguistics (BMC),
Psycholinguistics (HC), and Structure of
Chinese (HC). Such courses are often approved
for requirements for the major or minor.

Requirements
Linguistics (Honors and Course)
This major consists of 8 credits in linguistics,
where the student may or may not choose to
count LING 001 as part o f the major.
Linguistics and Languages (Honors and
Course)
The student may combine the study of
linguistics with the serious study of two foreign
languages. The languages can be modem or
ancient. For this major, precisely 6 credits in
linguistics and 3 credits in each of the two
languages, for a total of 12 credits, are required.
For a modem language taught by the
Department of Modem Languages and
Literatures, there must be one composition and
diction course (typically numbered 004 or
above) and two other courses (typically
numbered 011 or above) or a seminar.
For a classical language taught by the Classics
Department, there must be one intermediatelevel 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. Work on the thesis can
satisfy this requirement.
If one or both of the foreign languages is
modem, the student must study abroad for at
least one semester in an area appropriate for one
of the foreign languages.
Students at Bryn Mawr College or
Haverford College
Any student from the tricollege community is
welcome to major in linguistics. Haverford and
Bryn Mawr students need only talk with their
home campus dean and the chair of linguistics
at Swarthmore College to arrange a major plan.
Students from Haverford and Bryn Mawr can
also do honors in linguistics. The honors

Linguistics
portfolio and its preparation are identical to
those for Swarthmore honors students, except
that the examiners will be internal rather than
external.

Linguistics Honors Major
Portfolio
The thesis and two research papers will
constitute the portfolio for honors.
The thesis may be on any topic in linguistics
and need not be related to coursework. 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
discussion with the external reader.
The research papers will be on topics selected
from a list prepared by the external readers and
will be on core areas of linguistics and directly
related to coursework the student has taken. The
areas will be selected from any combination or
blend of the following: phonetics, phonology,
morphology, syntax, semantics, and historical
linguistics.
The student will prepare for these research
papers by taking at least 4 credits of coursework
(2 credits in each of the research paper areas).
The students will work independentiy on these
papers, without collaboration and faculty
guidance in the spring of the senior year in
LING 199 (SHS) for 1 credit. The examination
will consist of a 30-minute discussion with the
reader for each paper.
The Linguistics Program puts no restrictions on
the minors that can be combined with this
major.

Linguistics and Languages
Special Honors Major Portfolio
The portfolio for this special major will consist
of a 2-credit thesis and three research papers
that follow the same guidelines as those noted
under the honors major in linguistics, with the
proviso that one of the relevant language
departments will administer one o f those
research papers. The examination will consist
of a single 90- to 120-minute panel discussion
with all four external readers.

Minors (Honors or Course)
Four minors are administered through the
Linguistics Department, each of which can be
done in the course or the Honors programs. The
requirements are normally satisfied with the
following:
1. Theory: LING 040,045, and 050 plus any 2
other credits in linguistics.
2. Phonology/Morphology: LING 043,045, and
025 or 044 or 052 plus any 2 other credits in
linguistics.

3. Syntax/Semantics: LING 040,043, and 050
plus any 2 other credits in linguistics.
4. Individualized: The student may choose five
courses in linguistics and provide justification
as to why they form a coherent minor.

Honors Minor Portfolio
Students doing a double major 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 2-credit
thesis written in fall of the senior year in LING
195.
For all other students, 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
die research papers described earlier for the
majors. In addition, honors minors doing a
research project must take LING 199 (SHS) in
the spring of the senior year for 0.5 credit,
which is beyond the 5 credits required for all
minors.
The Linguistics Program puts no restrictions 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, lexical
systems, the formation o f phrases and
sentences, and meaning, both in modem and
ancient languages and with respect to how
languages change over time. Other topics that
may be covered include first-language
acquisition, sign languages, poetic metrics, the
relation between language and the brain, and
sociological effects on language.
Writing course.
1 credit.
Fall 2008. Kandybowicz. Spring 2009. LeeSchoenfeld.
LING 002. Exploring Acoustics
(See ENGR 002)
This course counts for distribution in the natural
sciences only, regardless of rubric.
Writing course.
1 credit.
Not offered 2008-2009.
LING 004. First-Year Seminar: American
Indian Languages
At least 300 languages were spoken in North
America before the first contact occurred with
Europeans. Most of the surviving languages are
on the verge of extinction. Students will learn
about language patterns and characteristics of

Linguistics
language families, including grammatical
classification systems, animacy effects on
sentence structure, verbs that incorporate other
words, and evidentials. Topics include how
languages in contact affect each other, issues of
sociolinguistic identity, language endangerment
and revitalization efforts, and matters of secrecy
and cultural theft.
1 credit
Not offered 2008-2009.
LING 005. First-Year Seminar: Linguistic
Underpinnings of Racism and Bias
This freshman.seminar addresses our ongoing
struggle, as a society of thoughtful individuals,
to identify the origins of attitudes and
stereotypes that give rise to bias based on race,
ethnicity, sex or other factors. Language lies at
the foundation of both societal attitudes and
power structures, and can serve as an agent of
oppression and liberation. Linguistics as a
social and cognitive science takes an objective,
scientific approach that can help us to expose,
identify and understand usage that may—
whether consciously or not—serve to
perpetuate bias. Beyond a mere metric of
political correctness or taboo speech, linguistics
allows us to reframe the debate in terms of
social praxis and individual identity, and to
build a better society
1 credit.
Spring 2009. Harrison.
LING 006. First-Year Seminar: Language
and Deafness
This course will look at many issues connected
to language and people with hearing loss in the
United States, with some comparisons to other
countries. We will consider linguistic matters in
the structure of American Sign Language (ASL)
as well as societal matters affecting users of
ASL, including literacy and civil rights. A onehour language drill outside of class is required.
All students are welcome to do a community
service credit in LING 095.
1 credit.
Not offered 2008-2009.
LING 007. Hebrew for Text Study I
(See RELG 057)
This course counts for distribution in
humanities under the religion rubric and in
social sciences under the linguistics rubric.
1 credit.
Fall 2008. Plotkin.
LING 008A. Russian Phonetics
(See RUSS 008A)
0.5 credit.
Spring 2009. Staff.

LING 010. Hebrew for Text Study II
(See RELG 059)
1 credit.
Spring 2009. Plotkin.
LING 014. Old English/Hlstory of the
Language
(See ENGL 014)
This course counts for distribution in
humanities under the English rubric and in
social sciences under the linguistics rubric.
1 credit.
Spring 2009. Williamson.
LING 016. History of the Russian
Language
(See RUSS 016)
This course counts for distribution in
humanities under the Russian rubric and in
social sciences under the linguistics rubric.
1 credit.
Not offered 2008-2009.
LING 018. Language Policy In the United
States
This course will survey the present policies and
laws relevant to language use in the United
States and the relevance of these policies to
public access, social services, education, and
the judicial system. The three major topics will
be national language policy in the United
States, language policy in education, and
language policy in the judicial system.
1 credit.
Not offered 2008-2009.
LING 020. Computational Linguistics:
Natural Language Processing
(See CPSC 065: Natural Language Processing)
This course will survey various areas of
computer processing of natural language.
Topics will include speech synthesis and
recognition, text parsing and generation, and
machine translation.
Prerequisites: CPSC 035 (or the equivalent).
1 credit.
Fall 2008. Wicentowski.
LING 024. Discourse Analysis
(See SOAN 026B)
1 credit.
Not offered 2008-2009.
LING 025. Language, Culture, and
Society
(Cross-listed as SOAN 040B)
This course investigates the influence of
cultural context and social variables that form
the basis of variation in language. Classic
“Labovian” sociolinguistics forms the first part
of the course, which allows ideas to be

Linguistics
generated about what social variables are
important and how cultural context influences
language form. The second part of the course
investigates what the nature of the relationship
is between variation in language and variation
in culture and/or thought. The ramifications for
educational issues, social justice and “linguistic
prejudice” based on the relationship between
language and culture are also explored.
Prerequisite: At least one linguistics course.
1 credit.
Not offered 2008-2009.
LING 026. Language and Meaning
(See PHIL 026)
This course counts for distribution in
humanities under the philosophy rubric and in
social sciences under the linguistics rubric.
1 credit.
Not offered 2008-2009.
LING 028. Language Revitalization
This course covers a study of language
endangerment and language revitalization
efforts, focusing on Native languages of North
America. Topics include language
classification, what it means for a language to
be endangered, the factors that contribute to
language sustainability and to language shift,
efforts at reversing language shift, literacy,
bilingual education, and dictionaries.
Coursework includes readings, papers, and
presentations.
1 credit.
Not offered 2008-2009.
LING 030. Languages of the World
This course covers the richness and variety of
human languages. We consider languages from
all over the world, focusing on cross-linguistic
generalizations and variations to develop an
appreciation of the intricate conceptual, logical,
and physiological resources on which each
language draws. Students will have the
opportunity to work directly with speakers of
other languages, applying techniques to elicit,
organize, and describe the structures found in
human speech.
1 credit.
Not offered 2008-2009.
LING 033. Introduction to Classical
Chinese
(See CHIN 033)
This course counts for distribution in
humanities or social sciences under either
rubric.
1 credit.
Fall 2008. Berkowitz.

LING 034. Psychology of Language
(See PSYC 034)
1 credit.
Fall 2008. Grodner.
LING 040. Semantics
(Cross-listed as PHIL 040)
In this course, we look at a variety of ways in
which linguists, philosophers, and psychologists
have approached meaning in language. We
address truth-functional semantics, lexical
semantics, speech act theory, pragmatics, and
discourse structure. What this adds up to is an
examination of the meaning of words, phrases,
and sentences in isolation and in context.
This course counts for distribution in
humanities under the philosophy rubric and in
social sciences under the linguistics rubric.
Writing course.
1 credit.
Fall 2008. Femald. Spring 2009. LeeSchoenfeld.
LING 043. Morphology and the Lexicon
This course looks at word formation and the
meaningful ways in which different words in
the lexicon are related to one another in the
world’s languages.
Prerequisite: LING 001,030, or 045.
1 credit.
Spring 2009. Lee-Schoenfeld.
LING 044. Phonetics
Phonetics is the study of the production and
perception of speech sounds. We will cover, in
detail, the anatomy o f the vocal tract and the
activity of the articulators during speech
production. We will discuss the acoustic
properties of speech within the general
mathematical framework used to describe
acoustics and will give some attention to
applications such as speech synthesis. We will
also discuss psychological aspects of the
production and perception of speech, including
ongoing controversies regarding the
relationship between phonetics and phonology.
1 credit.
Not offered 2008-2009.
LING 045. Phonetics and Phonology
Phonetics explores the full range of sounds
produced by humans for use in language and
the gestural, acoustic, and auditory properties
that characterize those sounds. Phonology
investigates the abstract cognitive system
humans use for representing, organizing, and
combining the sounds of language as well as
processes by which sounds can change into
other sounds. This course covers a wide
spectrum of data from languages around the
world and focuses on developing analyses to
account for the data. Argumentation skills are

Linguistics
also developed to help determine the underlying
cognitive mechanisms that are needed to
support proposed analyses.
1 credit.
Fall 2008. Lee-Schoenfeld.
LING 050. Syntax
We study the principles that govern how words
make phrases and sentences 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 modem or ancient natural language. The
argumentation skills gained in this course are
applicable to law and business as well as
academic fields.
Writing course.
1 credit
Fall 2008. Napoli. Spring 2009. Kandybowicz.
LING 052. Historical and Comparative
Linguistics
This course is an introduction to the study of
linguistic history in the following sense: (i) The
languages we are speaking are constantly
changing. Over longer periods of time, these
small changes build up to significant changes,
(ii) As groups of speakers whose ancestors once
spoke the same language become separated,
their languages diverge. This leads to a split
into separate daughter languages, which often
end up being mutually incomprehensible. The
question is, how is it possible to figure out and
reconstruct the changes and splits that occurred
in the distant past in languages that are no
longer spoken and were perhaps never
recorded? The method applied by historical
linguists to solve this problem, the main focus
of this course, is called the 'comparative
method.' We will draw on material from a wide
range of languages, focusing mainly on sound
change and morphological analogy.
Prerequisite: LING 001,030, or 045 or
permission of the instructor.
1 credit.
Fall 2008. Lee-Schoenfeld.
LING 053. Language Minority Education
in the US: Issues and Approaches
(See EDUC 053)
1 credit
Fall 2008. Allard.
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 primary 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. It is a course in which we learn through
doing.
This year the course will focus strictly on
preschool and elementary school children with
a focus on the child whose home language is
not English as that child learns to read English.
All students are welcome to do a communityservice credit in LING 096.
Prerequisite: LING 001,043, or 045 and LING
040 or 050. Can be met concurrently.
Writing course.
1 credit.
Spring 2009. Napoli.
LING 055. Writing Systems,
Decipherment, and Cryptography
We will discuss the typology and history of the
writing systems of the world. The modem
decipherment o f ancient writing systems such
as Linear B and Egyptian hieroglyphic writing
will be covered, as will some of the approaches
and challenges in the modem electronic
encoding of diverse writing systems. The
course also includes an overview and history of
cryptography and its role in warfare and on the
modem Internet.
Prerequisite: LING 001 or permission of the
instructor.
1 credit.
Not offered 2008-2009.
LING 057. Movement and Cognition
(Cross-listed as DANC 076 and MATH 007)
(Studio course)
English, Scottish, Balkan, and Italian folk dance
are analyzed, using group theory, graph theory,
morphological theory, and syntactic theory, in
an effort to understand the temporal and spatial
symmetries of the dances. One focus will be a
comparison of the insights offered by the
mathematical and linguistic approaches.
Prerequisite: One course in linguistics. No •
prerequisites are required for dance and math.
All necessary concepts and movements will be
taught in the class. You must be willing to
approach formal systems and to move your
body.
This course counts for distribution and as a
writing course in humanities or social sciences
under any rubric. It counts for natural sciences
distribution but does not count as a writing
course for natural sciences.
Writing course.
1 credit.
Not offered 2008-2009.
LING 061. Structure of Navajo
Navajo is an Athabaskan language spoken more
commonly than any other Native American
language in the United States. This course is an

Linguistics
examination of the major phonological,
morphological, syntactic, and semantic
structures of Navajo. The morphology o f this
language is legendary. This course also
considers the history of the language and its
cultural context.
Prerequisites: LINO 050 and 045 or 052 or
permission of the instructor.
1 credit.
Spring 2009. Femald.
LING 062. Structure of American Sign
Language
In this course, we look at the linguistic
structures of ASL: phonetics, phonology,
morphology, syntax, semantics, and history. We
also discuss issues of culture, literacy, and
politics pertinent to people with hearing loss.
All students are required to participate in a
rudimentary introduction to ASL for an
additional 0.5 credit. Sign up for LING 062A.
Prerequisites: LING 050 and 045 or 052 or
permission of the instructor.
All students are welcome to do a communityservice project in LING 095.
Writing course.
1 credit (plus 0.5 credit under LING 0062A).
Not offered 2008-2009.
LING 064. Structure of Tuvan
Tuvan belongs to the Turkic branch of the
Altaic language family and is spoken in Siberia
and Mongolia by nomadic herders. It has
classically agglutinating morphology and
curious phenomena such as vowel harmony,
converbs, and switch reference. It has rich
sound symbolism, a tradition o f oral (unwritten)
epic tales, riddles, and world-famous song
genres (“throat singing”). We will investigate
the sounds, structures, oral traditions, and
ethnography of Tuvan, using both printed and
digital media.
Prerequisites: LING 050 and 045 or 052 or
permission of the instructor.
1 credit.
Not offered 2008-2009.

gain practical experience using state-of-the-art
digital video, annotation, and archiving for
scientific purposes. A different (typically nonIndo-European) language will be investigated
each time the course is taught
Prerequisite: LING 001.
1 credit.
Fall 2008. Napoli.
LING 080. Intermediate Syntax
This course is designed to provide theoretical
and cross-linguistic breadth in topics involving
the interaction of syntax and semantics. You
will refine your skills of analysis and
argumentation. Topics and languages
considered will vary. This course is open to all
students who have taken syntax or semantics.
Prerequisite: LING 040 or 050.
1 credit.
Not offered 2008-2009.
LING 081. Intermediate Semantics
This course begins with the formal foundations
o f semantics and then switches to a seminar
style of instruction for an examination of
classical and recent articles in the field.
Prerequisite: LING 040 or PHIL 026; LING
050 recommended.
1 credit.
Not offered 2008-2009.
LING 094. Research Project
With permission, students may elect to pursue a
research program.
1 credit.
Fall or spring. Staff.

LING 070R. Translation Workshop
(See LITR 070R/RUSS 070)
This course counts for distribution in
humanities under the literature rubric and in
social sciences under the linguistics rubric.
1 credit.
Fall 2008. Forrester.

LING 095. Community-Service Credit:
Literacy and People With Hearing Loss
This course offers credit for community service
work. You may work with children on literacy
skills at the Oral Program for the Hearing
Impaired at the Kids’ Place in Swarthmore.
Prerequisites are LING 045, LING 006 or 062,
permission of the directors of both the
Linguistics and Education programs, and the
agreement o f a faculty member in linguistics to
mentor you through the project. You would be
required to keep a daily or weekly journal of
your experiences and to write a term paper (the
essence of which would be determined by you
and the linguistics faculty member who mentors
you in this).
1 credit.
Fall or spring. Napoli.

LING 075. Field Methods
This course affords a close encounter with a
language, direct from the mouths of native
speakers. Students develop inference techniques
for eliciting, understanding, analyzing, and
presenting complex linguistic data. They also

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 skills. The
prerequisites are LING/EDUC 054, the

Linguistics
permission of the directors of both the
Linguistics and Education programs, and the
agreement 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
youand the linguistics faculty mentor).
1 credit.
Fall or spring. Napoli.
LING 097. Field Research
This course offers credit for field research on a
language. Prerequisites are the permission of
the chair of linguistics and the agreement of a
faculty member in linguistics to mentor you
through the project.
1 credit.
Fall or spring. Staff.
LING 100. Research Seminar
All course majors in LING and LL must write
their senior paper in this seminar. Only seniors
are admitted.
1 or 2 credits.
Fall 2008. Femald, Napoli, Harrison.
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 2008. Femald, Napoli, Harrison.
LING 199. Senior Honors Study
Honors majors may write their two research
papers for 1 credit in this course. Honors
minors may take this course for 0.5 credit.
Fall 2008 or spring 2009. Femald.

Seminars
LING 105. Seminar in Phonology:
Contact and Change
This seminar studies language contact and its
results; the relation between internal and
external linguistic change; dialects and koine
formation; and pidgins and creoles.
Prerequisite: LING 001, 045, or 050, or
permission of the instructor.
1 or 2 credits.
Not offered 2008-2009.
LING 106. Seminar in Morphology
This seminar will consider recent developments
in the theory of morphology. Topics vary.
Prerequisite: LING 043.
1 or 2 credits.
Not offered 2008-2009.

LING 107. Seminar in Syntax
This seminar will consider recent developments
in the theory of syntax. Topics vary.
Prerequisite: LING 040 or 050.
1 or 2 credits.
Not offered 2008-2009.
LING 108. Seminar in Semantics
This seminar will consider recent developments
in the theory of semantics. Topics vary.
Prerequisite: LING 040.
1 or 2 credits.
Not offered 2008-2009.
LING 116. Language and Meaning
(See PHIL 116)
This seminar counts for distribution in HU
under the philosophy rubric and in SS under the
LING rubric.
2 credits.
Not offered 2008-2009.
LING 119. Evolution, Culture, and
Creativity
(See SOAN 119)
2 credits.
Not offered 2008-2009.
LING 120. Anthropological Linguistics:
Endangered Languages
(Cross-listed as SOAN 080B)
In this seminar, we address some traditional
issues of concern to both linguistics and
anthropology, framed in the context of the
ongoing, precipitous decline in human linguistic
diversity. With the disappearance of languages,
cultural knowledge (including entire
technologies such as ethnopharmacology) is
often lost, leading to a decrease in humans’
ability to manage the natural environment.
Language endangerment thus proves relevant to
questions of the language/ecology interface,
ethnoecology, and cultural survival. The
seminar also addresses the ethics of fieldwork
and dissemination of traditional knowledge in
the Internet age.
Prerequisite: One course in linguistics or
anthropology or permission o f the instructor.
1 credit.
Spring 2009. Harrison.
LING 134. Psycholinguistics Seminar
(See PSYC 134)
1 credit.
Spring 2009. Grodner.

Mathematics and Statistics
DEBORAH J. BERGSTRAND, Professor (part time)
CHARLES M. GRINSTEAD, Professor2
EUGENE A. KLOTZ, Professor
STEPHEN B. MAURER, Professor and Chair
HELENE SHAPIRO, Professors
DON H. SHIMAMOTO, Professors
JANET C. TALVACCHIA, Professor
GARIKAI CAMPBELL, Associate Professor«
PHILIP J. EVERSON, Associate Professor
CHERYL P. GROOD, Associate Professor
THOMAS J. HUNTER, Associate Professor
AIMEE S.A. JOHNSON, Associate Professor
STEVE C. WANG, Associate Professor
WALTER R. STROMQUIST, Visiting Associate Professor
LINDA CHEN, Assistant Professor
RALPH R. GOMEZ, Visiting Assistant Professor
MICHAEL JOHNSON, Visiting Assistant Professor
WILLIAM C. KRONHOLM, Visiting Instructor
STEPHANIE J. SPECHT, Administrative Assistant1
1 Absent on leave, fall 2008.
2 Absent on leave, spring 2009.
3 Absent on leave, 2008-2009.
4 Absent on administrative leave, 2008-2009.

Mathematics and Statistics are among the great
achievements of human intellect and at the
same time powerful tools. As Galileo said, the
book of the universe “is written in the language
of mathematics.” The goal of the department is
to enable students to appreciate these
achievements and use their power. To that end,
students in the department receive a firm
foundation in pure mathematics and the
opportunity to apply it—to statistics, physical
science, biological science, computer science,
social science, operations research, education,
and finance—the list grows. All courses in the
department also have as a general goal the
continuing development o f various
mathematical skills, among them:
• Reasoning skills: logical argument and
abstraction
• Formulation skills: developing mathematical
models
• Communication skills: expressing
mathematical ideas and information clearly
and precisely on paper, orally, and
electronically
• Computation skills: mental, hand, and
machine computations, as appropriate
Graduates of the department follow many
career paths, leading them after graduation to
graduate school, in mathematics, statistics, or
other fields, or to professional schools or the
workplace.

9.1 Requirements and
Recommendations
First-Year Courses
Most first-year students entering Swarthmore
have had calculus while in high school and
place out of at least one semester of
Swarthmore’s calculus courses, whether they
continue with calculus or decide, as is often
best, to try other sorts of mathematics. See the
discussion of placement in the following
section. However, some entering students have
not had the opportunity to take calculus or need
to begin again. Therefore, Swarthmore offers a
beginning calculus course (MATH 015) and
several courses that do not require calculus or
other sophisticated mathematics experiences.
These courses are STAT 001 (Statistical
Thinking, both semesters), MATH 003
(Introduction to Mathematical Thinking, spring
semester), and STAT Oil (Statistical Methods,
both semesters). MATH 003 is a writing course.
Students who would like to begin calculus
(MATH 015) but are not sure they are prepared
must take the departmental Calculus Readiness
Exam when they arrive on campus. MATH 029
(Discrete Mathematics, both semesters) also
does not require any calculus but is a more
sophisticated course; thus, some calculus is a
useful background for it in an indirect way.
Once one has had or placed out of two
semesters of calculus, many other courses are
available, especially in linear algebra and
several-variable calculus.

Mathematics and Statistics
Placement Procedure
To gain entrance to any mathematics course
(but unnecessary to gain entrance to statistics
courses), students must take at least one o f the
following exams: the Advanced Placement (AP)
or International Baccalaureate (IB) exams,
Swarthmore’s Calculus Placement Exam, or
Swarthmore’s Calculus Readiness Exam.
Students who do take AP or IB exams may be
required to take the departmental exams as well.
Versions of the Calculus Placement Exam and
the Calculus Readiness Exam are sent to
entering first-year students over the summer,
along with detailed information about the rules
for placement and credit.
Advanced Placement and Credit Policy
Placement and credit mean different 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 O il) for a score of 4 or 5
on the Statistics AP Test of the College
Board.
• 1 credit (for MATH 015) for a score of 4 on
the AB or BC Calculus AP Test o f the
College Board (or for an AB subscore of 4
on the BC Test) or for a score of 5 on the
Higher Level Mathematics Test of the IB.
• 1.5 credits (for MATH 015 and the first half
of MATH 025) for a score of 5 on the AB
Calculus AP Test (or for an AB subscore of
5 on the BC Test) or a score of 6 or 7 on the
higher-level IB. Students who receive this
credit and want to continue calculus take
MATH 026.
• 2 credits (for MATH 015 and 025) for a
main score of 5 on the BC Calculus AP Test.
Alternatively, any entering student who places
out of MATH 015 or 025 may receive credit for
those courses by passing the final exams in
these courses with a grade of straight C or
better. These exams must normally be taken
during the student’s first semester at
Swarthmore, at the time when the final exam is
given for the course. Students who wish to take
these exams must arrange to do so with the
departmental placement coordinator and should
do so during their first semester at Swarthmore.
Students who are eligible on entrance for credit
for a course, but who take the course anyway,
will lose the entrance credit.
First-year students seeking advanced placement
and/or credit for calculus taken at another

college or university must normally validate
their work by taking the appropriate external or
Swarthmore placement examination, as
described earlier. The department does not
grant credit directly for college courses taken
while a student is in high school. 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 credit for work above the firstyear calculus level completed before entering
Swarthmore.
Introductory Statistics
Students who do not know calculus can take
STAT 001 or 011. STAT 001 shows how
statistics is used to gain an understanding of the
world around us and to prepare students to
critically interpret and evaluate statistical
claims. STAT 011 is a practical course for
students who expect to analyze data in their
own work. Any students who think they might
ever need to do statistical analyses (not just
critically interpret statistical claims in the
media) should take STAT Oil, not STAT 001.
STAT 011 leads to STAT 031 on data analysis
and visualization. Students with a strong
background in mathematics can begin with the
theoretical course STAT 061 and continue with
the 1-credit seminar STAT 111.
Requirements for a Major in
Mathematics
Students apply for a major in the middle o f the
second semester of the sophomore year. By the
end of the sophomore year, an applicant should
have received credit for, or placement out of, at
least four of the following five course groups:
Elementary Single-Variable Calculus (MATH
015); Further Single-Variable Calculus (MATH
025,025S, or 026); Linear Algebra (MATH
027,028, or 028S); Discrete Mathematics
(MATH 029); and Several-Variable Calculus.
(MATH 033,034, or 035). All majors must
complete Linear Algebra and Several-Variable
Calculus 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 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. At least 5 of the credits counted in the
10 must be for courses numbered over 40.
(Courses numbered under 10 do not count
toward the major in any event.) Furthermore,
every major is required to obtain credit for, or

Mathematics and Statistics
place out of, each of the following course
groups: MATH 015; MATH 025,025S, or 026;
MATH 027,028, or 028S; MATH 033,034, or
035; MATH 063; and MATH 067. The two
upper-level core courses, MATH 063
(Introduction to Real Analysis) and MATH 067
(Introduction to Modem Algebra), will be
offered at least every fall semester. At least one
of these two should be taken no later than the
fall semester of the junior year. Majors are
expected to complete both Math 63 and 67
before the spring semester of the senior year;
permission to delay taking either course until
the senior spring must be requested in writing
as early as possible but in any event no later
than the beginning of the fall semester of the
senior year. Finally, course majors must satisfy
the departmental comprehensive requirement by
passing MATH 097, Senior Conference.
Normally, at least 3 of the 5 credits for courses
numbered over 40 must be taken at
Swarthmore, including MATH 097 and at least
one of the core courses MATH 063 and 067.
Mathematics majors are urged to study in some
depth a discipline that makes use of
mathematics and to acquire some facility with
computers and software. Students bound for
graduate work in mathematics should obtain a
reading knowledge of French, German, or
Russian.
Special Emphases
The preceding 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 063); (2) Mathematical
Statistics I (STAT 061); (3) Probability (MATH
105) or Mathematical Statistics II (STAT 111);
(4) Data Analysis and Visualization (STAT
031); and (5) another mathematics course
numbered over 40. Students are encouraged but
not required to select the core algebra course
(MATH 067) if they choose this emphasis.
When a student does an emphasis in statistics,
STAT 031 counts as if it were numbered over
40.
Students interested in mathematics and
computer science should consider a
mathematics major with a minor in computer
science or an honors program with a
mathematics major and a computer science
minor. Details on these options are in the
catalog under computer science.
Students thinking of graduate work in social or
management science, or a master’s in business
administration, should consider the following
options. Basic courses: single-variable calculus
(two semesters), one or more practical statistics
courses (STAT 061 and 031), linear algebra,
discrete math, several-variable calculus, and

introductory computer science; advanced
courses: (1) Modeling (MATH 056); (2) at least
one o f Probability (MATH 105), Mathematical
Statistics I (STAT 061), and possibly
Mathematical Statistics II (STAT 111); (3) at
least one o f Combinatorics (MATH 069) or
Operations Research (ECON 032); (4) the two
required core courses (MATH 063 and MATH
067); and (5) Differential Equations (MATH
043 or 044). Because this program is heavy
(one who hopes to use mathematics in another
field must have a good grasp both of the
relevant mathematics and of the intended
applications), one o f the core course
requirements may be waived with permission of
the department.
Students thinking of graduate work in
operations research should consider the
following options. Basic courses: same as
previous paragraph. Advanced courses: (1) the
two required core courses (MATH 063 and
MATH 067); (2) Combinatorics (MATH 069)
and Topics in Combinatorics (MATH 072); (3)
Mathematical Statistics (STAT 061); and (4) at
least one o f Number Theory (MATH 058),
Modeling (MATH 056), or Probability (MATH
105).
Teacher Certification
Swarthmore offers teacher certification in
mathematics through a program approved by
the state of Pennsylvania and administered by
the College’s Educational Studies Department.
In addition to meeting the general certification
requirements, students seeking certification in
mathematics have two choices. Either they
complete a mathematics major and must include
among their electives:
• One semester of computer science (CPSC

021)
• One semester of discrete mathematics
(MATH 029,059, 069, or 079)
• One semester of geometry (MATH 055 or
075)
• One semester of statistics or probability
(STAT 011,031,061, 111 or MATH 105)
or they do a special major in mathematics and
education. Such a major must include the
general certification requirements, 7 credits in
mathematics, including MATH 063 or 067, one
other course numbered over 044, and a
mathematical education thesis. See the
Educational Studies Department for more
details. Either way, students seeking
certification are strongly advised to take further
mathematics or statistics courses emphasizing
modeling and applications and/or to take at
least one course in the natural or social sciences
in which mathematics or statistics is
significantly used. They are also highly
encouraged to work as a tutor in the math clinic
or to do individual tutoring for a semester. To

Mathematics and Statistics
receive certification, a student must receive a
grade of C or better in all mathematics courses.
The special major in mathematics and education
is available even if one does not seek teacher
certification.
Mathematics Course Minor
By graduation, a mathematics course minor
must have 6 credits in mathematics or statistics.
Furthermore, every mathematics course minor
is required to obtain credit for, or place out of,
each of the following subjects: single-variable
calculus (two semesters), linear algebra, and
several-variable calculus. In addition, every
mathematics course minor must obtain at least 2
credits in mathematics or statistics courses
whose numbers are greater than 044. At least 1
of these 2 credits must be for MATH 063 or
067. Also, at least 1 of these 2 credits must be
taken at Swarthmore. A student may not minor
in both mathematics and statistics.
Statistics Course Minor
By graduation, a statistics course minor must
have 6 credits in mathematics or statistics.
Furthermore, every statistics course minor is
required to obtain credit for, or place out of,
each of the following subjects: single-variable
calculus (two semesters), linear algebra, and
several-variable calculus. In addition, every
statistics course minor must obtain credit for, or
place out of, STAT 031 and STAT 061. At least
one of STAT 031 and STAT 061 must be taken
at Swarthmore. A student may not minor in
both mathematics and statistics.
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
statistics courses of B+ or better. Potential
honors majors may want to consider including
in the sophomore year a course that emphasizes
theory and provides an opportunity for writing
proofs. Department faculty members can give
advice on appropriate courses.
The program for an honors major in
mathematics consists of preparations for
external examination in three fields o f 2 credits
each. For each field chosen, the courses or
seminars are specified by the department. For
the honors major, one preparation shall be in
algebra (MATH 067 and 102) and one in
analysis (MATH 063 and either 101 or 103).
Each student may select the third preparation
from discrete mathematics, geometry,
probability, statistics, and topology.
Students who wish to complete an honors minor
in mathematics must have credit for, or place
out of, single-variable calculus (two semesters),
linear algebra, and several-variable calculus.
For the honors portion of their program, minors

must complete one preparation chosen from
among any o f the fields described earlier.

Courses
Note: In the department’s current numbering
scheme for courses numbered under 100, the
ones digit indicates the subject matter, and the
other digits indicate the level. In most cases, a
ones digit of 1 means statistics, 2 to 6 means
continuous mathematics, and 7 to 9 means
noncontinuous mathematics (algebra, number
theory, and discrete math). Courses below 10
do not count for the major, from 10 to 39 are
first- and second-year courses, from 40 to 59
are intermediate, in the 60s are core upper-level
courses; from 70 to 89 are courses that have one
or more core courses as prerequisites, and in the
90s are independent reading courses.
STAT 001. Statistical Thinking
Statistics provides methods for collecting and
analyzing data and generalizing from their
results. Statistics is used in a wide variety of
fields, and this course provides an
understanding of the role of statistics in these
fields and in everyday life. It is intended for
students who want an appreciation of statistics,
including the ability to interpret and evaluate
statistical claims critically but who do not
imagine they will ever need to carry out
statistical analyses themselves. (Those who may
need to carry out statistical analyses should take
STAT Oil.) This course cannot be counted
toward a major in mathematics, is not a
prerequisite for any other course, and cannot be
taken for credit after or simultaneously with any
other statistics course, including AP Statistics
and ECON 031.
Prerequisite: Four years of traditional high
school mathematics (precalculus).
1 credit.
Each semester.
Fall 2008. Wang. Spring 2009. Wang.
MATH 003. Introduction to Mathematical
Thinking
Students will explore the world of mathematical
ideas by sampling logic, number theory,
geometry, infinity, topology, probability, and
fractals, while we emphasize the thinking and
problem-solving skills these ideas stimulate.
Class meetings will involve presentation of new
material; group work on problems and puzzles;
and lively, maybe even passionate discussions
about mathematics. This course is intended for
students with little background in mathematics
or those who may have struggled with math in
the past. It is not open to students who already
have received credit on their Swarthmore
transcripts for mathematics, Advanced
Placement credit included, or who concurrently
are taking another mathematics course. Students

Mathematics and Statistics
planning to go on to calculus should consult
with the instructor. This course does not count
toward a major in mathematics.
Writing course.
1 credit.
Spring 2009. Klotz.
MATH 007. Elementary Topics in
Mathematics in Applied Contexts
This course is offered occasionally and is
interdisciplinary in nature. It provides an
introduction to some area of mathematics in the
context of its use in another discipline. A recent
version of this course was taught in the
Linguistics Program. This course does not
count toward a major in mathematics.
1 credit.
Not offered 2008-2009.
STAT 011. Statistical Methods
(Cross-listed as SOAN 010E)
STAT 011 prepares students to carry out basic
statistical analyses with the aid of computer
software. Topics include basic summary
statistics and graphics, design of surveys and
experiments, one and two-sample t-tests and
tests of proportions, chi-square tests, and an
introduction to linear regression and analysis of
variance. The course is intended for students
who want a practical introduction to statistical
methods and who intend to do, or think they
may eventually do, statistical analysis,
especially in the biological and social sciences.
Students who receive credit on entrance for the
Statistics AP Exam should not take this course;
they have placed out of it and will lose their AP
credit if they take it. Students who have earned
credit for the former STAT 002 or STAT 002C
will not receive credit for STAT O il. Note that
STAT Oil overlaps considerably with ECON
031; both courses cover similar topics, although
ECON 031 focuses more on economic
applications while STAT 011 draws examples
from a variety of disciplines.
Prerequisite: Four years of traditional high
school mathematics (precalculus).
1 credit.
Each semester.
Fall 2008. A. Johnson, Wang.
Spring 2009. Everson.
MATH 015. Elementary Single-Variable
Calculus
A first-semester calculus course with emphasis
on an intuitive understanding of the concepts,
methods, and applications. Graphical and
symbolic methods will be used. The course will
mostly cover differential calculus, with an
introduction to integral calculus at the end.
Applications to biological science and social
science will receive special attention.

Prerequisite: Four years of traditional high
school mathematics (precalculus) and
placement into this course through
Swarthmore’s Calculus Readiness Examination
or Calculus Placement Examination (see
“Placement Procedure” section).
1 credit.
Fall 2008. Gomez, Grood.
MATH 023. Brief Survey of Calculus
Through Second Year
Survey of key topics in single- and severalvariable calculus for students who do not plan
to take any more calculus. In single-variable
calculus, topics may include antiderivatives, the
fundamental theorem, probability, geometric
series, and modeling with differential equations.
Topics in several variables may include contour
plots, partial derivatives, and Lagrange
multipliers. Emphasis on applications in
biological and social sciences. Cannot be
substituted for either MATH 025 or 033 as
courses required for the major.
Prerequisites: MATH 015 or placement by
examination (see “Advanced Placement and
Credit Policy” section).
1 credit.
Usually offered fall semester.
Not offered 2008-2009.
MATH 025. Further Topics in SingleVariable Calculus
The continuation of MATH 015 for students
who wish to major in mathematics, physics,
chemistry, or engineering or who want the
option of continuing to several-variable
calculus. The course covers the fundamental
theorem, integration, geometric series, Taylor
polynomials and series, and an introduction to
differential equations.
Prerequisites: MATH 015 or placement by
examination (see “Advanced Placement and
Credit Policy” section).
1 credit.
Each semester.
Fall 2008. Chen. Spring 2009, Gomez, Grood.
MATH 025S. Single-Variable Calculus
Seminar
MATH 025S covers the same material as the
lecture-based MATH 025 but uses a seminar
format (maximum 12 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 they could benefit from the collaborative
seminar format and who wish to be challenged
to excel in calculus so that they gain more
confidence to continue with mathematics and
science.

Mathematics and Statistics
Prerequisite: Placement by examination (see
“Advanced Placement and Credit Policy”
section).
First-year seminar.
1 credit.
Not offered 2008-2009.
MATH 026. Advanced Topics in SingleVariable Calculus
For students who place out of the first half of
MATH 025. This course goes into more depth
on sequences, series, and differential equations
than does MATH 025 and includes power series
and convergence tests. This course, or MATH
025, is required of all students majoring in
mathematics, physics, chemistry, or
engineering. Students may not take MATH 026
for credit after MATH 025 without special
permission.
Prerequisite: Placement by examination (see
“Advanced Placement and Credit Policy”
section).
1 credit.
Fall 2008. Chen, Grinstead.
MATH 027. Linear Algebra
This course covers systems of linear equations,
matrices, vector spaces, linear transformations,
determinants, and eigenvalues. Applications to
other disciplines are presented. Students may
take only one of MATH 027, MATH 028, and
MATH 028S for credit.
Prerequisite: A grade of C or better in some
math course numbered 023 or higher or
placement by examination (see “Advanced
Placement and Credit Policy” section).
1 credit.
Each semester.
Fall 2008. Kronholm. Spring 2009. M. Johnson.
MATH 028. Linear Algebra Honors
Course
More theoretical, abstract, and rigorous than
MATH 027. The subject matter will be equally
as valuable in applied situations, but
applications will be emphasized less. MATH
028 is intended for students with exceptionally
strong mathematical skills, especially if they are
thinking of a mathematics major. Students may
take only one of MATH 027, MATH 028, and
MATH 028S for credit.
Prerequisite: A grade of B or better in some
math course numbered 025 or higher or
placement by examination (see “Advanced
Placement and Credit Policy” section).
1 credit.
Usually offered fall only.
Fall 2008. Hunter. Spring 2009. Bergstrand.

MATH 028S. Linear Algebra Honors
Seminar
MATH 028S covers the same material as the
lecture-based MATH 028 but uses a seminar
format (maximum 12 students) with additional
meetings. Hands-on student participation takes
the place of most lectures. Students may take
only one of MATH 027, MATH 028, and
MATH 028S for credit
Prerequisite: Placement by examination (see
“Advanced Placement and Credit Policy”
section).
First-year seminar.
1 credit.
Fall 2008. Maurer.
MATH 029. Discrete Mathematics
An introduction to noncontinuous mathematics.
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 will include
algorithms, graph theory, counting, difference
equations, and finite probability with special
emphasis on how to write mathematics.
Prerequisite: Placement by examination (see
“Placement Procedure” section). Familiarity
with some computer language is helpful but not
necessary.
Writing course.
1 credit.
Each semester.
Fall 2008. Maurer. Spring 2009. Kronholm.
STAT 031. Data Analysis and
Visualization
This course will study methods for exploring
and modeling relationships in data. We
introduce modem techniques for visualizing
trends and formulating hypotheses. We will
also discuss methods for modeling structure and
patterns in data, particularly using multiple ■
regression and related methods. The format of
the course emphasizes writing assignments and
interactive problem solving using real datasets.
Prerequisites: Credit for AP Statistics, STAT
011, STAT 061, or ECON 031; or STAT 001
and permission o f the instructor.
Writing course.
1 credit.
Spring 2009. Wang.
MATH 033. Basic Several-Variable
Calculus
This course considers differentiation and
integration 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

Mathematics and Statistics
and surface integrals, Green’s, Stokes’, and
Gauss’ theorems. The department strongly
recommends that students take MATH 034
instead, which provides a richer understanding
of this material by requiring linear algebra
(MATH 027 or 028) as a prerequisite. Students
may take only one of MATH 033, MATH 034,
and MATH 035 for credit.
Prerequisite: MATH 025,025S, or 026 or
placement by examination (see “Advanced
Placement and Credit Policy” section).
1 credit.
Each semester.
Fall 2008. Klotz. Spring 2009. Bergstrand.

cover the basic theory o f the field with an eye
toward practical applications. Standard topics
include first-order equations, linear differential
equations, series solutions, first-order systems
of equations, Laplace transforms,
approximation methods, and some partial
differential equations. Compare with MATH
044. Students may not take both MATH 043
and 044 for credit. The department prefers
majors to take MATH 044.
Prerequisites: Several-variable calculus or
permission of the instructor.
1 credit.
Spring 2009. Hunter.

MATH 034. Several-Variable Calculus
Same topics as MATH 033 except in more
depth using the concepts of linear algebra. The
department strongly recommends that students
take linear algebra first so that they are eligible
for this course. Students may take only one of
MATH 033, MATH 034, and MATH 035 for
credit.
Prerequisite: MATH 025,025S, or 026; and
MATH 027,028, or 028S.
1 credit.
Each semester.
Fall 2008. M. Johnson.
Spring 2009. Talvacchia.

MATH 044. Differential Equations
An introduction to differential equations that
has a more theoretical flavor than MATH 043
and is intended for students who enjoy delving
into the mathematics behind the techniques.
Problems are considered from analytical,
qualitative, and numerical viewpoints, with an
emphasis on the formulation o f differential
equations and the interpretations o f their
solutions. This course does not place as strong
an emphasis on solution techniques as MATH
043 and thus may not be as usefiil to the more
applied student. Students may not take both
MATH 043 and 044 for credit. The department
prefers majors to take MATH 044.
Prerequisites: Linear algebra and severalvariable calculus or permission of the
instructor.
1 credit.
Spring 2009. Gomez.

MATH 035. Several-Variable Calculus
Honors Course
This version of MATH 034 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 emphasized less. It is
intended for students with exceptionally strong
mathematical skills and primarily for those who
have completed MATH 028 or 028S
successfully. Students may take only one of
MATH 033, MATH 034, and MATH 035 for
credit.
Prerequisite: A grade of C or better in MATH
028 or 028S or permission of the instructor.
1 credit.
Spring 2009. Kronholm.
STAT 041. Topics in Statistics
The choice of topics will depend somewhat on
the interest and mathematical background of the
students but may include a study of issues in
multivariate analysis and statistical inference
(Bayesian statistics in particular).
Prerequisite: One course in statistics.
1 credit.
Not offered 2008-2009.
MATH 043. Basic Differential Equations
This course emphasizes the standard techniques
used to solve differential equations. It will

MATH 046. Theory of Computation
(See CPSC 046)
1 credit.
Next offered spring 2009. Kelemen.
MATH 053. Topics in Analysis
Course content varies from year to year
depending on student and faculty interest.
Recent topics have included financial
mathematics, dynamical systems, and Fourier
analysis. The topic in 2009 is expected to be
dynamical systems.
Prerequisites: Linear algebra and severalvariable calculus.
1 credit.
Alternate years.
Spring 2009. A. Johnson.
MATH 054. Partial Differential Equations
The first part o f the course consists of an
introduction 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

Mathematics and Statistics
calculus of variations. Additional topics depend
on the interests of the students and instructor.
Prerequisites: Linear algebra, several-variable
calculus, and either MATH 043, MATH 044,
PHYS 050, or permission of the instructor.
1credit.
Alternate years.
Not offered 2008-2009.
MATH 055. Topics in Geometry
Course content varies from year to year. In
2008, the emphasis will be on introductory
differential geometry. See also MATH 075.
Prerequisites: Linear algebra and severalvariable calculus or permission of the
instructor.
1 credit.
Alternate years.
Fall 2008. Talvacchia.
MATH 056. Modeling
An introduction to the methods and attitudes of
mathematical modeling. Because modeling in
physical science and engineering is already
taught in courses in those disciplines,
applications 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, and computer simulation.
The emphasis, however, will be on how to
apply these subjects to specific modeling
problems, not on their systematic theory. The
format of the course will include projects as
well as lectures and problem sets.
Prerequisites: Linear algebra and severalvariable calculus or permission of the
instructor.
1 credit.
Alternate years.
Not offered 2008-2009.
MATH 057. Topics in Algebra
Course content varies each year, depending on
student and faculty interest. Recent offerings
have included coding theory, groups and
representations, finite reflection groups, and
matrix theory. See also MATH 077.
Prerequisites: Linear algebra.
1 credit.
Alternate years.
Not offered 2008-2009.
MATH 058. Number Theory
The theory of primes, divisibility concepts, and
multiplicative number theory will be developed.
Prerequisites: Linear algebra and severalvariable calculus or permission o f the
instructor.
1 credit.

Alternate years.
Fall 2008. Grinstead.
MATH 059. Topics in Discrete
Mathematics
Topics vary each year. Past topics have
included combinatorial matrix theory, graph
theory, combinatorial algorithms, number
theoretic algorithms, and representation theory
using combinatorial structures and techniques.
See also MATH 079.
Prerequisites: MATH 029 and at least one
higher-numbered mathematics course.
1 credit.
Alternate years.
Not offered 2008-2009.
STAT 061. Probability and Mathematical
Statistics I
This course introduces the mathematical theory
of probability, including density functions and
distribution functions, joint and marginal
distributions, conditional probability, and
expected value and variance. It then develops
the theory of statistics, including parameter
estimation and hypothesis testing. The emphasis
is on proving results in mathematical statistics
rather than on applying statistical methods.
Students needing to learn applied statistics and
data analysis should consider STAT Oil or 031
in addition to or instead of this course.
Prerequisites: One of MATH 023,033, or 034
or permission of the instructor.
1 credit.
Fall 2008. Everson.
MATH 063. Introduction to Real Analysis
This course concentrates on the careful study of
the principles underlying the calculus of real
valued functions of real variables. Topics
include continuity, compactness,
connectedness, uniform convergence,
differentiation, and integration.
Prerequisites: Linear algebra and severalvariable calculus or permission of the
instructor.
Writing course.
1 credit.
Usually offered fall only.
Fall 2008. A. Johnson, Talvacchia.
Spring 2009. Grood.
MATH 067. Introduction to Modern
Algebra
This course is an introduction to abstract
algebra and will survey basic algebraic
systems—groups, rings, and fields. Although
these concepts will be illustrated by concrete
examples, the emphasis will be on abstract
theorems, proofs, and rigorous mathematical
reasoning.

Mathematics and Statistics
Prerequisite: Linear algebra or permission of
the instructor.
Writing course.
1 credit.
Fall 2008. Hunter.
MATH 069. Combinatorics
This course continues the study of
noncontinuous mathematics begun in MATH
029. The topics covered include three broad
areas: counting theory, graph theory, and design
theory. The first area includes a study of
generating functions and Polya counting. The
second area is concerned with relations 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 029 and at least one other
course in mathematics.
1 credit.
Alternate years.
Fall 2008. Bergstrand.
MATH 073. Advanced Topics in Analysis
An advanced version of MATH 053, sometimes
offered instead, and requiring the core course in
analysis.
Prerequisites: Linear algebra and MATH 063.
1 credit.
Not offered 2008-2009.
MATH 075. Advanced Topics in
Geometry
An advanced version of MATH 055, sometimes
given instead, and typically requiring MATH
063,067, or both.
Prerequisites: See the instructor.
1 credit.
Not offered 2008-2009.
MATH 077. Advanced Topics in Algebra
An advanced version of MATH 057, sometimes
given instead, and requiring the core course in
algebra.
Prerequisites: Linear algebra and MATH 067.
1 credit.
Not offered 2008-2009.
MATH 079. Advanced Topics in Discrete
Mathematics
An advanced version of MATH 059, sometimes
offered instead of MATH 059.
Prerequisites: MATH 029 and 069.
1 credit.
Not offered 2008-2009.
MATH 093/STAT 093. Directed Reading
MATH 096/STAT 096. Thesis

MATH 097. Senior Conference
This course is required o f all senior
mathematics majors in the Course Program and
must be taken at Swarthmore. It provides an
opportunity to delve more deeply into a
particular topic agreed on by the student and the
instructor. This focus is accomplished through a
written paper and oral presentation.
0.5 credit.
Fall 2008. Hunter.

Seminars
MATH 101. Real Analysis II
This seminar is a continuation o f Introduction
to Real Analysis (MATH 063). Topics may
include the inverse and implicit function
theorems, differential forms, calculus on
manifolds, and Lebesgue integration.
Prerequisite: MATH 063.
1 credit.
Spring 2009. Maurer.
MATH 102. Modern Algebra II
This seminar is a continuation of Introduction
to Modem Algebra (MATH 067). Topics
covered usually include field theory, Galois
theory (including the insolvability of the
quintic), the structure theorem for modules over
principal ideal domains, and a theoretical
development of linear algebra. Other topics
may be studied depending on the interests of
students and instructor.
Prerequisite: MATH 067.
1 credit.
Usually offered spring only.
Fall 2008. Bergstrand. Spring 2009. Chen.
MATH 103. Complex Analysis
A brief study of the geometry of complex
numbers is followed by a detailed treatment of
the Cauchy theory of analytic functions of a
complex variable: integration and Cauchy’s
theorem, power series, residue calculus,
conformal mapping, and harmonic functions.
Various applications are given, and other
topics—such as elliptic functions, analytic
continuation, and the theory o f Weierstrass—
may be discussed.
Prerequisite: MATH 063.
1 credit.
Alternate years.
Not offered 2008-2009.
MATH 104. Topology
An 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 063 and 067.

Mathematics and Statistics
2 credits.
Alternate years.
Not offered 2008—2009.
MATH 105. Probability
Advanced topics in probability theory. Topics
may include branching processes, card
shuffling, the Central Limit Theorem,
generating functions, the Laws of Large
Numbers, Markov chains, optimal stopping
theory, percolation, the Poisson process,
renewal theory, and random walks.
Prerequisite: STAT 061.
1 credit.
Alternate years.
Spring 2009. A. Johnson.
MATH 106. Advanced Topics in
Geometry
The course content varies from year to year
among differential geometry, differential
topology, and algebraic geometry. In 2009, the
topic is likely to be advanced differential
geometry.
Prerequisites: MATH 045 and 063 or
permission of the instructor.
1 credit.
Alternate years.
Spring 2009. Talvacchia.
STAT 111. Mathematical Statistics II
This seminar is a continuation of STAT 061. It
deals mainly with statistical models for the
relationships between variables. The general
linear model, which includes regression,
variance, and covariance analysis, is examined
in detail. Topics may also include
nonparametric statistics, sampling theory, and
Bayesian statistical inference.
Prerequisite: Linear algebra and a grade of C+
or better in STAT 061.
1 credit.
Alternate years.
Not offered 2008-2009.

Medieval Studies
Coordinator:

STEPHEN P. BENSCH (History)

Committee:

Tariq al-Jamil (Religion)
Horacio Chiong Rivero (Modem Languages and Literatures, Spanish)
Michael W. Cothren (Art History)
Michael Marissen (Music)1
Rosaria V. Munson (Classics)
Ellen M. Ross (Religion)
William Turpin (Classics)
Craig Williamson (English Literature)

1Absent on leave, fall 2008.

This interdisciplinary program offers an
opportunity for an integrated study of European
and Mediterranean civilization from the 4th to
the 15th centuries. The period, which has a
critical importance for the understanding of
Western culture, can best be approached
through a combination of several disciplines.
Hence, six departments (Art, Classics, English
Literature, History, Music, and Religion)
cooperate to provide a course of study that may
be offered as a major or minor in the Course
Program or as a major or minor in the Honors
Program.

Requirements and
Recommendations
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 art history (ARTH 014,047, or
145)
One course in history (HIST 002A, 006,012017, or 111)
One course in literature (ENGL 010,014,016,
102, or CLAS 014 or 060)
One course in religion (RELG 01 IB, 014B,
020B, 114,116, or 119) or philosophy
(medieval)
(Please note possible prerequisites for the
preceding courses.)
Course Major
1. Distribution requirements as listed
previously.
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 integration
of the various subjects and methods involved in
the interdisciplinary field of medieval studies.
3. Students must complete at least 8 credits in
medieval studies 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.)
Course Minor
A minor in medieval studies will consist o f 5
credits in medieval studies (see course and
seminar options listed subsequently). These 5
credits must include work in at least three
separate departments. Students are reminded
that only 1 of the 5 credits can be in the
department of their major.
Honors Major
1. Distribution requirements as listed earlier.
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 as also part of the separate
minor 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 department.
3. Senior honors study for majors in medieval
studies will follow the policies of the individual
departmental preparations used in the program.
Majors will have a 90- to 120-minute oral panel
with all four examiners present. Minors will
have the regular individual oral for the single
preparation.
Honors Minor
1. Distribution requirements as listed earlier.
2. The one preparation for the Honors Program
should reflect the interdisciplinary nature of this
minor and may be satisfied by one of the
following: one seminar, a preapproved twocourse combination, or one course with an
attachment. The minor preparation must be in a
department distinct from the student’s major.

Medieval Studies
3. Senior honors study for minors in medieval
studies will follow the policies of the individual
departmental preparations used in the program.
Minors will have the regular individual oral for
the single preparation.

Courses
Courses currently offered in medieval studies
(see catalog sections for individual departments
to determine specific offerings in 2008-2009):
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. Dante 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 Turmoil in the Middle
Ages
HIST 015. Medieval Towns
HIST 016. Sex, Sin, and Kin in Early Modem
Europe
LATN 014. Medieval Latin
MUSI 020. Medieval and Renaissance Music
MUSI 045. Performance (early music
ensemble)
RELG 01 IB. The Religion of Islam: The
Islamic Humanities
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
RELG 046. Justice and Conscience in Islam
MDST 096. Thesis

Seminars
Seminars currently offered in medieval studies:
ARTH 145. Gothic Art and Architecture
ENGL 102. Chaucer and Medieval Literature
HIST H it The Medieval Mediterranean
RELG 114. Love and Religion
RELG 116. The Body in Late Antiquity
RELG 119. Islamic Law and Society
RELG 125. Islamic Society in North Africa and
Andalusia

Modern Languages and Literatures
ALAN BERKOWITZ (Chinese), Professor
MARION J. FABER (German), Professor1I
SIBELAN FORRESTER (Russian), Professor and Chair
HAILI KONG (Chinese), Professor
GEORGE MOSKOS (French), Professor"
HANSJAKOB WERLEN (German), Professor
ISABUROH HANAYAGI, Julien and Virginia Cornell Visiting Professor (Japanese)
JEAN-VINCENT BLANCHARD (French), Associate Professor1' 12
AURORA CAMACHO DE SCHMIDT (Spanish), Associate Professor
WILLIAM O. GARDNER (Japanese), Associate Professor
MARIA LUISA GUARDIOLA (Spanish), Associate Professor
MICHELINE RICE-MAXIMIN (French), Associate Professor9
SUNKA SIMON (German), Associate Professor
CARINA YERVASI (French), Associate Professor10
AMAN ATTIEH (Arabic), Assistant Professor
HORACIO CHIONG RIVERO (Spanish), Assistant Professor
ALEXANDRA GUEYDAN (French), Assistant Professor10
WALID HAMARNEH (Arabic), Assistant Professor
HONGYU HUANG (Chinese), Assistant Professor
LUCIANO MARTÍNEZ (Spanish), Assistant Professor
MICHAEL A. PESENSON (Russian), Assistant Professor
MARINA ROJAVIN (Russian), Visiting Assistant Professor
SAWSAN ABBADI (Arabic), Lecturer
JOAN FRIEDMAN (Spanish), Lecturer
YOSHIKO JO (Japanese), Lecturer
WOL A KANG (Chinese), Lecturer
ELISABETH LOUVEAU (French), Visiting Lecturer
YAMINE MERMER (Arabic), Lecturer
CAROLE NETTER (French), Lecturer
JILL NEUENDORF (Russian), Lecturer
ELKE PLAXTON (German), Lecturer
KIRSTEN E. SPEIDEL (Chinese), Lecturer
ATSUKO SUDA (Japanese), Lecturer
PATRICIA VARGAS (Spanish), Lecturer
CHU-CHEN WANG (Chinese), Lecturer
MICHAEL JONES, Language Resource Center Director
ELEONORE BAGINSKI, Administrative Coordinator
CASSY BURNETT, Administrative Assistant
IAbsent on leave, fall 2008.
9 Campus coordinator, Swarthmoie Program in Grenoble, fall 2008.
10Campus coordinator, Swarthmore Program in Grenoble, spring 2009.
II Program director, Swarthmore Program in Grenoble, fall 2008.
12 Program director, Swarthmore Program in Grenoble, spring 2009.

The Modem Languages and Literatures
Department—consisting of Arabic, Chinese,
French/Francophone studies, German, Japanese,
Russian, and Spanish sections—provides
Swarthmore students with an understanding of
foreign cultures through their original
languages and prepares them to engage
effectively with an increasingly
internationalized world. In addition to language
courses, the department also offers a large
variety of seminars and courses (some in
English) that explore authors, genres, aesthetic
theories, and periods of literary and cinematic
production and that investigate literature and
culture as sites of contending social forces and
values. In conjunction with demonstrated
competence in the language, a foreign literature

major will normally complete a minimum of 8
credits in advanced language, literature, or
culture courses, and a culminating exercise,
such as a comprehensive or Honors
examination. One or more 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 o f the programs in Asian studies,
German studies, and Latin American 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.

Modem Languages and Literatures
Requirements and
Recommendations
Courses numbered 00IB 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 Oil
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 knowledge
of a language and who are interested in
majoring in a foreign literature should register
for intensive language courses (001B-002B) in
the freshman year. In regard to language
courses counted toward the major, please
consult individual program policies.
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.
Prerequisites for majors are noted under the
listing of each section. Exceptions to course
requirements are made for those who show
competence in the language of specialization.
Students who speak Arabic, Chinese, French,
German, Japanese, Russian, or Spanish fluently
should consult with the department before
selecting courses.
Majors are urged to select supporting courses in
other literatures, history, philosophy,
linguistics, or art history. The department also
recommends spending at least a summer or a
semester in an academic program abroad.
Students on scholarship may apply scholarship
monies to designated programs of study abroad.
Study abroad is particularly encouraged for
students of Arabic; academic credit (frill or
partial) is generally approved for participation
in programs of varying duration in different
Arab countries that are recommended by the
Arabic section. These include hut are not
limited to universities and programs in Egypt,
Jordan, Lebanon, Morocco, Oman, Syria,
Tunisia, and Yemen.
Study abroad is particularly encouraged for
students of Chinese; academic credit (full or
partial) is generally approved for participation
in several programs of varying duration in the
People’s Republic of China and in Taiwan,
recommended by the Chinese section. In the
People’s Republic these include, but are not
limited to, the Inter-University Board (IUB)
Program at Tsing-hua University, the
Associated Colleges in China (ACC) Program,

and the CET Program in Harbin. In Taiwan,
these include the International Chinese
Language Program (ICLP) and the Mandarin
Training Center in Taipei and the University of
Massachusetts Program in Tunghai.
All French/Francophone Studies majors and
minors are required to complete a study abroad
program in a French-speaking country.
Linguistically qualified students in French are
encouraged to apply to the Swarthmore
Program in Grenoble at the University of
Grenoble, for one or two semesters in the
sophomore or junior year. This program is
particularly suited for majors in the humanities
and the social sciences.
Students of G erm an are strongly encouraged to
spend at least a semester in a German-speaking
country. There are several excellent
opportunities to participate in an approved
program, such as the Columbia Consortium
Program in Berlin, the Macalester College
German Study Program in Berlin/Vienna, or the
Dickinson college program in Bremen. Students
should consider going abroad in the spring
semester. This will enable them to participate
fully in the semester schedule of German and
Austrian Universities.
Students of Japanese are strongly encouraged
to participate in Study Abroad programs.
Swarthmore College participates in a regular
exchange program with Tokyo University (the
AIKOM program), and the Japanese Section
has prepared a carefully selected list of other
recommended programs in Kyoto, Nagoya, and
elsewhere. Students interested in Study Abroad
should consult with the head of the Japanese
Section for more information.
Students in R ussian are strongly encouraged to
spend at least one semester in the A.C.T.R.,
C.I.E.E., or Middlebury programs or at the
Smolny Institute through Bard College among
others in Russia.
Students competent in Spanish should consider
any of the recommended programs in the study
abroad list in Spanish speaking countries.
Swarthmore has a cooperative sponsorship with
the Hamilton College Program in Madrid,
Spain, and we encourage students to participate
in this well-established program. The new
Swarthmore study abroad option in Buenos
Aires, Argentina, is recommended for students
who want to study in Latin America. For a
complete listing of approved programs, students
should consult with members of the Spanish
section. (The Spanish section requires that its
majors spend a minimum of one semester of
study abroad in a program approved by the
section.)
We offer teacher certification in modem
languages (French, German, and Spanish)
through a program approved by the state of
Pennsylvania. For further information about the

Modern Languages and Literatures
relevant set of requirements, please contact the
Educational Studies Department director, the
Modem Languages Department chair, or the
Educational Studies Department Web site:
www.swarthmore.edu/educationalstudies.xml.
Students who plan to do graduate work are
reminded that, in addition to the language of
specialization, a reading knowledge o f other
languages is often required for admission to
advanced studies.
The department also certifies credit for study
abroad in languages that are not taught at
Swarthmore, such as Czech, Hungarian, Italian,
Polish, and so forth.
The Olga Lamkert Memorial Fund
Income from a fund established in 1979 by
students of Olga Lamkert, professor o f Russian
at Swarthmore College from 1949 to 1956, is
available to students with demonstrated
financial need who wish to attend a Russian
summer school program in this country or
summer or semester programs in Russia.
Awards based on merit and financial need will
be made on the recommendation of the Russian
section of the Modem Languages and
Literatures Department.
The Jeanette Streit Rohatyn ’46 Fund
The income is used to grant the “Baudelaire
Award” to a Swarthmore student participating
in the College Program in Grenoble. The
student must be considering a major or a minor
in French/Francophone Studies, and use the
award, which is granted on the recommendation
of the program director, to travel in
metropolitan France.
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
demonstrated financial need who wish to attend
an academic 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.
Advanced Placement
The department will grant 1 credit for incoming
students who have achieved a score of 4 or 5 in
Advanced Placement Chinese, French, German,
or Spanish examinations when they have
successfully completed a 1-credit course in that
original language at the College.
International Baccalaureate
The department will grant 1 credit for incoming
students who have achieved a score of 6 or 7 in
a foreign language on the International
Baccalaureate after they have successfully

completed a 1-credit course in that original
language at the College.

Literatures in Translation
Students acquainted with a particular foreign
language are urged to select an appropriate
literature course taught in the original language.
LITR courses provide students with the
opportunity 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
many of these courses can satisfy the 8-credit
requirement of a foreign literature major as
each section specifies.
LITR 009CH. First Year Seminar:
Heaven, Earth, and Man: Ways of
Thought in Traditional Chinese Culture
(Cross-listed as CHIN 009)
This introductory course explores the most
influential currents of thought and culture in
traditional China, through directed readings and
discussions of original sources in translation.
No prerequisites and no knowledge o f Chinese
or of China are required.
1 credit.
Fall 2010. Berkowitz.
LITR 013R. The Russian Novel
(Cross-listed as RUSS 013)
The Russian novel represents Russia’s most
fundamental contribution to world culture. This
course surveys classic authors and experimental
works from the 19th and 20th centuries.
Students in the course will deepen their
understanding of the context for writers,
including Dostoevsky and Tolstoy. They will
gain familiarity with literary movements and
genres including romanticism, realism, the
psychological novel, the picaresque novel,
modernism, and the postmodern as they
developed in Russia. We will highlight issues
including the relationship of Russia to the West,
national identity, and the complex relationship
of literature and politics.
No prerequisite.
Writing course.
1 credit.
Fall 2008. Pesenson.
LITR 014F. First-Year Seminar: Love and
Friendship in French Literature
(Cross-listed as FREN 014F)
Is it true that French is the language of
“l’amour, toujours l’amours” [love, always
love]? From the earliest troubadours’ songs of
passion expressed in courtly love and the lais of
Marie de France to the 16th-century love poetry
of Louise Labe to the scandalous Liaisons

Modem Languages and Literatures
Dangereuses and the 19th-century’s revival of
romance to complicated friendships in
contemporary society, love abounds. We may
not be able to answer definitively why French
culture is often associated with this language of
love, but we will spend the semester trying to
understand how love is represented throughout
the history of French literature. We will study
love, friendship, and the poetics, and even some
politics, of desire in selected works from the
French Middle Ages to the 21st century. Other
authors and filmmakers in this course will
include Madame de Lafayette, Gustave
Flaubert, Honoré de Balzac, Colette, André
Téchiné, Catherine Breillat, and Yasmina Reza.
1 credit.
Fall 2008. Yervasi.
L1TR 015CH. First-Year Seminar: Writing
Women in Late Imperial China (15001900)
(Cross-listed as CHIN 015)
With a focus on gentry women, courtesans, and
nuns, major groups of writing women, this firstyear seminar invites students to study the
multiple dimensions of late imperial Chinese
women’s literary practice, a rich, vibrant part of
Chinese culture. We not only discuss the
personal lives and experiences of these different
groups of women authors constructed in their
social and historical contexts but also examine
their writings in relation to Chinese literary
tradition and women’s history. By putting
women writers at the center of analysis, this
course aims to show how gender does matter in
understanding China’s literary past. This firstyear seminar is limited to 12 students.
No prerequisites and no knowledge of Chinese
or of China are required.
1 credit.
Not offered 2008-2009.
LITR015G. First-Year Seminar: Between
Appetite and Aesthetics: A Cultural
History of Food
This course examines literary and other texts,
works of visual art, and films that focus on food
and taste in their gustatory and metaphoricalsymbolic representations. Topics discussed are
food and knowledge, the physiology/metaphor
of taste, food and memory, eroticism and food
(“eye candy,” oral pleasures), food/religion,
anthropophagy/communion,
production/consumption, and
hospitality/sacrifice. The reading list includes,
among others, Walter Benjamin, Georg
Simmel, Marcel Proust, Franz Kafka, Vladimir
Nobokov, Sigmund Freud, Claude Lévi-Strauss,
Stanley Ellin, F.T. Marinetti, Roland Barthes,
Elias Canetti, Emile Zola, and Tanja Blixen.

No prerequisites.
1 credit.
Not offered 2008-2009.
LITR 015R. First-Year Seminar: East
European Prose in Translation
(Cross-listed as RUSS 015)
Novels and stories by the most prominent 20thcentury writers of this multifaceted and
turbulent region. Analysis of individual works
and writers with the purpose of appreciating 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,
writing and discussion in English; qualified
students may do some readings in the original
language(s). Writing-intensive course limited to
15 students.
Writing course.
1 credit.
Fall 2009. Forrester.
LITR 015SA. First-Year Seminar:
Childhood in Latin American Literature
(Cross-listed as SPAN 014)
How does the world look from the perspective
o f a Latin American child? Children, who are
always trying to make sense of the world and
learn at astonishing speed, are relatively
unencumbered by adidt concerns and biases.
Does that freedom make the child narrator a
privileged storyteller? How does literature
represent transforming events, such as the
separation of loved ones, emigration, death, and
love through the eyes of a child? What is the
role o f memory when adults reconstruct a
textual childhood? The course includes the
works of fiction and autobiography written by
Latin American and Latino masters as well as
less recognized authors. The course also
includes poetry, films, and essays. English is
the language of all readings, discussions, and
written assignments.
This course may count toward an academic
program in Latin American studies.
1 credit.
Fall 2008. Camacho de Schmidt.
LITR 016CH. Substance, Shadow, and
Spirit in Chinese Literature and Culture
(Cross-listed as CHIN 016)
This course will explore the literary and
intellectual world of traditional Chinese culture,
through original writings in English translation,
including both poetry and prose. Topics to be
discussed include Taoism, Confucianism, and
the contouring of Chinese culture; immortality,
wine, and allaying the mundane; and the
religious dimension, disengagement, and the
appreciation of the natural world. The course
also will address cultural and literary

Modem Languages and Literatures
formulations of conduct and persona and the
expression of individualism in an authoritarian
society.
No prerequisites.
1 credit.
Spring 2009. Berkowitz.

construction of these most “natural” impulses—
and how they imagine the relationship of
human attraction to politics and philosophy.
Writing course.
1 credit.
Not offered 2008-2009.

LITR 017CH. The Legacy of Chinese
Narrative Literature: The Story in
Dynastic China
(Cross-listed as CHIN 017)
This course explores the development of
diverse genres of Chinese narrative literature
through readings of original writings in
translation. Readings include tales of the
strange, biographies and hagiographies, moral
tales, detective stories, literary jottings, drama,
novellas and novels, and masterworks of the
Chinese literary tradition throughout the
centuries of imperial China.
No prerequisites and no knowledge of Chinese
or of China are required.
1 credit.
Not offered 2008-2009.

LITR 018CH. The Classical Tradition in
Chinese Literature
(Cross-listed as CHIN 018)
Exploration of major themes, ideas, writings,
and literary forms that have contributed to the
development o f traditional Chinese civilization
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 are required.
1 credit.
Not offered 2008-2009.

LITR 017J. The World of Japanese
Drama and Performance
(Cross-listed as JPNS 017).
This team-taught course will explore Japan’s
unique dramatic and performing arts traditions,
combining the study of dramatic texts and their
historical and cultural background led by
Professor Gardner with practical exercises and
discussions on movement and performance led
by Cornell Visiting Professor Isaburoh
Hanayagi, a master of Japanese classical dance
and an expert on kabuki, folk dance, and taiko
drumming. Japanese performing arts are deeply
influenced by Buddhist, Shinto, and
shamanistic religious ideas and incorporate rich
elements of the Japanese literary tradition. The
course will aim to give insight onto these
diverse cultural and philosophical elements of
Japanese music, dance, and drama and will also
explore the training traditions and social world
of performers such as geisha, noh actors, and '
kabuki actors. No previous knowledge of
performance or Japanese language, history, or
culture is required.
1 credit.
Fall 2008. Gardner, Hanayagi.
LITR 017R. First-Year Seminar: The
Erotic Imagination: Love and Sex in
Russian Literature
(Cross-listed as RUSS 017)
Best known for political priorities and
philosophical depth, Russian literature has also
devoted many works to the eternal concern,
love, and sex. We will read significant and
provocative works from traditional folk tales
through the 20th century to discuss their

LITR 019. Cultural Identity in the
European Union
Since the Treaty of Maastricht, much interest
has been paid to the increasing economic and
political interrogation within the European
Union. But to what degree is it also becoming
possible to speak of an integrated European
culture? Do contemporary authors and
filmmakers think of themselves, either
consciously or unconsciously, as multinational
or transnational artists? Has the European
Union inspired a popular culture that transcends
national boundaries and challenges the
influence of America? How powerful are
national, regional, and ethnic identities in the
cultural expressions of an increasingly united
Europe?
We will explore these questions by studying
recent literary and cinematic works from New
Europe. In addition to the concept o f Europe as
a whole, we will address how Germany and
Italy, in particular, have experienced postFascism, post-Communism, and issues of
immigration and cultural assimilation. Readings
will include W.G. Sebald’s Austerlitz, Andrea
Camilleri’s The Snack Thief, José Saramago’s
The Stone Raft, Giinter Grass’ Crabwalk, and
Emine Oezdamar’s Mother Tongue. Films will
include Amelio’s Lamerica, Fatih Akin’s HeadOn, Frears’ Dirty Pretty Things, and Klapisch’s
L 'auberge espagnole.
No prerequisites. Screenings will be held, as
necessary, after class with the opportunity to
view films subsequently in the Language
Resource Center.
1 credit.
Spring 2009. Faber.

Modem Languages and Literatures
LITR 019CH. First-Year Seminar:
Singular Lives and Cultural Paradigms
in Early and Imperial China
(Cross-listed as CHIN 019)
In this course we will read accounts of a
number of the foremost persons in Chinese
history whose lives delineated the contour of
Chinese civilization through the ages. Through
a contextualized biographical approach, we will
see how the acts, conduct, and writings of
particular individuals contributed to the
formulation of traditional Chinese culture. No
prerequisites and no knowledge of Chinese or
of China are required.
1credit.
Fall 2009. Berkowitz.
LITR 020. Expressions of Infinite
Longing: German Romanticism and its
Discontents
In this course, we will first read works by the
young Goethe that demonstrate a radical
reshaping of subjectivity in the later part of the
18th century. This modem subjectivity is at the
center of writings by early German romantics,
texts that mark die beginning of a revolutionary
period in German literature whose critical
recastings of aesthetic, philosophical, and social
questions are still echoed in modem literary
criticism. After the failed enlightenment view
of history as human progress, the search for
novel poetic representations created a new
mythology intended to fuse “poetry and prose,
originality and criticism, the poetry of art and
the poetry of nature” (F. Schlegel). The second
part of the course will focus on writers
straggling with the failures of that promise and
the disenchantment of the romantic world.
Authors read include Friedrich Schlegel, Johann
Ludwig Tieck, Novalis, Friedrich Hölderlin,
Heinrich von Kleist, E.T.A. Hoffmann, and
Wilhelm Muller. In English.
1 credit.
Spring 2009. Werten.
LITR 021J. Modern Japanese Literature
(Cross-listed as JPNS 021)
An introduction to Japanese fiction from the
Meiji Restoration (1868) to the present day,
focusing on how literature has been used to
express the personal voice and to shape and
critique the concept of the modem individual.
We will discuss the development of the mode of
personal narrative known as the “I novel” as
well as those authors and works that challenge
this literary mode. In addition, we will explore
how the personal voice in literature is
interwoven with the great intellectual and
historical movements of modem times,
including Japan’s encounter with the West and
rapid modernization, the rise of Japanese
imperialism and militarism, World War II and

its aftermath, the emergence of an affluent
consumer society in the postwar period, and the
impact of global popular culture and the
horizon of new transnational identities in the
21st century. All readings and discussions will
be in English.
1 credit
Not offered 2008-2009.
LITR 021R. Dostoevsky (in Translation)
(Cross-listed as RUSS 021)
Writer, gambler, publicist and visionary Fedor
Dostoevsky is one o f the great writers of the
modem age. His work inspired Nietzsche,
Freud, W oolf and others and continues to exert
a profound influence on thought in our own
society to the present. Dostoevsky confronts the
“accursed questions” of troth, justice, and free
will set against the darkest examples of human
suffering: murder, suicide, poverty, addiction,
and obsession. Students will consider artistic,
philosophical, and social questions through
texts from throughout Dostoevsky’s career.
Students with knowledge of Russian may read
some or all of the works in the original.
1 credit.
Spring 2010. Pesenson.
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 developments under
the impact of the May Fourth Movement.
1 credit.
Not offered 2008-2009.
LITR 024J. Japanese Film and
Animation
(Cross-listed as JPNS 024)
This course offers a historical and thematic
introduction to Japanese cinema, one of the
world’s great film traditions. Our discussions
will center on the historical context of Japanese
film, including how films address issues of
modernity, gender, and national identity.
Through our readings, discussion, and writing,
we will explore various approaches to film
analysis, with the goal of developing a deeper
understanding of formal and thematic issues. A
separate unit will consider the postwar
development o f Japanese animation (anime)
and its special characteristics. Screenings will
include films by Ozu, Mizoguchi, Kurosawa,
Imatnura, Kitano, and Miyazaki.
1 credit.
Spring 2009. Staff.

Modern Languages and Literatures
LITR 024R. Russian and East European
Cinema
(Cross-listed as RUSS 024)
This course will introduce students to cinema
from the “other Europe.” We will begin with
influential Soviet avant-garde cinema and
survey the traditions that developed
subsequently with selections from Russian,
Polish, Caucasian, Czech, Hungarian,
Ukrainian, and Yugoslav cinema. Screenings
will include films by Eisenstein and Tarkovsky,
Wajda, Kusturica, and Paradzhanov, among
others. Students will hone critical skills in
filmic analysis while considering the particular
cultural, national, and political forces shaping
the work of filmmakers in this “other Europe”
from the early 20th to the early 21st century.
No prerequisite.
1 credit.
Not offered 2008-2009.
LITR 025CH. Contemporary Chinese
Fiction: Mirror of Social Change (19492005)
(Cross-listed as CHIN 025)
Contemporary Chinese literary texts created
after 1949 up to the present mirror a series of
political, social, cultural, and ideological
dilemmas of China. The class will discuss
fundamental issues of ideology, politics,
morality, and new literary developments
resulting from the drastic social transformation
during this period. All texts as well as lectures
and discussions are in English, and no previous
preparation in Chinese is required.
1 credit.
Not offered 2008-2009.
LITR 027A. Writing Women in Modern
Arabic Fiction
(Cross-listed as ARAB 027)
The main aim of the course is to trace the shifts
and changes in the constructions of women as
literary characters in the modem fiction of the
Arab World within the context of changing
social, political, and cultural conditions. As the
emphasis is on the literary institution itself, we
will start with readings by two seminal male
writers. Al-Hakim exemplifies the by now wellknown and contradictory image of the
woman/mother/nation or homeland, whereas
Mahfuz shifted to a more nuanced construction
of women characters that is in tandem with his
conceptions of the novel as a realistic genre.
With the second half of the 20th century and the
quick shifts within the institutions of the Arabic
novel, women writings became central to the
institution itself and contributed greatly to its
transformation. The rise of new social
movements and the increasing role of women in
society and culture resulted in quick and
somewhat radical transformations of the

constructions of women in fiction mostly as a
result of writings by women themselves. Most
o f the readings for the course, will try to trace
and discuss the different paths charted by
women writers during the last three decades of
the 20th century. We will try to cover as many
parts of the Arab world as possible; however,
because of the centrality o f the Levant within
Arab culture and literature as well as the
availability of translations, the emphasis will be
on Egypt and Lebanon. We will look at novels
that address many issues facing women in the
Arab world but also at women within the larger
context of social and political challenges. We
will then move to works that look at the civil
war in Lebanon, which lasted for more than a
decade, and examine works revolving around
women during the war by women writers; the
course will end by examining two works related
to the civil war in Lebanon, one by a woman
writer who assumes the voice of a gay man
during the war and one by a gay male writer
who writes a first person novel o f a woman. To
get a better picture o f the culture and society,
we will also be watching movies that discuss
some o f the issues facing women in Arab
societies. Students will be asked to make class
presentations and to write a final essay of an
analytical and comparative nature.
1 credit.
Not offered 2008-2009.
LITR 027CH. Women Writers in 20thCentury China
(Cross-listed as CHIN 027)
This course will be a close study of the
literature 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. No previous preparation in
Chinese is required.
1 credit.
Not offered 2008-2009.
LITR 033R. Terror in Russia: Method,
Madness, and Murder
(Cross-listed as RUSS 033)
In the 19th century, the Russian Empire saw a
rise of political terrorism sponsored by leftist
and anarchist political factions plus a new legal
system with juries likely to acquit. After a
central role in the 1917 Revolution, political
terror underwent further transformation in the
20th century, turned against Soviet citizens
under Stalin and erupting on both sides of the

Modern Languages and Literatures
ongoing conflict in Chechnya. Poetry, prose,
film, and journalism.
1 credit.
Next offered in 2009-2010. Pesenson.
LITR 041J. Fantastic Spaces in Modern
Japanese Literature
(Cross-listed as JPNS 041)
As Japanese society has transferred rapidly in
the 20th century and beyond, a number of
authors have turned to the fantastic to explore
the pathways of cultural memory, the
vicissitudes of interpersonal relationships, the
limits of mind and body, and the nature of
storytelling itself. In this course, we will
consider the use of anti-realistic writing genres
in Japanese literature from 1900 to the present,
combining readings of novels and short stories
with related critical and theoretical texts.
Fictional works examined will include novels,
supernatural tales, science fiction, and cyber­
fiction by authors such as Tanizaki Junichiro,
Abe K6b6, Kurahasi Yumiko, and Murakami
Haruki.
Readings will be in English; no previous
experience in Japanese studies is required.
1 credit.
Not offered 2008-2009.
LITR 041R. War and Peace in Russian
Literature and Culture
(Cross-listed as RUSS 041)
This course explores Russian literary and
cinematic responses to the ravages of war and
revolution, heroic and bloody conflicts that
repeatedly devastated the country throughout its
long and tumultuous history. We will read a
variety of texts dealing with wars in the Middle
Ages, the Napoleonic invasion, the Revolution
of 1917, the Civil War, World War II, and the
present-day conflict in Chechnya and explore
how individual writers portrayed the calamity
of war and its devastating effect on people’s
lives, while expressing hope for ever-elusive
peace and prosperity. Works to be read include
Tolstoy’s War and Peace, Bulgakov’s While
Guard, Grossman’s Life and Fate, Babel’s Red
Cavalry, and Akhmatova’s Poem Without a
Hero. Films to be screened include Alexander
Nevsky, Battleship Potemkin, Ballad o f a
Soldier, My Name Is Ivan, and Prisoner o f the
Mountains. All readings and discussion will be
in English. All films will be screened with
English subtitles.
1 credit.
Spring 2009. Pesenson.
LITR 045R. Poetry in
Translation/Translating Poetry
(Cross-listed as RUSS 045)
This new course will study the history, practice,
and politics of poetic translation from antiquity

to the present, including work from Arabic,
Chinese, French, German, Greek, Hebrew,
Irish, Japanese, Latin, Polish, Russian, Sanskrit,
and Spanish. TTie course has a strong practical
component: All students will work on
translations of their own throughout the
semester (from languages they know or with
native speakers or literal versions), and the final
project may include a portfolio of translations.
Especially suitable for students interested in
comparative literature.
1 credit.
Not offered 2008-2009.
LITR 046S. Latin American Sexualities
(Cross-listed as SPAN 046)
Even though the idea of sexuality in Latin
America calls to mind stereotypes of rugged
masculinity and passive femininity, sexual
minorities have recently achieved major
political victories in various Latin American
countries, opening a new legal horizon. This
course seeks to analyze the complex socio­
political and cultural process that enabled these
changes, and to challenge preconceived notions
about gender and sexuality in Latin America.
We will map new forms of representation and
interpretation at play in a set of queer issues
crossing disciplines and national boundaries,
and subverting aesthetics and languages.
The class will dialogue with selected literature
and recent films enunciating multiple
perspectives on the cultural politics of gender
and sexuality in Latin America. Emphasis will
be on gay, lesbian, and transgender
subjectivities. The aim is not merely assembling
a corpus of readings around the notion of
minority sexualities but to analyze how
sexuality is culturally constructed in specific
spatial and temporal geographies as well as
study ways in which literary genres are
disturbed and redeployed by queer interventions
and how cinema becomes a privileged medium
for empowerment and visibility.
What interests does the silencing of sexuality
serve? Why is homosexuality constructed as
antithetical to national identity? How are
transgender bodies implicated or erased in
urban spaces? How can sexuality link to the
political? How can sexuality become part of a
broader liberationist agenda? How does art
intervene in political and cultural struggles?
Does the literary illuminate queer and gender
theories in unique ways? These questions will
motivate our reading, discussion, and writing
for the semester. All coursework and class
discussion will be in English. No previous
preparation or experience in Spanish are
required.
This course may count toward an academic
program in gender and sexuality studies,

Modern Languages and Literatures
interpretation theory, and Latin American
studies.
1 credit.
Spring 2009. Martinez.

between race, gender, visual representation, and
20th-century European history.
1 credit.
Not offered 2008-2009.

LITR 047R. Russian Fairy Tales
(Cross-listed as RUSS 047)
Folk beliefs are a colorful and enduring part of
Russian culture. This course introduces a wide
selection of Russian fairy tales in their esthetic,
historical, social, and psychological context.
We will trace the continuing influence o f fairy
tales and folk beliefs in literature, music, visual
arts, and film. The course also provides a
general introduction to study and interpretation
of folklore and fairy tales, approaching Russian
tales against the background of the Western
fairy-tale tradition (the Grimms, Perrault,
Disney, etc.).
No fluency in Russian is required, although
students with adequate language preparation
may do some reading, or a course attachment,
in the original.
1 credit.
Spring 2010.

LITR 054G. German Cinema
(Cross-listed as GERM 054 and FMST 081)
This course is an introduction to German
cinema from its inception in the 1890s until the
present It includes an examination of early
exhibition forms, expressionist and avant-garde
films from the classic German cinema o f the
Weimar era, fascist cinema, postwar rubble
films, DEFA films from East Germany, New
German Cinema from the 1970s, and post 1989
heritage films. We will analyze a cross-match
of popular and avantgarde films while
discussing mass culture, education, propaganda,
and entertainment as identity- and nationbuilding practices. Taught in English. Fulfills
national cinema requirement for FMST
majors/minors.
1 credit.
Fall 2008. Simon.

LITR 049S. Quixotic Fictions: Cervantes’
Don Quixote
(Cross-listed as SPAN 049)
Come explore the marvelously quixotic
adventures and the fabulously fantastic follies
of the most famous knight errant of all time,
Don Quixote de la Mancha. We will delve into
the fertile imagination of Miguel de Cervantes’
indelible creation, Don Quixote, as he journeys
through an almost surreal world o f grotesque
giants, enchanted castles, damsels in distress,
wicked wizards, and chaotically over crowded
inns—and that’s just the first 20 chapters. We
will examine the literary, theoretical, social, and
political issues of Cervantes’ times that
contributed to his creation of the first modem
novel. Readings, assignments, and class
discussions will be in English. No prior
knowledge of Spanish is necessary.
1 credit.
Fall 2008. Chiong-Rivero.
LITR 051G. Gender and Race in
European Cinema
What are the historical, structural, thematic, and
imaginary links between race and gender in the
visual landscape of a postwar Europe straggling
to come to terms with the Third Reich, the
Holocaust, and World War II? How do
contemporary films visualize, analyze, resist,
and (re-) produce the tensions in the united
Europe’s multicultural and multiethnic
societies? In consultation with pertinent film
criticism, literary theory, and journalistic
inquiries, we will seek to come to an
understanding of the complex interrelations

LITR 055CH. Contemporary Chinese
Cinema: The New Waves (1984-2005)
(Cross-listed as CHIN 055)
Cinema has become a special form of cultural
mirror representing social dynamics and drastic
changes in mainland China, Hong Kong, and
Taiwan since the mid-1980s. The course will
develop a better understanding of changing
Chinese culture by analyzing cinematic texts
and the new wave in the era of globalization.
1 credit.
Fall 2008. Kong.
LITR 056CH. History of Chinese Cinema
(1905-1995)
(Cross-listed as CHIN 056)
This course investigates Chinese cinema in its
90-year development throughout different
political regimes and cultural milieus.
Cinematic texts, from silent film to the postfifth-generation 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 2008-2009.
LITR 057SA. The Persistent Power of
Central American Literature.
After some Central American nations became
independent from Spain, Mexico, and each
other, they suffered from nearly two centuries
o f weak political organization, export agro
economies in which labor was close to
servitude, military dictatorships, U.S.
interventions, brutal social inequality, and
extreme violence in most of the region. The

Modern Languages and Literatures
Central American countries, once derisively
called “Banana Republics,” are despite all odds
immensely rich in human and cultural capital,
producing literature of remarkable quality since
the 19th century. In novels, short stories,
poetry, and essays, men and women sing the
beauty of the land, recover their history,
reimagine the world, and create a space of hope
and freedom. Readings are chosen among
contemporary works by Asturias, Arias,
Cabezas, Belli, Alegría, Goldman, Cardenal,
Tula, Argueta, Dalton, Monteforte Toledo,
Suárez, Lobo, and Ramirez.
This course may count toward an academic
program in Latin American studies
1 credit.
Fall 2009. Camacho de Schmidt.
LITR 058. Cyberculture
(Cross-listed as FMST 058)
In only a decade, it has become “impossible to
think about life without the Web” (David
Gauntlett, 2000). To facilitate the transition
from user to critical user, this course will
investigate the media-specific social, cultural,
and political interactions that take place via the
Internet. With the help of critical theories and
group-based Web studies, the class will learn to
analyze representations of the World Wide Web
in popular culture (film, television, literature,
and magazines, both on-line and off-line) and to
assess the decision and design processes, which
form the aesthetic and economic interface
between networks and users. O f particular
concern will be how the so-called virtual
community deals with issues of race and gender
and how it (de)constructs subjectivities, bodies,
languages, and geographies. Students will
develop their research projects by creating their
own Web sites linked to the course site.
1 credit.
Not offered 2008-2009.
LITR 063CH. Comparative Perspectives:
China in the Ancient World
(Cross-listed as CHIN 063)
Topics to be explored include obligation to self
and society, individualism and the role of
withdrawal, the heroic ethos, the individual and
the cosmos, and the individual and gender roles.
No prerequisites; no knowledge of Chinese is
required.
1 credit.
Not offered 2008-2009.
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.
Not offered 2008-2009.
LITR 066G. History of German Drama
This course will focus on the history of German
drama from Lessing to contemporary
playwrights like Elfriede Jelinek). We will read
representative plays of important genres and
examine the texts from historical, literarycritical, and theoretical perspectives. Plays read
will include Nathan the Wise (Lessing), Faust
(Goethe), Maria Stuart (Schiller), Danton ’s
Death (Büchner), Maria Magdalene (Hebbel),
The Rats (Hauptmann), Spring Awakening
(Franz Wedekind), Mother Courage (Brecht),
Tales From the Vienna Woods (Ödön von
Horváth), The Firebugs (Frisch), Marat/Sade
(Weiss), Kaspar Hauser (Handke), The Task
(Müller), A Sport Play (Jelinek), and
Amphitryon (Hacks). No prerequisites. Taught
in English.
1 credit.
Not offered 2008-2009.
LITR 066R. Antichrist and Apocalypse in
Russian Literature and Culture
(Cross-listed as RUSS 066)
The Russians have been famously termed
“wanderers in search of God’s truth.” In much
o f their literature, there is a discernible thirst for
another life, another world; a clear displeasure
at what is. There is an eschatological
directedness, an expectation that there will be
an end to all that is finite, that a final truth will
be revealed, that in the future an extraordinary
event will occur. This new course will explore
and analyze apocalyptic consciousness in
Russian literature and culture from the Middle
Ages to the present. Emphasis will be on such
themes as the expectation of the end of the
world, identity of the Antichrist, and visions of
an afterlife. Authors to be read include
Dostoevsky, Tolstoy, Merezhkovsky, Bely,
Solovyov, Bulgakov, Remizov, and Blok. All
discussions and readings will be in English.
1 credit.
Not offered 2008-2009. Pesenson.
LITR 069CH. Taste and Aesthetics in
Chinese Cultural Traditions
(Cross-listed as CHIN 069)
This course will explore various dimensions of
taste and aesthetics in traditional Chinese
culture, from the earliest times into the recent
past. Broader aspects of the course will include
concept, form, and substance in classical
literary, and philosophical formulations; ritual
practice and ceremonial performance; and
continuities and disjunctures in private vs.
public and individual vs. societal taste. More

Modem Languages and Literatures
focused readings and discussions will concern
food, alcohol, tea, and the culinary arts;
appreciation, aesthetics, and poetics in music,
painting, calligraphy, literature, sculpture, and
theater; the harmony of the human body and the
evaluation of beauty and suitability in men and
women; landscape appreciation and visions of
the natural world; leisure and the passa tempo
pursuits of Go, flower and tree arrangement and
elegant gatherings.
No prerequisites, no knowledge of Chinese
required; all readings in English.
Spring 2009. Berkowitz.
LITR 070R. Translation Workshop
(Cross-listed as LING 070 and RUSS 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 o f work.
Students taking the course will write a final
paper supported by a smaller portfolio of
translations.
No prerequisites, but excellent knowledge o f 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 2008. Forrester.
LITR 071CH. Invaded Ideology and
Translated Modernity: A Comparative
Study of Modern Chinese and Japanese
Literatures at Their Formative Stages
(1900-1937)
(Cross-listed as CHIN 071)
This course will study selected Chinese and
Japanese literary texts from the late 19th
century up to 1937 that illustrate the political,
social, ideological, and cultural dilemmas
underlying the modernization o f the two
neighboring natidns. The focus o f the course is
on shared concerns, such as the clash between '
tradition and modernity at both the national and
personal levels; and on the transformative
cultural interchanges between China and Japan
during this era of modernization.
All readings will be in English.
1 credit.
Not offered 2008-2009.
LITR 071F. French Cultural and Critical
Theory
(Cross-listed as FREN 07 IF)
We will read key texts in French critical and
cultural theory (from M. Foucault, J. Derrida, J.
Baudrillard, G. Deleuze, among many others) to
formulate specific questions about the
mediation of violence and its terror effects.

There are no pre-requisites for the course, as it
aims first and foremost to be an introduction to
the subject. This course is taught in English.
1 credit
Fall 2009. Blanchard.
LITR 073F. Postwar France:
Revolutionizing Everyday Life (French
and Francophone Literature in
Translation)
(Cross-listed as FREN 073F)
We will focus on French novels and films as
they reflect reinforce, and critique French
society from the early 1950s through the end of
the 1960s. We will study these texts in relation
to modernization, decolonization, and the
growing discontent of youth culture in the
1960s. Close readings will allow us to draw
conclusions about the relationship of new
cultural and social movements—postwar
consumer culture, radical political movements,
and the women’s movement—to France and
French society. (Writers and directors include
Lefebvre, Godard, Truffaut, Melville,
Etcherelli, Rochefort, Varda, Akerman). This
course is taught in English.
1 credit.
Not offered 2008-2009..
LITR 074F. Youth and Resistance
(French and Francophone Film)#
(Cross-listed as FREN 074F)
This course explores youth’s dynamic
relationship to changes in modem and
contemporary French and Francophone
societies. We will focus our discussions on
représentions of youth and how youth culture is
depicted in mainstream and independent films
from throughout the French-speaking world:
Belgium, Burkina Faso, Cameroon, Congo,
France, Senegal, Switzerland. Directors will
include Dardenne brothers, Akerman, Kouyaté,
Bekolo, Ngangura, Toure, Cantet, Tanner. This
course is taught in English.
1 credit.
Spring 2009. Yervasi.
LITR 074J. Japanese Popular Culture
and Contemporary Media
(Cross-listed as JPNS 074)
Japanese popular culture products such as
manga (comics), anime (animation), television,
film, and popular music are an increasingly
vital element of 21st-century global culture,
attracting ardent fans around the world. In this
course, we will critically examine the postwar
development of Japanese popular culture,
together with the proliferation of new media
that have accelerated the global diffusion of
popular cultural forms. Engaging with
theoretical ideas and debates regarding popular
culture and media, we will discuss the

Modem Languages and Literatures
significance o f fan cultures, including the
“otaku” phenomenon in Japan and the United
States and consider how national identity and
ethnicity impact the production and
consumption of popular cultural products. We
will also explore representations of technology
in creative works and consider the global and
the local aspects of technological innovations,
including the Internet, mobile phones, and other
portable technology. Readings and discussion
will be in English. The course will be
conducted in a seminar format with student
research and presentations comprising an
important element of the class. Previous
coursework in Japanese studies or media studies
is recommended but not required.
1 credit.
Not offered 2008-2009.
LITR 075F. Haiti, the French Antilles,
and Guyane in Translation
(Cross-listed as FREN 075F)
Study of literary texts from Guadeloupe,
Guyane, Haiti, and Martinique and their
rewri[gh]ting of the local colonial history.
Writers will include A. and I. Cesaire, Conde,
Glissant, Maximin, Ollivier, Roumain,
Schwarz-Bart, Warner-Vieyra, Zobel, and
others.
1 credit.
Spring 2009. Rice-Maximin.
LITR 075FA. French Language
Attachment to Haiti, the French Antilles,
and Guyane in Translation
1 credit.
Spring 2009. Rice-Maximin.
LITR 078F. Francophone Cinema
(Cross-listed as FREN 078F)
This course is an introduction to Francophone
African film. We will concentrate on films from
West Africa: Senegal, Cameroon, The
Democratic Republic of Congo, and Burkina
Faso. We begin with familiarizing ourselves
with the colonial and postcolonial history of
this region, before taking on in-depth film
analyses of each film. The course will focus on
a study of the representations of West African
culture and will help students develop then
ability to read films.
This course may count toward an academic
program in black studies.
1 credit.
Not offered 2008-2009.
LITR 079F. Scandal in the Ink: Queer
Traditions in French Literature
(Cross-listed as FREN 079F)
In this course, we will use contemporary
lesbian/gay/queer theory to reconsider French
literary traditions. 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, and others.
1 credit.
Not offered 2008-2009.
LITR 079R. Russian Women Writers
(Cross-listed as RUSS 079)
This course balances the picture of Russian
literature by concentrating on the female
authors whose activities and texts were for a
long time excluded from the canon. From the
memoirs of the first female president of the
Russian Academy of Sciences and a female
cavalry officer in the Napoleonic Wars, through
the rise of the great prose novel and Modernist
poets such as Anna Akhmatova and Marina
Tsvetaeva, to the stunning frankness of postSoviet authors such as Arbatova,
Petrushevskaia, and Vasilenko.
Students with good Russian skills may do part
or all of the readings in the original.
1 credit.
Not offered 2008-2009.
LITR 080R. Literature of Dissent
(Cross-listed as RUSS 080)
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 19th- and 20th-century Russian poetry
and prose.
1 credit.
Not offered 2008-2009.
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: One introductory course on
Chinese culture or religion or permission of the
instructor.
1 credit.
Not offered 2008-2009.

Modem Languages and Literatures
LITR 083J. War and Postwar in
Japanese Culture
(Cross-listed as JPNS 083)
What was the Japanese experience of the World
War II and the Allied Occupation? We will
examine literary works, films, and graphic
materials (photographs, prints, advertisements,
etc.), together with oral histories and historical
studies, to seek a better understanding of the
prevailing ideologies and intellectual struggles
of wartime and postwar Japan as well as the
experiences of individuals living through the
cataclysmic events of midcentury. Issues to be
investigated include Japanese nationalism and
imperialism, women’s experiences of the war
and home front; changing representations and
ideologies of the body, war writing and
censorship, the atomic bombings of Hiroshima
and Nagasaki, Japanese responses to the
occupation, and the war in postwar memory.
The course readings and discussions will be in
English.
Prerequisite: HIST 075 or permission of the
instructor.
1 credit.
Spring 2009. Staff.
LITR 091CH. Special Topics in Chinese
Literature and Culture in Translation:
(Cross-listed as CHIN 091CH)
1 credit
Not offered 2008-2009.
EXPLANATORY NOTE OF SERVICE­
LEARNING PEDAGOGY LANGUAGE
COURSES
The Service-Leaming/Pedagogy program is a
service-teaching program designed to bring
early foreign language learning to school age
children and to give Swarthmore students
practice teaching in their target language.
Swarthmore students teach their foreign
languages to local elementary school students in
an after-school program that meets two times
per week. Swarthmore students prepare goaloriented lesson plans and study foreign
language acquisition in a pedagogy session that
meets concurrently with the service (teaching)
component of the program. The goal of the
program is help young children expand their
comprehension of the world around them and
bring them to a closer understanding and
acceptance of cultures other than their own. At
the end of the 6-week session the children
should have developed an awareness of targeted
cultural perspectives and practices, and be able
to engage in interpersonal communication by
exchanging simple spoken information in the
target language and utilizing cultural references
where appropriate. Courses are listed under the
teaching target language. See Arabic 13A,
Chinese 13A, French 12A, German 13A,

Japanese 14A, Russian 12A, and Spanish 12A,
which are cross-listed with Education 72. Each
course carries .5 credits per semester.
EXPLANATORY NOTE OF FIRST- AND
SECOND- YEAR LANGUAGE COURSES
Courses numbered 001B-002B, 003B, and
004B carry 1.5 credits per semester. Three
semesters in this sequence are equivalent to 2
years of work at the college level. They are
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 students
with no previous knowledge of the language
and those who are interested in preparing for
intermediate or advanced courses in literature
and culture taught in the original language.
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 to receive credit for 001B.
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
language in the second year at Swarthmore.

Arabic
First- to third-year Arabic language courses are
offered each year. First-year Arabic has no
prerequisites and is open to the entire student
community with the exception of native
speakers. These can be given placement tests
and will be able to register in their respective
level. Literature in translation, culture, film, and
courses will also be offered each year and are
open to all students. Students of Arabic are
particularly urged to take these classes as well
as other classes related to the Arab world in
other departments and programs (Sociology and
Anthropology, Religion, History, and Political
Science) as a means of gaining perspective on
classical and modem Arabic literature and
culture.
Introductory and intermediate Arabic language
courses are intensive and carry 1.5 credits per
semester. Students should plan to take these
courses as early as possible so that studying in
the Arab world can be incorporated into their
curriculum. Study abroad is particularly
encouraged for students of Arabic; academic
credit (full or partial) is generally approved for
participation in the several programs of varying
duration in different Arab countries and
recommended by the Arabic section. These
include but are not limited to universities and

Modern Languages and Literatures
programs in Egypt, Jordan, Lebanon, Morocco,
Oman, Syria, Tunisia, and Yemen.
Special Major in Arabic
Students may do a special major in Arabic
studies in both the course and honors programs.
The Arabic studies special major contains
components of language, literature, and culture.
Study abroad is strongly encouraged and
supported and contributes directly to a special
major in Arabic studies. Students of Arabic also
may choose a major in Asian studies (see under
Asian studies), where Arabic language courses
above the first-year level as well as Arabic
literature and culture courses and credit for
study abroad normally may be counted toward
the major.
Students interested in a special major in Arabic
should consult with the section head of Arabic
as soon as possible.
Special Major in Interdisciplinary Arabic
Studies
1. A minimum of 10 credits in courses
numbered 003B and above.
2. Mandatory completion of courses to be
determined by the section based on present and
anticipated offerings; at least one course or
seminar on modem Arab culture/film/literature
in translation and at least one course or seminar
on classical Arab culture/literature in
translation.
3. At least 1 and up to 3 credits should be taken
from other departments and programs
(sociology and anthropology, religion, history,
political science, comparative literature, and
gender and sexuality studies) on subjects related
to Arabic and the Arab world with the approval
of the Arabic section.
4. Study abroad in a program approved by the
section is strongly recommended; transferred
credits normally may be counted toward the
major.
5. Minimum of 6 credits of work must be
completed at Swarthmore.
6. A culminating exercise or thesis.
Minor in Arabic Studies
1. A minimum of 5 credits of work in courses
numbered 004B and above.
2. At least two courses in classical or modem
literature/culture/film.
3. A minimum of 3 credits of work must be
completed at Swarthmore.
4. Study abroad in a program approved by the
section is strongly recommended; transferred
credits normally may be counted toward the
minor.
Honors Special Major in Arabic Studies
Requirements for the honors special major in
Arabic essentially are the same as those for the

special major, excepting the culminating
exercise. An honors special major in Arabic
will consist of examinations in Arabic
language, literature, and culture. Work done
abroad may be incorporated where appropriate.
Honors preparations in Arabic consist of 2credit seminars, designated pairs of courses (or
1-credit attachments to designated 1-credit
courses), or a 2-credit thesis. Senior honors
study is mandatory and normally is done in the
spring semester of the senior year. Work is
arranged on an individual basis, and candidates
may receive up to 1 credit for completion of the
work. Honors examinations normally will
consist of three 3-hour written examinations
and a 30-minute oral for each examination.
Honors students of Arabic may also consider an
honors major in Asian studies (see under Asian
studies) or comparative literature.
Honors Minor in Arabic Studies
It is possible to prepare for an honors minor in
Arabic studies. Requirements for the honors
minor in Arabic studies are essentially the same
as those for the course minor. The honors
preparation will consist of a 2-credit seminar or
a designated pair of courses (or a 1-credit
attachment to a designated 1-credit course).
Senior honors study is mandatory and normally
is done in the spring semester of the senior
year; work is arranged on an individual basis,
and candidates will have the option of receiving
0.5 credit for completion of the work. The
honors examination normally will consist of
one 3-horn written examination and a 30minute oral examination.
Students of Arabic may also consider an honors
minor in Islamic or Asian studies.

Courses
ARAB 001B-002B. Intensive Elementary
Modern Standard Arabic
Students who start in the 001B—002B sequence
must complete 002B to receive creditfo r 001B.
The purpose of this course is to develop
students’ proficiency and communication in
modem standard Arabic in the four basic
language skills: listening, speaking, reading
(both oral and comprehension), and writing.
Cultural aspects are built into the course. This
course as well as subsequent Arabic-language
courses helps students to rapidly advance in this
language and prepares them for more advanced
work on literary Arabic, as well as to work,
travel, or study abroad. By the end of this
course, the majority of students should be
expected to reach a level of intermediate low,
according to ACTFL proficiency rating.

Modern Languages and Literatures
ARAB 001B.
1.5 credits.
Each fall. Attieh, Abbadi, Mermer.
ARAB 002B.
1.5 credits.
Each spring. Attieh, Abbadi, Mermer.
ARAB 003B. Intermediate Modern
Standard Arabic I
This course is designed to build on skills in
comprehension, listening, reading and writing
developed in earlier courses. Students will gain
increased vocabulary and a greater
understanding of more complex grammatical
structures. They will be able to approach prose,
fiction, and non-fiction written in the language.
Students will also increase their proficiency in
Arabic script and sound system, widen their
working vocabulary, learn key grammatical
concepts, and practice conversation and
dictation.
This course is the continuation of ARAB 002B:
Intensive Elementary Modem Standard Arabic.
Because the material covered in this course
hinges heavily on the previous course, students
are expected to review and be familiar with the
previous lessons they took in ARAB 00IB and
002B. After each new lesson, students are
advised to thoroughly go over drills taken; not
reviewing the lesson may hinder students’
progress and understanding of subsequent
lessons. Students are also encouraged to read in
advance the lesson that is to be taken in the next
class.
1.5 credits.
Each fall. Hamameh, Mermer.
ARAB 004B. Intermediate Modern
Standard Arabic II
This course is designed to build on skills in
comprehension, listening, reading and writing
developed in earlier courses. Students will gain
increased vocabulary and a greater
understanding of more complex grammatical
structures. They will be able to approach prose,
fiction, and non-fiction written in the language.
Students will also increase their proficiency in
Arabic script and sound system, widen their
working vocabulary, learn key grammatical
concepts, and practice conversation and
dictation.
This course is the continuation of ARAB 003B.
Because the material covered in this course
hinges heavily on the previous course, students
are expected to review and be familiar with the
previous lessons they took in ARAB 00IB,
002B and 003B. After each new lesson,
students are advised to thoroughly go over drills
taken; not reviewing the lesson may hinder
students’ progress and understanding of
subsequent lessons. Students are also

encouraged to read in advance the lesson that is
to be taken in the next class.
There will be classroom activities, individual
and in groups, as well as listening and recording
assignments. All activities should be performed
at the specified times as they fit into die general
flow of the learning process. Extracurricular
activities like the Arabic Table and the movie
screenings as well as other Arabic group
activities will help reinforce what is studied in
the classroom. Students are urged to participate
in all such activities. Blackboard will be used to
disseminate printed, oral and visual materials
and will be used for communication between
the students as a group and the instructors.
Students are advised to check blackboard daily.
1.5 credit.
Prerequisites: Arabic 003B or equivalent or
permission o f the department.
Each spring. Hamameh, Mermer.
ARAB 011. Advanced Arabic I
This is a course designed to: (1) conduct a
quick review of the basic structures, grammar,
and the first 1000 most frequent words of
Modem Standard Arabic (MSA) learned in
earlier courses, (2) introduce the next 750 high
frequency words in a variety of contexts with
strong cultural content, (3) drill students in the
more advanced grammatical structures of MSA,
and (4) train students in developing reading
skills that will assist them in comprehending a
variety of MSA authentic reading passages of
various genres and performing reading tasks
ranging from Intermediate to Intermediate High
on the ACTFL scale.
The students are expected to discuss orally and
in writing the texts in the textbook and the
materials read, as well as prepare outlines and
summaries for them, to converse on a variety of
subjects, including everyday experiences, and
to engage in these activities using strings that
range from several sentences (including
complex ones) to a cohesive paragraph-length
discourse at the Intermediate High level.
Prerequisites: Successful completion of Arabic
004B. Control of the 1000 most frequently used
vocabulary and of the basic grammatical
structures of MSA, reading and speaking
competence at the level of Intermediate Mid,
and consent of the instructor.
1 credit.
Each fall. Hamameh.
ARAB 012. Advanced Arabic II
This is a course designed to: (1) conduct a
quick review of the basic structures, grammar,
and the first 1750 most frequent words of
Modem Standard Arabic (MSA) learned in
earlier courses, (2) introduce the next 750 high
frequency words in a variety of contexts with
strong cultural content, (3) drill students in the

Modern Languages and Literatures
more advanced grammatical structures of MSA,
and (4) train students in developing reading
skills that will assist them in comprehending a
variety of MSA authentic reading passages of
various genres and performing reading tasks
ranging from Intermediate to Intermediate High
on the ACTFL scale.
Students are expected to discuss and write
about the lessons in the textbook and the
materials read, as well as prepare outlines and
summaries for them, to converse on a variety of
subjects, including everyday experiences, and
to engage in these activities using strings that
range from several sentences (including
complex ones) to a cohesive paragraph-length
discourse at the Intermediate High level.
Prerequisites: Successful completion of Arabic
Oil. Control of the 1750 most frequently used
vocabulary and of the basic grammatical
structures of MSA, reading and speaking
competence at the level of Intermediate Mid,
and consent of the instructor.
1 credit.
Each spring. Hamameh.
ARAB 013A. Service Learning Pedagogy
(Cross-listed as EDUC 072)
This course has two components: service and
pedagogy. You can serve the Swarthmore
community by teaching your foreign language
to local elementary school students in an afterschool program that meets two times/week.
You may opt to teach for two sessions one
day/week with a partner or for one session two
days/week. During the pedagogy sessions held
on campus, we discuss writing weekly lesson
plans and foreign language acquisition,
methodologies, and approaches. We use a
common goal-oriented curriculum among all
the languages. Both service and teaching
components are required.
You must register for the language or education
studies course that you’ll be teaching and for a
service time M/W or T/Th.
.5 credit.
Each semester.
ARAB 027. Writing Women in Modern
Arabic Fiction
(Cross-listed as LITR 027)
The main aim of the course is to trace the shifts
and changes in the constructions of women as
literary characters in the modem fiction of the
Arab world within the context of changing
social, political, and cultural conditions. As the
emphasis is on the literary institution itself we
will start with readings by two seminal male
writers. Al-Hakim exemplifies the by now wellknown and contradictory image of the
woman/mother/nation or homeland, while
Mahfiiz shifted to a more nuanced construction
of women characters that is in tandem with his

conceptions of the novel as a realistic genre.
With the second half of the 20th century and the
quick shifts within the institutions of the Arabic
novel, women writings became central to the
institution itself and contributed greatly to its
transformation. The rise of new social
movements and the increasing role o f women in
society and culture resulted in quick and
somewhat radical transformations of the
constructions of women in fiction mostly as a
result of writings by women themselves. Most
of the readings for the course will try to trace
and discuss the different paths charted by
women writers during the last three decades of
the 20th century. We will try to cover as many
parts of the Arab world as possible; however,
because of the centrality of the Levant within
Arab culture and literature as well as the
availability of translations, the emphasis will be
on Egypt and Lebanon. We will look at novels
that address many issues facing women in the
Arab World but also at women within the larger
context o f social and political challenges. We
will then move to works that look at the civil
war in Lebanon, which lasted for more than a
decade, and examine works revolving around
women during the war by women writers and
end the course by examining two works related
to the civil war in Lebanon, one by a woman
writer who assumes the voice of a gay man
during the war and one by a gay male writer
who writes a first-person novel of a woman. To
get a better picture of the culture and society,
we will also be watching movies that discuss
some of the issues facing women in Arab
societies. Students will be asked to make class
presentations and to write a final essay o f an
analytical and comparative nature.
1 credit.
Not offered 2008-2009. Hamameh.
ARAB 054. Cinema in the Arab World.
1 credit.
Not offered 2008-2009. Hamameh.
ARAB 093. Directed Reading
Hamameh.

Chinese
First- to fourth-year Chinese language courses
are offered each year, as is an introductory
course on reading classical Chinese. First-year
Chinese and the Introduction to Classical
Chinese have no prerequisites and are open to
the entire student community. Literature,
culture, and film courses in translation also are
offered each year and are open to all students.
Students of Chinese are particularly urged to
take these classes as a means of gaining
perspective on traditional and modem Chinese
literature and culture over more than 2
millennia, from early times into the
contemporary world.

Modern Languages and Literatures
Introductory and intermediate Chinese language
courses are intensive and carry 1.5 credits per
semester. Students should plan to take these
courses as early as possible so that studying in
China can be incorporated into their curriculum.
Study abroad is particularly encouraged for
students of Chinese; academic credit (full or
partial) is generally approved for participation
in the several programs of varying duration in
the People’s Republic of China and in Taiwan,
recommended by the Chinese section. In the
People’s Republic, these include, but are not
limited to, the IUB Program at Tsing-hua
University, the ACC Associated Colleges in
China Program, and the CET Program in
Harbin. In Taiwan, these include the ICLP
International Chinese Language Program and
the Mandarin Training Center in Taipei.
Majoring and Minoring in Chinese
Students may major or minor in Chinese in both
the course and honors programs. The Chinese
major contains components of language,
literature, and culture. Study abroad is strongly
encouraged and supported and contributes
directly to a major or minor in Chinese.
Students of Chinese also may choose a special
major in interdisciplinary Chinese studies (see
later) or a major in Asian studies (see under
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.
Students interested in majoring or minoring in
Chinese should consult with the section head of
Chinese as soon as possible.
Course Major in Chinese
1. A minimum of 9 credits in courses numbered
003B and above.
2. Mandatory completion of the following
courses: 020,021,033, or equivalents; at least
one course or seminar on modem Chinese
literature/film in translation and at least one
course or seminar on premodem
literature/culture in translation.
3. Study abroad in a program approved by the
section is strongly recommended; transferred
credits normally may be counted toward the
major.
4. Minimum of 6 credits of work must be
completed at Swarthmore.
5. A culminating exercise, honors seminar or
thesis.
Course Minor in Chinese
1. A minimum of 5 credits of work in courses
numbered 004B and above.
2. At least two courses in classical or modem
literature, culture, or film.
3. A m inim um of 3 credits of work must be
completed at Swarthmore.

4. Study abroad in a program approved by the
section is strongly recommended; transferred
credits normally may be counted toward the
minor.
Honors Major in Chinese
Requirements for the honors major in Chinese
essentially are the same as those for the course
major, excepting the culminating exercise. An
honors major in Chinese will consist of
examinations in Chinese language, literature,
and culture. Work done abroad may be
incorporated where appropriate. Honors
preparations in Chinese consist of a 2-credit
seminar, designated pairs of courses (or a 1credit attachment), or a 2-credit thesis. Senior
honors study is mandatory and normally is done
in the spring semester of the senior year. Work
is arranged on an individual basis, and
candidates may receive up to 1 credit for
completion of the work. Honors examinations
normally will consist of three 3-hour written
examinations and a 30-minute oral for each
examination.
Honors students of Chinese may also consider a
special major in interdisciplinary Chinese
studies that is coordinated by the section head
of Chinese or an honors major in Asian studies
(see under Asian studies).
Honors Minor in Chinese
It is possible to prepare for an honors minor in
Chinese in either Chinese language or in
Chinese literature in translation. Requirements
for the honors minor in Chinese are essentially
the same as those for the course minor. The
honors preparation will consist of a 2-credit
seminar or a designated pair of courses (or a 1credit attachment to a designated 1-credit
course). Senior honors study is mandatory and
normally is done in the spring semester of the
senior year; work is arranged on an individual
basis, and candidates will have the option of
receiving 0.5 credit for completion of the work.
The honors examination normally will consist
of one 3-hour written examination and a 30minute oral examination.
Students of Chinese may also consider an
honors minor in Asian studies (see under Asian
studies).
Special Major in Interdisciplinary
Chinese Studies
1. A minimum of 10 credits in courses
numbered 003B and higher.
2. Must complete the following courses: 012 or
higher; at least three additional courses on
language/literature/culture/film, at least one
concerning the modem period, and at least one
the pre-modem period.
3. Study abroad in a program approved by the
section is strongly recommended; transferred

Modern Languages and Literatures
credits normally may be counted toward the
major.
4. A minimum of 6 credits of work must be
completed at Swarthmore.
5. At least 1 and up to 3 credits must be earned
from other departments on China-related
subjects with the approval of the Chinese
section.
6. Culminating exercise, honors seminar, or
thesis.

Courses

CHIN 009. First Year Seminar: Heaven,
Earth, and Man: Ways of Thought in
Traditional Chinese Culture
(Cross-listed as LITR 009CH)
This introductory course explores the most
influential currents of thought and culture in
traditional China, through directed readings and
discussions of original sources in translation.
No prerequisites and no knowledge of Chinese
or of China are required.
1 credit.
Fall 2010. Berkowitz.

CHIN 001B-002B. Introduction to
Mandarin Chinese
Students who start in the 001B-002B sequence
must complete 002B to receive credit for 001B.
An intensive introduction to spoken and written
Mandarin Chinese, with emphasis on oral
practice. Designed to impart an active
command of basic grammar. Introduces 350 to
400 characters and develops the ability to read
and write in simple modem Chinese.
1.5 credits.

CHIN 011. Third-Year Chinese
Concentrates on strengthening and further
developing skills in reading, speaking, and
writing modem Chinese, through a diversity of
materials and media.
Classes are conducted in Chinese, with precise
translation also a component.
Prerequisite: CHIN 004B or equivalent
language skills.
1 credit.
Fall 2008. Huang.

CHIN 001B.
Fall 2008. Speidel, Kang.

CHIN 011 A. Third-Year Chinese
Conversation
This 0.5-credit course meets once a week for 75
minutes and concentrates on the further
development of skills in speaking and listening
through multimedia materials (including
selected movies and clips). Students are
required to read chosen texts (including Internet
materials and short stories) and prepare
assignments all for the purpose of generating
discussion in class. Moreover, students will
write out skits or reports for oral presentation in
Chinese before they present them in class.
The class is conducted entirely in Chinese.
Prerequisite: CHIN 004B or equivalent
language skills.
0.5 credit.
Fall 2008. Kang.

CHIN 002B.
Spring 2009. Speidel, Kang.
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 reading
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.
1.5 credits.
CHIN 003B.
Fall 2008. Huang, Wang.
CHIN 004B.
Spring 2009. Huang, Wang.
CHIN 005. Chinese for Advanced
Beginners
Designed for students of Chinese heritage who
are able to communicate in Chinese on simple
daily life topics and perhaps read Chinese with
a limited vocabulary (about 100 characters). An
intensive introduction to spoken and written
Mandarin Chinese, with emphasis on the
development of reading and writing ability.
Prepares students for advanced studies at the
College and in China.
Prerequisite: Permission of the instructor.
1 credit.
Not offered 2008-2009.

CHIN 012. Advanced Chinese
A multimedia course concentrating on greatly
expanding skills in understanding and using
modem Chinese in a broad variety o f cultural
and literary contexts, through a diversity of
authentic materials in various media, including
the Internet.
Prerequisite: CHIN 011 or equivalent language
skills.
1 credit.
Spring 2009. Huang.
CHIN 012A. Advanced Chinese
Conversation
This 0.5-credit course meets once a week for 75
minutes and concentrates on the further
development of skills in speaking and listening

Modern Languages and Literatures
through multimedia materials (including movies
and clips). Students are required to read chosen
texts (including Internet materials and short
stories) and prepare assignments all for the
purpose of generating discussion in class.
Moreover, students will write out skits or
reports for oral presentation in Chinese before
they present them in class.
The class is conducted entirely in Chinese.
Prerequisite: CHIN 011 and/or 011A or
equivalent language skills.
0.5 credit.
Spring 2009. Kang.
CHIN 013A. Service Learning Pedagogy
(Cross-listed as EDUC 072)
This course has two components: service and
pedagogy. You can serve the Swarthmore
community by teaching your foreign language
to local elementary school students in an afterschool program that meets two times/week.
You may opt to teach for two sessions one
day/week with a partner or for one session two
days/week. During the pedagogy sessions held
on campus, we discuss writing weekly lesson
plans and foreign language acquisition,
methodologies, and approaches. We use a
common goal-oriented curriculum among all
the languages. Both service and teaching
components are required.
You must register for the language or education
studies course that you’ll be teaching and for a
service time M/W or T/Th.
.5 credit.
Each semester.
CHIN 015. First-Year Seminar: Writing
Women in Late Imperial China (15001900)
(Cross-listed as LITR 015CH)
With a focus on gentry women, courtesans, and
nuns, major groups of writing women, this firstyear seminar invites students to study the
multiple dimensions of late imperial Chinese
women’s literary practice, a rich, vibrant part of
Chinese culture. We not only discuss the
personal lives and experiences of these different
groups of women authors constructed in their
social and historical contexts but also examine
their writings in relation to Chinese literary
tradition and women’s history. By putting
women writers at the center of analysis, this
course aims to show how gender does matter in
understanding China’s literary past. This firstyear seminar is limited to 12 students.
No prerequisites and no knowledge of Chinese
or of China are required.
1 credit.
Not offered 2008-2009.

CHIN 016. Substance, Shadow, and
Spirit in Chinese Literature and Culture
(Cross-listed as LITR 016CH)
This course will explore the literary and
intellectual world of traditional Chinese culture
through original writings in English translation,
including both poetry and prose. Topics to be
discussed include Taoism, Confucianism, and
the contouring of Chinese culture; immortality,
wine, and allaying the mundane; and the
religious dimension, disengagement, and the
appreciation of the natural world. The course
also will address cultural and literary
formulations of conduct and persona, and the
expression of individualism in an authoritarian
society.
No prerequisites.
1 credit.
Spring 2009. Berkowitz.
CHIN 017. 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
translation. Readings include tales of the
strange, biographies and hagiographies, moral
tales, detective stories, literary jottings, drama,
novellas and novels, and masterworks of the
Chinese literary tradition throughout the
centuries of imperial China.
1 credit.
Not offered 2008-2009.
CHIN 018. The Classical Tradition in
Chinese Literature
(Cross-listed as LITR 018CH)
Exploration of major themes, ideas, writings,
and literary forms that have contributed to the
development o f traditional Chinese civilization
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 are required.
1 credit.
Not offered 2008-2009.
CHIN 019. First Year Seminar: Singular
Lives and Cultural Paradigms in Early
and Imperial China
(Cross-listed as LITR 019CH)
In this course we will read accounts of a
number of the foremost persons in Chinese
history whose lives delineated the contour of
Chinese civilization through the ages. Through
a contextualized biographical approach, we will
see how the acts, conduct, and writings of
particular individuals contributed to the

Modern Languages and Literatures
formulation of traditional Chinese culture. No
prerequisites and no knowledge of Chinese or
of China are required.
1 credit.
Fall 2009. 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.
All readings, writing, and discussion are in
Chinese.
Prerequisite: Three years of Chinese or the
equivalent
1 credit.
Fall 2008. Kong.
CHIN 021. Topics in Modern Chinese
Reading and examination of individual authors,
selected themes, genres, and periods, for
students with strong Chinese-language
proficiency.
All readings, writing, and discussion are in
Chinese.
Prerequisite: CHIN 020 or its equivalent
1 credit.
Spring 2009. 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
modernity and new literary developments under
the impact of the May Fourth Movement.
No previous preparation in Chinese is required.
1 credit.
Not offered 2008-2009.
CHIN 025. Contemporary Chinese
Fiction: Mirror of Social Change (19492005)
(Cross-listed as LITR 025CH)
Contemporary Chinese literary texts created
after 1949 up to the present mirror a series of
political, social, cultural, and ideological
dilemmas of China. The class will discuss
fundamental issues of ideology, politics,
morality, and new literary developments
resulting from the drastic social transformation
during this period. All texts as well as lectures
and discussions are in English, and no previous
preparation in Chinese is required.
1 credit.
Not offered 2008-2009.

CHIN 027. Women Writers in 20thCentury China
(Cross-listed as LITR 027CH)
This course will be a close study of the
literature 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, and Hong Kong, and overseas
expatriate Chinese writers as well as those from
different social and political groups.
All the readings are in English translation.
1 credit.
Not offered 2008-2009.
CHIN 033. Introduction to Classical
Chinese
(Cross-listed as LING 033)
This is an introductory course on reading one of
the world’s great classical languages. Classical
Chinese includes both the language of China’s
classical literature as well as the literary
language used for writing in China for well over
2 millennia until earlier this century.
Complemented with readings in English about
Chinese characters and classical Chinese, 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. It is not a
lecture course and requires active, regular
participation on the part of the student, with
precise translation into English an integral
component.
The course is conducted in English.
The course is open to all interested students and
has no prerequisites; no previous preparation in
Chinese is required.
1 credit.
Fall 2008. Berkowitz.
CHIN 035. Readings in Classical
Chinese
In this class, we will read some fantastic,
enduring writings from Classical China, all in
the original. Readings will cover many genres,
including stories, biographies, history,
philosophy, and poetry, and will range over the
centuries of ancient and imperial China.
Prerequisite: one semester of Classical Chinese
or permission of the instructor.
1 credit.
Spring 2009. Berkowitz.

Modern Languages and Literatures
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
examinations, including oral defense of the
senior paper and honors examinations).
French/Francophone Major in Course
Course majors are required to:
1. Complete eight advanced courses numbered
004 or above for a minimum of 8 credits. Note
that Advanced Placement credits won’t count
toward the major.
2. Study at least one semester with the
Grenoble Program. In most cases only one
credit from study abroad other than Grenoble
may count toward the major.
3. Take one advanced course with a
Francophone component.
4. Take “Senior Colloquium” (FREN 091) in
the fall semester of senior year, which includes
the writing of an original, independent research
paper of 20 to 30 pages on a topic chosen in a
discussion with the senior colloquium professor
and adviser or one other professor in the
section. The defense of the paper with the entire
French faculty occurs at the end of the fall
semester.
The department also offers courses in French
literature in translation, but no more than one
such course may count to satisfy the
requirements in the major.
Courses with a Francophone component are
marked with a #.
French/Francophone Minor in Course
Course minors are required to:
1. Complete 5 credits in courses or seminars
numbered 004 or above. Four of these credits
must be completed on the Swarthmore campus.
Note that Advanced Placement credits won’t
count toward the minor.
2. Complete at least a 6-week program of study
in a French-speaking country. It is strongly
recommended that minors spend at least one
semester abroad in the Grenoble program. In
any case, only 1 credit from this study abroad
may count toward the minor. (Under certain
circumstances, students may petition to have
more than 1 credit from abroad count toward
the minor.)
3. Take “Senior Colloquium” (FREN 091) in
the fall semester of senior year, which includes
the writing of an original, independent research
paper of 15 to 20 pages on a topic chosen in a
discussion with the senior colloquium professor
and adviser or one other professor in the
section.

French/Francophone Honors Program
Requirem ents

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., discussions and papers and all oral
and written assignments). All majors in honors
must complete at least one semester of study
abroad in a French-speaking country. Minors in
honors must complete at least a 6-week
program o f study in a French-speaking country.
It is strongly recommended that they spend at
least one semester abroad in Grenoble. Majors
and minors must take FREN 091: Senior
Colloquium in the fall semester of senior year,
which includes the writing of an original,
independent research paper o f 20 to 30 pages on
a topic chosen in a discussion with the senior
colloquium professor and adviser or one other
professor in the section. The defense of the
paper with the entire French faculty occurs at
the end of the fall semester.
Candidates are expected to have a B average in
coursework both in the department and at the
College and to have demonstrated interest in
and aptitude for the study of literature or culture
in the original language.
P rerequisites

To demonstrate the linguistic and analytical
abilities necessary for seminar work, students
must take the following before taking a
seminar:
1. Major. At least one advanced course in
literature or culture above FREN 012.
2. Minor. At least two advanced courses in
literature or culture above FREN 012.
Preparations

1. Majors in the Honors Program must do three
preparations (consisting of 6 units of credit).
Two of the preparations must be done through
seminars. The third preparation may be a
seminar, a 2-credit thesis, or two paired courses
chosen from a list available from the
department.
2. Minors must do a single 2-credit seminar.
Under certain circumstances, minors may use
two paired courses chosen from a list available
from the department.
Senior Honors Study (SHS)
(FREN 199: SHS is optional.)
1. Seminar preparation. At the end of the fall
term, students will be given a list of questions
related to the seminar. They will choose one
question for each seminar and prepare a 2,500to 4,000-word paper in French in response to
that question. The preparation of this essay will
not be supervised by members of the faculty.
Conversation among students preparing these
essays is encouraged, but each student must
produce an independent, original essay of his or

Modem Languages and Literatures
her own. The essays must be submitted to the
department the first day of the written
examination period, to be forwarded to the
examiner. The paper will form part of the
student’s portfolio.
2. Paired course preparation. A one-page
prospectus on a topic that addresses and
integrates the two courses in a meaningful way
must be approved by the instructor of each of
the courses by the end of the fall semester.
Once the prospectus has been approved, the
essay will not be supervised by members of the
faculty. Conversation among students preparing
these essays is encouraged, but each student
must produce an independent, original essay of
his or her own. The essays must be submitted to
the department the first day of the written
examination period, to be forwarded to the
examiner. The paper will form part of the
student’s portfolio.
Portfolio
1. The syllabus of the seminar or paired
courses.
2. The SHS paper if the student chooses to
complete SHS.
Mode o f Exam ination
A 3-hour written examination and a 0.5-hour

oral examination, both in French, will be
required for each preparation.

Courses
Not all advanced courses are offered every
year. Students wishing to major or minor in
French/Francophone studies should plan their
program in consultation with the department.
# = Francophone
FREN 001B-002B, 003B. Intensive
French
Students who start in the 001B—002B sequence
must complete 002B to receive creditfo r 001B.
For students who begin French in college.
Designed to impart an active command of the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary and expository prose.
1.5 credits.
FREN 001B. Intensive First Year of
French
Fall 2008. Netter, Louveau.
FREN 002B. Intensive First Year of
French
Spring 2009. Rice-Maximin, Louveau.
FREN 003B. Intensive Intermediate
French
Fall 2008. Gueydan, Louveau.

FREN 004. Advanced French: La France
Contemporaine: Culture et Société
Transformations in French culture, literature,
and society will be explored through literary
texts as well as films, television programs, and
the press. Particular attention will be paid to
perfecting analytical skills in written and
spoken French.
Writing course.
1 credit.
Fall 2008. Yervasi. Spring 2009. Yervasi.
FREN 004A. Advanced French
Workshop: The Art and Style of Writing
and Speaking French
This course offers supplemental communicative
and grammar sessions for students in courses
FREN 004 and above. Communication focuses
on developing conversational speaking and
listening skills and includes audio exercises for
phonetics. Grammar and writing section will
consist of formal grammatical explanations,
pinpointed exercises for learning grammatical
structures, and writing assignments, which
include composition and creative writing.
Prerequisite: Concurrent enrollment in FREN
004 or above.
0.5 credit.
Fall 2008. Netter. Spring 2009. Netter.
FREN 007A. French Conversation
A 0.5-credit conversation course concentrating
on the development of the students’ ability to
speak French. May be repeated once for credit.
Prerequisite: For students previously in FREN
004 of the equivalent Placement Test score.
0.5 credit.
Each semester. Louveau.
FREN 012. Introduction aux études
littéraires et culturelles françaises et
francophones #
This course offers students the opportunity to
develop skills in textual and cultural analysis
through the study of literary works (including
prose, poetry, and theatre), films, and other
documents (articles, essays, and images) from
France and the Francophone World.
Prerequisite: FREN 004, a score of 675 on the
College Entrance Examination or 5 on the AP
examination, or the equivalent with permission.
Writing course.
1 credit.
Fall 2008. Yervasi. Spring 2009. Staff.
Note: FREN 012 is required to take any other
French literature or culture courses.
FREN 012A. Service Learning Pedagogy
(Cross-listed as EDUC 072)
This course has two components: service and
pedagogy. You can serve the Swarthmore

Modem Languages and Literatures
community by teaching your foreign language
to local elementary school students in an after­
school program that meets two times/week.
You may opt to teach for two sessions one
day/week with a partner or for one session two
days/week. During the pedagogy sessions held
on campus, we discuss writing weekly lesson
plans and foreign language acquisition,
methodologies, and approaches. We use a
common goal-oriented curriculum among all
the languages. Both service and teaching
components are required.
You must register for the language or education
studies course that you’ll be teaching and for a
service time M/W or T/Th.
.5 credit.
Each semester.
FREN 014F. First-Year Seminar: Love
and Friendship in French Literature
(Cross-listed as LITR 014F)
Is it true that French is the language of
“l’amour, toujours l’amours” [love, always
love]? From the earliest troubadours’ songs of
passion expressed in courtly love and the lais of
Marie de France to the 16th-century love poetry
of Louise Labé to the scandalous Liaisons
Dangereuses and the 19th-century’s revival of
romance to complicated friendships in
contemporary society, love abounds. We may
not be able to answer definitively why French
culture is often associated with this language of
love, but we will spend the semester trying to
understand how love is represented throughout
the history of French literature. We will study
love, friendship, and the poetics, and even some
politics, of desire in selected works from the
French Middle Ages to the 21st century. Other
authors and filmmakers in this course will
include Madame de Lafayette, Gustave
Flaubert, Honoré de Balzac, Colette, André
Téchiné, Catherine Breillat, and Yasmina Reza.
This course is taught in English
1 credit.
Fall 2008. Yervasi.
FREN 022. Cinéma français et
francophone: Cinéma de la ville #
The history of French-language cinema is
closely enmeshed with the development of the
city. Films use the city to create setting, mood,
tone, and style but also to represent and re­
imagine the changing urban spaces in which
actions occur. We will examine a history of
French and Francophone films that center on
the modem/modemizing city. This course
emphasizes both the history of city films and
the analysis of film.
1 credit.
Not offered 2008-2009.

FREN 025. Le monde francophone#
This course introduces students to cultural
issues of the colonial and post-colonial eras as
expressed in major Francophone works.
Readings include a selection of novels, short
stories, poems and films from the Caribbean,
Sub-Saharan Africa, the Maghreb and
Metropolitan France. These works will serve to
illustrate key cultural and literary concepts in
postcolonial studies such as la négritude, la
créolité and l’oraliture, the intertextuality
between African and the Caribbean literatures,
the influence of Islam and its interplay with
gender in North African literature, immigration
and transnationalism.
This course may count toward an academic
program in black studies.
1 credit.
Spring 2009 and 2010. Gueydan.
FREN 033. Fictions d’enfance#
Study of the experiences o f writers of French
expression, as reflected in various coming-ofage texts from Africa, France, the Caribbean,
and Vietnam. We will examine the role played
by these specific experiences in the construction
o f the literary identity and subjectivity of the
writer/narrator.
Texts by J-P. Sartre, N. Sarraute, J. Zobel,
M.Ferraoun, M. Condé, D. Maximin, E.
Dongala, N. Bouraoui among others.
This course may count toward an academic
program in black studies.
1 credit.
Not offered 2008-2009.
FREN 036. Poésies d’écritures
françaises#
A thematic study o f poetry with an emphasis on
both pre-18th-century hexagonal and
contemporary African, Caribbean, Guyanese,
and Haitian authors.
This course may count toward an academic
program in black studies.
1 credit.
Fall 2009. Rice-Maximin.
FREN 037. Littératures Francophones#
1 credit.
Not offered 2008-2009.
FREN 038. Littératures francophones et
cultures de l’immigration en France#
This course may count toward an academic
program in black studies.
1 credit.
Not offered 2008-2009.
FREN 040. Tyrants and Revolutionaries
How can one write when facing political
adversity? Must historical accounts be read as
literary texts? Do books cause revolutions? In

Modem Languages and Literatures
this course, we will answer these questions by
studying the work of Molière and Voltaire,
among others, and the writings of historical
figures such as Robespierre. We will also
examine the symbolic significance of the
French Revolution in contemporary French
culture, notably through a comparative analysis
of films.
This course may count toward an academic
program in interpretation theory.
1 credit.
Spring 2010. Blanchard.
FREN 060. Le Roman du XIXe siècle
A study of the main themes and technical
innovations in narrative fiction as it reflects an
age of great sociopolitical change. Based
primarily on novels of Stendhal, Balzac,
Flaubert, and Zola.
1 credit.
Not offered 2008—2009.
FREN 061. Odd Couplings: Writing and
Reading Across Gender Lines
This comparative study of texts by 19th-century
male authors and 20th-century female authors
interrogates the role played by gender-identity
construction in writing and reading.
This course may count toward an academic
program in gender and sexuality studies.
1 credit.
Spring 2009. 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 2008-2009.
FREN 068. The Representation of
Alterity in French Literature and
Cinema#
This course examines differing constructions of
alterity in relationship to French national
identity as it took shape from the time o f the
Crusades up through the 21st century. Focusing
our attention on the concepts of race, gender,
Orientalism, religious difference and narrative
authority, we will analyze how French writers
have used alterity as a mirror for self-reflection,
as an example for social change, and as the
locus of a threat to cultural homogeneity.
Selected literary texts, paintings and films
include works by Montaigne, Montesquieu,
Voltaire, Balzac, Delacroix, Matisse,
Baudelaire, Gide, Camus, Claire Denis, Didier
van Cauwelaert and Matthieu Kassovitz.

1 credit.
Fall 2008. Gueydan.
FREN 071F. French Cultural and Critical
Theory#
(Cross-listed as LITR 07 IF)
We will read key texts in French critical and
cultural theory (from M. Foucault, J. Derrida, J.
Baudrillard, G. Deleuze, among many others) to
formulate specific questions about the
mediation of violence and its terror effects.
There are no pre-requisites for the course, as it
aims first and foremost to be an introduction to
the subject.
This course is taught in English.
1 credit.
Fall 2009. Blanchard.
FREN 072. Le Roman du XXe siècle
1 credit.
Not offered 2008—2009.
FREN 073F. Postwar France:
Revolutionizing Everyday Life (French
and Francophone Literature in
Translation)
(Cross-listed as LITR 073F)
We will focus on French novels and films as
they reflect, reinforce, and critique French
society from the early 1950s through the end of
the 1960s. We will study these texts in relation
to modernization, decolonization, and the
growing discontent of youth culture in the
1960s. Close readings will allow us to draw
conclusions about the relationship of new
cultural and social movements—postwar
consumer culture, radical political movements,
and the women’s movement—to France and
French society. (Writers and directors include
Lefebvre, Godard, Truffaut, Melville,
Etcherelli, Rochefort, Varda, and Akerman).
This course is taught in English.
1 credit.
Not offered 2008-2009.
FREN 074. Youth and Resistance
(French and Francophone Film)#
This course explores youth’s dynamic
relationship to changes in modem and
contemporary French and Francophone
societies. We will focus our discussions on
représentions of youth and how youth culture is
depicted in mainstream and independent films
from throughout the French-speaking world:
Belgium, Burkina Faso, Cameroon, Congo,
France, Senegal, and Switzerland. Directors
will include Dardenne brothers, Akerman,
Kouyaté, Bekolo, Ngangura, Touré, Cantet, and
Tanner.
1 credit.
Spring 2009. Yervasi.

Modem Languages and Literatures
FREN 075F. Haïti, the French Antilles,
and Guyane in Translation#
(Cross-listed as LITR 075F)
Study of literary texts from Guadeloupe,
Guyane, Haïti, and Martinique and their
rewri[gh]ting of the local colonial history.
Writers will include A. and I. Césaire, Condé,
Glissant, Maximin, Ollivier, Roumain,
Schwaiz-Bart, Wamer-Vieyra, Zobel, and
others. This course is taught in English.
This course may count toward an academic
program in black studies.
1 credit.
Spring 2009. Rice-Maximin.

FREN 079F. Scandal in the Ink: Queer
Traditions in French Literature
(Cross-listed as LITR 079F)
In this course, we will use contemporary
lesbian/gay/queer theory to reconsider French
literary traditions. 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, and others. This course is taught in
English.
1 credit.
Not offered 2008-2009.

FREN 075FA. French Language
Attachment to Haiti, the French Antilles,
and Guyane in Translation#
0.5 credit.
Spring 2009. Rice-Maximin.

FREN 091. Senior Colloquium: Poétique
de la mémoire caraïbe
Through the reading of various works of fiction
and essays, we will examine the evolution of
Francophone Caribbean societies through some
discourses (Western, African, Caribbean)
that created the cycles of alienation, resistance
and revolts that lead to independence or
“départementalisation”. Texts will include A.
and I. Césaire, M. Condé, L-G Damas, F.
Fanon, Frankétienne, E. Glissant, M. Jeanne, D.
Maximin, V. Placoly, E.trouillot, M. Vieux,
among others.
Although this course is required of
French/Francophone majors and minors, it is
open to other advanced students.
1 credit.
Fall 2008. Rice-Maximin. Fall 2009. Moskos.

FREN 076. Ecritures au féminin#
A study of the work of women from Africa, the
Caribbean, France, and Vietnam. Material will
be drawn from diverse historical periods and
genres.
This course may count toward the academic
programs in black studies and gender and
sexuality studies.
1 credit.
Not offered 2008-2009.
FREN 077. Prose Francophone:
Littérature et société#
Close reading and discussion of works from the
first and the new generations of writers from the
Francophone world. Study of the impact to the
oral tradition, aesthetics, politics, identity
formation and the role of the writer among
other topics.
1 credit
Fall 2008. Rice-Maximin.
FREN 078F. Francophone Cinema#
(Cross-listed as LITR 078F)
This course is an introduction to Francophone
African film. We will concentrate on films from
West Africa: Senegal, Cameroon, The
Democratic Republic o f Congo, and Burkina
Faso. We begin with familiarizing ourselves
with the colonial and postcolonial history of
this region, before taking on in-depth film
analyses of each film. The course will focus on
a study of the representations of West African
culture and will help students develop their
ability to read films. This course is taught in
English.
This course may count toward an academic
program in black studies.
1 credit.
N ot offered 2008-2009.

FREN 093. Directed Reading
FREN 096. Thesis

Seminars
FREN 102. Le Monde Comique de
Molière
The seminar is designed to acquaint students
with the major works of Molière and 17thcentury French culture. We will investigate his
political relationship with Louis XIV at
Versailles, the discourse on early modem
feminism of the précieuses and femmes
savantes; the critique of religious hypocrisy,
and the influence of early modem notions of
anthropology (most notably medicine) on
Molière’s representation of identity. These
aspects will be brought forward through close
attention to the poetics of comedy and court
spectacles.
2 credits.
Not offered 2008-2009.
FREN 104. Le Roman du XIXe siècle
A study of the main themes and technical
innovations in narrative fiction as it reflects an
age of great sociopolitical change. This course

Modem Languages and Literatures
is based primarily on the novels of Stendhal,
Balzac, Flaubert, and Zola.
2 credits.
Not offered 2008-2009.

consciousness; and the dialogue with Africa,
France, and the Americas.
2 credits.
Not offered 2008-2009.

FREN 106. L’Expérience poétique:
romance et mélancolie
In this course, we will examine poetry of
modernity and the city. We will examine how
the city’s complexities—its development,
cultures, revolutions, and inhabitants—
contribute to a poetic vision that is reflected in
the texts of 19th- and 20th-century major and
minor writers of the French-speaking world.
Poets include Baudelaire, Rimbaud,
Apollinaire, and the Surrealists, among others.
2 credits.
Not offered 2008-2009.

FREN 111. Espaces francophones
2 credits.
Not offered 2008-2009.

FREN 108. Le Roman du XXe siècle:
romans modernes et contemporains
From realism to the nouveau roman to
experimental writing, from Proust to Pennac,
this course looks at the interconnections
between novels and history, visual culture, and
theoretical questions of representation.
Discussions will center on thematic
developments of these intersections, and
readings will be taken from a wide selection of
writers from throughout the 20th and 21st
centuries.
2 credits.
Not offered 2008-2009.

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
consciousness, myths and politics in
post/neocolonial situations, theater and therapy,
rituals and subversion, the different theatrical
texts, and staging. Fictional readings by J.
Anouilh, S. Beckett, A. Césaire, I. Césaire, M.
N’Diaye, Dembele and Guimba, G. Dambury,
J. Genet, E. Glissant, O. de Gouges, M. Kacimi,
B.M. Koltès, K. Kwahulé, K. Lambo,
Marivaux, J. Métellus, V. Placoly, S. SchwarzBart, and collateral readings by Shakespeare
and Sophocles, and theoretical texts by Fanon,
Césaire, Ashcroft, Glissant, Ha, Ubersfeld, and
others.
This course may count toward an academic
program in black studies.
2 credits.
Not offered 2008-2009.

FREN 109. Le Romantisme
The trauma of the Revolution of 1789 gave
birth to the individual even as it put the very
concept of individual agency into question. We
will interrogate the theater, poetry, and prose of
this period as imaginary, sometimes almost
magical, solutions to cultural, political, and
personal dislocations. Particular attention will
be paid to questions of gender and power.
2 credits.
Spring 2009. Moskos.
FREN 110. Histoires d’îles#
Through the study of poetry; prose, theater;
nonfictional texts; and films from and about the
French Antilles, Guyane, and Haïti, we will
examine the re-writing of the French colonial
narratives. Topics will include slavery, the
triangular trade, and the slave revolts; the
historical, political, social, and literary
movements and their impact, then and now, on
the populations and the former colonial power;
the poetics of memory and the identity quest;
the styles and techniques used by writers to
translate the complexity of the new Caribbean

FREN 112. Ecritures francophones:
fiction et histoire dans le monde
francophone#
Historical and literary examination of texts
from Africa, the Caribbean, and Vietnam.
This course may count toward an academic
program in black studies.
2 credits.
Not offered 2008-2009.

FREN 115. Paroles de femmes#
Close study of texts of women writers from
Africa, France, the French Antilles, and
Vietnam. Love relationships being one common
theme, we will particularly focus on their
cultural, geographical, historical,
feminist/womanist, aesthetic, and literary
aspects. The question of identity formation in a
post-/neo-colonial setting will also be studied.
Texts covered are by Mme. de la Fayette, G.
Sand, M. Duras, M. Ba, S. Schwarz-Bart, K.
Lefèvre, L- Lé, V Tadjo, among others.
This course may count toward academic
programs in black studies and gender and
sexuality studies.
2 credits.
Spring 2010. Rice-Maximin.

Modem Languages and Literatures
FREN 116. La Critique littéraire: Racine,
Rousseau, Baudelaire, Proust
This seminar’s first and principal goal is to
foster a direct and in-depth discussion o f the
works of four major figures of French literature.
Readings include Racine’s Phèdre, the
autobiography of Rousseau titled Les
Confessions, Baudelaire’s poetic masterpiece
Les Fleurs du mal, and the first tome of A la
Recherche du temps perdu. We will also define
the principal strands of thought in French
literary criticism by supplementing the core
readings with a selection of crucial studies on
these four authors.
2 credits.
Not offered 2008-2009.
FREN 180. Honors Thesis
FREN 199. Senior Honors Study
# —Francophone

German
German may be offered as a major or minor 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
conducted in German. Students are expected to
be sufficiently proficient in German to do
written and oral work in German. To this end,
we strongly advise students to spend an
academic semester in a German-speaking
country before their senior year.
Major in Course
Requirem ents

1. Completion of a minimum o f 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) submit a
bibliography of 20 works to form the basis o f a
discussion and an extended, integrative paper
(approximately 15 double-spaced pages in
length) on a general literary topic agreed to by
the section. This paper, due before the date for
the comprehensive examination, is
complemented by a 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.

Minor in Course
Requirem ents

Students must complete 5 credits in courses and
seminars numbered 004 or above. Of these
courses, GERM 091: Special Topics is required.
Students are strongly encouraged to spend a
semester in Germany or at least participate in a
summer program in a German-speaking
country. O f the classes taken abroad, a
maximum of 2 credits will count toward the
minor.
Honors Program in German
Requirem ents

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
o f study in a German-speaking country.
Candidates are expected to have a B average in
coursework both in the department and at the
College.
P rerequisites

Majors: GERM 013.
Minors: GERM 013 and one course numbered
050 or above.
Preparations

Majors will prepare for examinations by taking
three seminars. With the approval of the
department, it is possible to combine advanced
1-credit courses or attachments, taken either at
Swarthmore or elsewhere, to form a
preparation.
Minors will prepare for examinations by taking
one seminar.
Senior H onors Study (SHS) and M ode o f
Exam ination

For SHS, students are required to present an
annotated bibliography of criticism—articles or
books—concerning at least five of the texts in
each seminar offered for external examination.
Students are required to meet with the
respective instructors) of the seminars being
examined by Feb. 15 to discuss theirplanned
bibliography and to meet with the instructors
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 examination will take the
form o f a 3-hour written examination based on
each seminar and its SHS preparation as well as
a 1-hour oral panel examination based on the
three written examinations for majors or a 30to 45-minute oral examination for minors.

Courses
Not all advanced courses or seminars are
offered every year. Students wishing to major

Modern Languages and Literatures
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
Students who start in the 001B-002B sequence
must complete 002B to receive credit for 001B.
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
explanatory note on language courses earlier.
Normally followed by 004,013, or 014.
1.5 credits.
GERM 001B.
Fall 2008. Werten, Plaxton.
GERM 002B.
Spring 2009. Simon, Plaxton.
GERM 003B.
Fall 2008. Simon, Plaxton.
GERM 004. Advanced Conversation and
Composition
Emphasis is on the development of
communicative skills in speaking and writing.
Selected readings of general interest include
newspaper and magazine articles, radio and TV
programs, 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 and minor in
German and the concentration in German
studies.
1 credit.
Not offered 2008-2009.
GERM 005A. German Conversation
A 0.5-credit conversation course, concentrating
on the development of the students’ speaking
skills.
Prerequisite: GERM 004 in a current or a
previous semester or the equivalent Placement
Test score.
0.5 credit.
Each semester. Plaxton.
GERM 013. Introduction to German
Literature
Survey of German literature from the 18th
century to the present, focusing on themes of
mystery, deception, and searching, especially in
relation to crime. Poetic works and one or two
films will be discussed, but our attention will
fall mainly on narrative prose and drama.
Authors include Kleist, Hoffmann, Büchner,
Droste-Hülshoff, Kafka, Brecht, Dürrenmatt,

and Wolf. Students will develop speaking and
writing skills through short assignments
intended to familiarize them with the
vocabulary of literary analysis in German.
1 credit.
Fall 2008. Werlen.
GERM 013A. Service Learning Pedagogy
(Cross-listed as EDUC 072)
This course has two components: service and
pedagogy. You can serve the Swarthmore
community by teaching your foreign language
to local elementary school students in an after­
school program that meets two times/week.
You may opt to teach for two sessions one
day/week with a partner or for one session two
days/week. During the pedagogy sessions held
on campus, we discuss writing weekly lesson
plans and foreign language acquisition,
methodologies, and approaches. We use a
common goal-oriented curriculum among all
the languages. Both service and teaching
components are required.
You must register for the language or education
studies course that you’ll be teaching and for a
service time M/W or T/Th.
.5 credit.
Each semester.
GERM 014. Introduction to German
Studies
An introduction to the interdisciplinary field of
German studies will focus on the major social,
political, historical, and philosophical events
and debates in the postwar era. From the
“Teilung” the “Wiederbewaffnung” in the
Adenauer era, the student protest of 1968,
women’s emancipation and German terrorism
in the 1970s, the impact o f the Holocaust
miniseries, the “Historikerstreit,” the
“Gastarbeiter-Problem,” German-U.S. relations
throughout the decades, to unification in 1989
and German-German differences today, we will
read, look at, and discuss the visual, artistic, and
literary texts that help us understand and
analyze how German “culture” is defined and
what it has become since 1945.
1 credit.
Spring 2009. Simon.
GERM 054. German Cinema
(Cross-listed as LITR 054G and FMST 081)
This course is an introduction to German
cinema from its inception in the 1890s until the
present. It includes an examination of early
exhibition forms, expressionist and avantgarde
films from the classic German cinema of the
Weimar era, fascist cinema, postwar rubble
films, DEFA films from East Germany, New
German Cinema from the 1970s, and post 1989
heritage films. We will analyze a cross-match
of popular and avantgarde films while

Modern Languages and Literatures
discussing mass culture, education, propaganda,
and entertainment as identity- and nationbuilding practices. Taught in English. Fulfills
national cinema requirement for FMST
majors/minors.
1 credit.
Fall 2008. Simon.
GERM 091. Special Topics
Advanced literature and culture course in
German required for all German majors and
minors. For honor students, this class together
with an attachment counts as an honors
preparation.
Topics change each year and include (partial
list):
• Frauen und Film
• Populärliteratur
• Nietzsche and/in Literature
• The Romantic Tradition
• Die deutsche Postmodeme
• Hören, Lesen, Sehen: die deutsche
Medienlandschaft
• Literatur und Kultur der DDR
• Gegenwartsliteratur
Topicfo r spring 2009:
GERM 091. Special Topics: Mördergrube
- Der neue deutsche Krimi
“The Germans,” wrote George Bernard Shaw,
“lack talent for two things: revolution and crime
novels.” In this class, we will dispel Shaw’s
second assertion by focusing on the innovative
ways traditional crime stories are reinterpreted
today by German-speaking writers. The
detectives and gumshoes found in the novels
are as diverse as their creators and cast a critical
eye on the social, economic, and psychological
conditions at the core of crime and criminals in
the affluent cities of Austria, Germany, and
Switzerland. Authors read include Horst Eckert,
Wolf Haas, Ingrid Noll, Andreas Izquierdo,
Doris Gercke, Petra Hammesfahr, Patricia
Vohwinkel, Anne Chaplet and Jörg Fauser. We
will also take a look at current crime shows on
TV and successful film adaptations of crime
stories. In German.
1 credit.
Spring 2009. Werten.
GERM 093. Directed Reading

Seminars
Five German seminars are normally scheduled
on a rotating basis. Preparation o f topics for
honors may be done by particular courses plus
attachments only when seminars are not
available.

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
This seminar familiarizes students with
arguably the greatest German writer whose
literary works revolutionized German poetry,
drama, and the novel. Often regarded as the
founder of German classicism, Goethe’s literary
writings, spanning over six decades, defy easy
categorization. Texts read in the seminar
include the early drama Götz von Berlichingen
and the influential epistolary novel The Sorrows
o f Young Weriher, the classical drama Iphigenie
a u f Tauris, the novels Wilhelm Meisters
Lehrjahre and Die Wahlverwandtschaften, early
essays on Shakespeare and Gothic architecture,
poetry from all periods of his life, and, of
course, Faust. We will also look at Goethe’s
scientific ideas (morphology of plants and
theory o f optics) in his philosophical and
economic world view.
2 credits.
Fall 2008. Werten.
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 2008—2009.
GERM 108. Wien und Berlin
(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-sidcle” Vienna and
Berlin, such as the connection between gender
and the urban landscape, the pursuit o f pleasure
and the attempt to scientifically explore human
sexuality, and the conflict between avant-garde
experimentation and the disintegration of
political liberalism.
2 credits.
Fall 2009. Simon.
GERM 110. German Literature After
World War II
The aim of the seminar is to acquaint students
with literary developments in the German­
speaking countries after the end of World War
II. The survey of texts will address questions of

Modern Languages and Literatures
“Vergangenheitsbewältigung” and social
critique in the 1950s, the politicization of
literature in the 1960s, the “Neue Innerlichkeit”
ofthe 1970s, and literary postmodemity of the
1980s. We will also study the literature of the
German Democratic Republic and texts dealing
with post-wall, unified Germany. Authors
included are Böll, Eich, Grass, Frisch,
Bachmann, Handke, Bernhard, Jelinek, Strauss,
Wolf, Delius, Plenzdorf, Süskind, and Menasse.
2 credits.
Not offered 2008-2009.
GERM 111. Genres
This seminar will explore in depth a particular
genre of literary and media production.
Scheduled topics include the following:
• Deutsche Lyrik
• Populärliteratur
• Der deutsche Film
• Das deutsche Drama
• Der deutsche Roman
GERM 199. Senior Honors Study

Japanese
Courses in Japanese language, literature, and
culture may be combined with courses taken at
Haverford and with study abroad toward a
special major or a minor in Japanese or may be
counted toward a major or minor in Asian
studies (see Asian studies). Interested students
should consult with the section head of
Japanese or with the chair of Asian studies.
Students may construct a special major in
Japanese, featuring intensive study in Japanese
language, literature, and culture. Japanese
special majors will complete their coursework
through a combination of study at Swarthmore,
courses at Haverford or Bryn Mawr, and study
abroad. Students interested in a Japanese
special major or minor should consult with the
section head of Japanese as soon as possible.
Students seeking a broader exposure to East
Asian society and culture may consider a
Japanese concentration within the Asian studies
major. Students who wish to concentrate on
linguistics rather than Japanese literature and
culture may construct a special major in
Japanese language and linguistics, with a
combination of advanced language study at
Haverford and Bryn Mawr, study abroad, and
courses and seminars in the Linguistics
Department at Swarthmore College. Students
wishing to pursue this possibility should consult
with the Japanese section head.
Minor in Japanese Language, Literature,
and Culture
A minimum of 5 credits numbered 004B and
above is required for the course minor. At least

one credit must be taken in Japanese literature,
film or culture in translation, either in
coursework offered by the Japanese section or
its equivalent in coursework outside of
Swarthmore, with the approval of the Section.
A minimum of 3 credits should be taken at
Swarthmore.
The section strongly encourages study abroad in
a section-approved program; transferred credits
normally may be counted toward the minor.
One credit may be earned from another
department on a Japan-related subject with the
approval of the section.
Special Major in Japanese Language,
Literature, and Culture
At least 10 total credits starting with 00IB,
including at least one credit outside the
department, are required for a special major in
Japanese. Special majors should complete at
least six semesters of Japanese language
training or its equivalent. Japanese special
majors are strongly encouraged to study abroad
in a program approved by the section; transfer
credits normally may be counted toward the
special major.
Special majors should complete at least two
courses on Japanese culture of level 015 and
higher and at least two additional courses of
level 30 and higher or their equivalent in
coursework outside the department. Students
are encouraged to combine their study of
Japanese literature and culture with coursework
in Japanese history, anthropology and
sociology, religion, art, music, economics,
political science, education, comparative
literature, and other related fields within the
tricollege consortium. At least two courses on
Japanese literature and culture should normally
be taken within the department.
All special majors will complete a culminating
project.
Honors Special Major and Honors Minor
in Japanese Language, Literature, and
Culture
Honors study for qualified students may be
substituted for the culminating project in the
special major. Students are encouraged to
consult with the Japanese section head to
discuss honors special majors and honors
minors.

Courses
JPNS 001B-002B. Introduction to
Japanese
Students who start in the 001B-002B sequence
must complete 002B to receive creditfo r 001B.
This intensive introduction to Japanese attempts
to develop the four language skills of speaking,
writing, listening, and reading. Spoken
component will cover both formal and casual

Modern Languages and Literatures
forms of speech; the written component will
introduce the hiragana and katakana syllabaries;
and about 200 kanji characters.
1.5 credits.
JPNS 001B.
Fall 2008. Jo, Suda.
JPNS 002B.
Spring 2009. Jo, Suda.
JPNS 003B, 004B. Second-Year
Japanese
Combines intensive oral practice with writing
and reading in the modem language. The course
attempts to increase students’ expressive ability
through the introduction o f more advanced
grammatical patterns and idiomatic expressions.
Introduces students to authentic written texts
and examples of Japanese expression through
several media. The course will introduce
approximately 300 new kanji characters in
addition to the 200 covered in JPNS 001B002B.
1.5 credits.
JPNS 003B.
Fall 2008. Gardner, Jo.
JPNS 004B.
Spring 2009. Gardner, Jo.
JPNS 012, 013. Third-Year Japanese
These course aims to lead Japanese students
into the intermediate-advanced level, deepening
students’ exposure to Japanese culture through
the study of authentic materials and the
application of language skills in diverse
linguistic contexts. They will combine oral
practice with reading, viewing, and discussion
of authentic materials including newspaper
articles, video clips, and literary selections.
Students will continue to develop their
expressive ability through use of more
advanced grammatical patterns and idiomatic
expressions, and will gain practice in
composition and letter writing. These courses
will introduce approximately 300 new kanji'
characters in addition to approximately 500
covered in first- and second-year Japanese.
Prerequisite: Completion of JPNS 004B or
demonstration of equivalent language skills.
These courses are intended to be taken together
with JPNS 012A in the fall semester and JPNS
010A in the spring semester, which will provide
additional opportunities for application and
extension of newly acquired skills.
1.0 credits and (1.5 credits when taken with
JPNS 012A and JPNS 013A
Fall 2008. Suda.
Spring 2009. Suda.

JPNS 012A. Japanese Conversation
This course attempts to improve students’
command of spoken Japanese at the
intermediate level. It meets for 90 minutes each
week. Can be repeated for credit.
0.5 credit (when taken with JPNS 012)
Fall 2008. Suda.
JPNS 013A. Readings in Japanese
This course aims to improve students’
intermediate-advanced reading skills, while
introducing them to the world of Japanese
literature in the original. We will examine texts
in various genres, such as personal essays, short
stories, folk tales, manga, haiku, and fiee-verse
poetry, and discuss the distinctive features of
each genre as well as the cultural context for
each work. Readings and discussion will be in
Japanese. The course may be repeated in 2
consecutive years.
Prerequisite: completion or concurrent
enrollment in JPNS 013, or instructor’s
permission.
0.5 credits.
Spring 2009. Gardner.
JPNS 014A. Service Learning Pedagogy
(Cross-listed as EDUC 072)
This course has two components: service and
pedagogy. You can serve the Swarthmore
community by teaching your foreign language
to local elementary school students in an after­
school program that meets two times/week.
You may opt to teach for two sessions one
day/week with a partner or for one session two
days/week. During the pedagogy sessions held
on campus, we discuss writing weekly lesson
plans and foreign language acquisition,
methodologies, and approaches. We use a
common goal-oriented curriculum among all
the languages. Both service and teaching
components are required.
You must register for the language or education
studies course that you’ll be teaching and for a
service time MAY or T/Th.
.5 credit.
Each semester.
JPNS 017. The World of Japanese
Drama and Performance
(Cross-listed as LITR 017J)
This team-taught course will explore Japan’s
unique dramatic and performing arts traditions,
combining the study of dramatic texts and their
historical and cultural background led by
Professor Gardner with practical exercises and
discussions on movement and performance led
by Cornell Visiting Professor Isaburoh
Hanayagi, a master o f Japanese classical dance,
and an expert on kabuki, folk dance, and taiko
drumming. Japanese performing arts are deeply
influenced by Buddhist, Shinto, and

Modern Languages and Literatures
shamanistic religious ideas and incorporate rich
elements of the Japanese literary tradition. The
course will aim to give insight onto these
diverse cultural and philosophical elements of
Japanese music, dance, and drama and will also
explore the training traditions and social world
of performers such as geisha, noh actors, and
kabuki actors. No previous knowledge of
performance or Japanese language, history, or
culture is required.
1credit.
Fall 2008. Gardner, Hanayagi.
JPNS 021. Modern Japanese Literature
(Cross-listed as LITR 021J)
An introduction to Japanese fiction from the
Meiji Restoration (1868) to the present day,
focusing on how literature has been used to
express the personal voice and to shape and
critique the concept of the modem individual.
We will discuss the development of the mode of
personal narrative known as the “I novel” as
well as those authors and works that challenge
this literary mode. In addition, we will explore
how the personal voice in literature is
interwoven with the great intellectual and
historical movements of modem times,
including Japan’s encounter with the West and
rapid modernization, the rise of Japanese
imperialism and militarism, World War II and
its aftermath, the emergence of an affluent
consumer society in the postwar period, and the
impact of global popular culture and the
horizon of new transnational identities in the
21st century. All readings and discussions will
be in English.
1 credit
Not offered 2008-2009.
JPNS 024. Japanese Film and Animation
(Cross-listed as LITR 024J)
This course offers a historical and thematic
introduction to Japanese cinema, one of the
world’s great film traditions. Our discussions
will center on the historical context o f Japanese
film, including how films address issues of
modernity, gender, and national identity.
Through our readings, discussion, and writing,
we will explore various approaches to film
analysis, with the goal of developing a deeper
understanding of formal and thematic issues. A
separate unit will consider the postwar
development of Japanese animation (anime)
and its special characteristics. Screenings will
include films by Ozu, Mizoguchi, Kurosawa,
Imamura, Kitano, and Miyazaki.
1 credit.
Spring 2010. Staff.

JPNS 041. Fantastic Spaces in Modern
Japanese Literature
(Cross-listed as LITR 041 J)
As Japanese society has transformed rapidly in
the 20th century and beyond, a number of
authors have turned to the fantastic to explore
the pathways of cultural memory, the
vicissitudes of interpersonal relationships, the
limits of mind and body, and the nature of
storytelling itself. In this course, we will
consider the use of anti-realistic writing genres
in Japanese literature from 1900 to the present,
combining readings of novels and short stories
with related critical and theoretical texts.
Fictional works examined will include novels,
supernatural tales, science fiction, and cyber­
fiction by authors such as Tanizaki Junichiro,
Abe Kobo, Kurahashi Yumiko, and Murakami
Haruki.
Readings will be in English; no previous
experience in Japanese studies is required.
1 credit.
Fall 2009. Staff.
JPNS 074. Japanese Popular Culture
and Contemporary Media
(Cross-listed as LITR 074J)
Japanese popular culture products such as
manga (comics), anime (animation), television,
film, and popular music are an increasingly
vital element of 21st-century global culture,
attracting ardent fans around the world. In this
course, we will critically examine the postwar
development of Japanese popular culture,
together with the proliferation of new media
that have accelerated the global diffusion of
popular cultural forms. Engaging with
theoretical ideas and debates regarding popular
culture and media, we will discuss the
significance of fan cultures, including the
“otaku” phenomenon in Japan and the United
States, and consider how national identity and
ethnicity impact the production and
consumption of popular cultural products. We
will also explore representations of technology
in creative works, and consider the global and
the local aspects of technological innovations,
including the internet, mobile phones, and other
portable technology. Readings and discussion
will be in English. The course will be
conducted in a seminar format with student
research and presentations comprising an
important element of the class. Previous
coursework in Japanese studies or media studies
is recommended but not required.
1 credit.
Not offered 2008-2009.

Modern Languages and Literatures
JPNS 083. War and Postwar in Japanese
Culture
(Cross-listed as LITR 083J)
What was the Japanese experience of World
War II and the Allied Occupation? We will
examine literary works, films, and graphic
materials (photographs, prints, advertisements,
etc.), together with oral histories and historical
studies, to seek a better understanding of the
prevailing ideologies and intellectual struggles
of wartime and postwar Japan as well the
experiences of individuals living through the
cataclysmic events of midcentury. Issues to be
investigated include Japanese nationalism and
imperialism; women’s experiences o f the war
and home front; changing representations and
ideologies of the body; war writing and
censorship; the atomic bombings of Hiroshima
and Nagasaki; Japanese responses to the
Occupation; and the war in postwar memory.
The course readings and discussions will be in
English.
Prerequisite: HIST 075 or permission of the
instructor.
1 credit.
Spring 2009. Staff.
JPNS 094. Independent Study

Russian
Russian may be offered as a major or minor in
the Course Program or as a major or minor in
the Honors Program.
Russian is the primary or sole language of
instruction in all courses except courses crosslisted with the literature program. The major
itself emphasizes literature and culture,
supported by proficiency in reading, writing,
listening and speaking. Both the major and the
minor can be supported by work in allied
disciplines (history, anthropology, other
literatures), and Russian can be a supporting
subject to numerous other majors or a
component of comparative literature. Students
interested in a combined Russian language and
linguistics major may develop a program with
advanced courses and seminars in the language
offered at Bryn Mawr College and the
Linguistics Program at Swarthmore College.
Prerequisites for both course students and
honors candidates are RUSS 004B, O il, and
013 or equivalent work. Study abroad in Russia
is strongly recommended.
Major in Course
Requirem ents

A minimum of 8 credits in courses and
seminars, which may include RUSS 004B but
must include RUSS 011,013, and 091 (Special
Topics) plus one other course in translation.
Students are expected to take a minimum of two
seminars in Russian literature and/or culture.

(Students who study abroad at an appropriate
program may offer a seminar taken there in lieu
of one Swarthmore seminar.) The
Comprehensive Examination is based on work
completed in courses and seminars numbered
011 and above.
Minor in Course
Requirem ents

Five or 5.5 credits, which must include:
1. RUSS 004B (or placement above 004B)
2. Either RUSS 011 or RUSS 013 or an
equivalent course taken in Russia
3. One o f the following: RUSS 013 (if not used
to fulfill item 2); another course in Russian
literature in translation, LITR 015R, LITR
068R, or a comparable literature course in
Russia or at Bryn Mawr College or the
University o f Pennsylvania
4. One seminar in Russian
Honors Program in Russian Language
and Literature
The minimum grade for acceptance into the
Honors Program in Russian: B-level work in
courses taken at Swarthmore in language,
literature, and culture.
Requirem ents fo r M ajors

1. RUSS 004B or equivalent study
2. RUSS 011 and RUSS 013 or equivalent
courses taken elsewhere
3. One more course in Russian literature in
translation or one advanced literature course in
another language (e.g., ENGL 071K, CHIN
066, CLAS 104, FREN 040, GERM 066, SPAN
060)
4. At least three seminars
Requirem ents fo r M inors

1. RUSS 004B or equivalent study
2. RUSS 011 and RUSS 013 or equivalent
courses taken elsewhere
3. One more course taken in Russian literature
in translation or one advanced literature course
in another language (see examples above)
4. One seminar
Senior H onors Study

At the beginning of the final semester, seniors
will consult with the Russian section head about
the following: (1) Majors will prepare a
bibliography of additional readings related to
the content of their three honors preparations.
Majors will write three 3,000- to 3,500-word
papers in Russian, one for each honors
preparation, or one 6,000-word paper
integrating the three preparations. This material
will be presented to die external examiners
along with the syllabi of the three seminars and
any other relevant material. (2) Minors will
prepare a bibliography o f additional readings
related to their 2-credit honors preparation.

Modern Languages and Literatures
Minors will write one 3,0000-word paper that
expands n their honors preparation and,
wherever possible, integrates it with their
honors major. The paper will be sent to the
external examiner along with the syllabus of the
honors seminar and any other relevant material.
(3) Examination: Majors will take three 3-hours
written examinations prepared by the external
examiners as well as a half-hour oral
examination for each, based on the materials
submitted to the examiner. Minors will take one
3-hour written examination prepared by the
external examiner as well as a half-hour oral
examination.

Courses
Not all advanced courses or seminars are
offered every year. Students wishing to major
or minor in Russian should plan their program
in consultation with the department. Course
majors are required to take Special Topics
(RUSS 091).
RUSS 001B-002B, 003B. Intensive
Russian
Students who start in the 001B—002B sequence
must complete and pass 002B in order to
receive creditfo r 001B.
For students who wish to begin Russian in
college or did not move beyond an introduction
in high school. Designed to impart an active
command of the language. Combines the study
of grammar with intensive oral practice, work
on phonetics, writing, Web materials, and
readings in literary and expository prose.
Conducted primarily in Russian; normally
followed by 004B and 011. See the explanatory
note on language courses in the first section of
modem languages and literatures.
1.5 credits.
RUSS 001B.
Fall 2008. Pesenson, Neuendorf.
RUSS 002B.
Spring 2009. Pesenson, Neuendorf.
RUSS 003B.
Fall 2008. Rojavin, Neuendorf.
RUSS 004B. Advanced Intensive
Russian
For majors and those interested in reaching
advanced levels of proficiency in the language.
Advanced conversation, composition,
translation, and stylistics. Considerable
attention to writing skills, phonetics, and
spontaneous speaking. Readings include short
stories, poetry, newspapers, and the Russian
Web.
Conducted in Russian.
1.5 credits.
Spring 2009. Rojavin, Neuendorf.

RUSS 006A. Russian Conversation
This course meets once a week for 1.5 hours.
Students will read newspapers, explore the
Internet, and watch videos to prepare for
conversation and discussion. Each student will
design and complete an individual project based
on his or her own interests and goals.
Prerequisite: 004B in current or a previous
semester or permission of the instructor.
0.5 credit.
Spring 2009. Neuendorf.
RUSS 008A. Russian Phonetics
(Cross-listed as LING 008A)
This course will enable Russian speakers and
non-speakers alike to learn to pronounce
Russian fluently. Focused work on individual
phonemes and the Russian “articulation
foundation” will accompany the study of
phonetic rules and intonational constructions.
We will devote practical attention to issues in
both Russian language acquisition and
linguistics; individual assignments will reflect
each student’s experience, interests, and goals.
0.5 credit.
Spring 2009. Staff.
RUSS 011. Russian Culture
An interdisciplinary introduction to
contemporary Russian culture within a
framework of continuing enrichment of
vocabulary and developing fluency in speaking
and writing Russian. Topics will emphasize
high culture and history, with occasional guest
presentations by faculty in associated
disciplines from Swarthmore and Bryn Mawr
colleges.
Readings, lectures, papers, and discussions are
in Russian.
Prerequisite: Russian 004B or the equivalent.
1 credit.
Fall 2008. Neuendorf.
RUSS 012A. Service Learning Pedagogy
(Cross-listed as EDUC 072)
This course has two components: service and
pedagogy. You can serve the Swarthmore
community by teaching your foreign language
to local elementary school students in an afterschool program that meets two times/week.
You may opt to teach for two sessions one
day/week with a partner or for one session two
days/week. During the pedagogy sessions held
on campus, we discuss writing weekly lesson
plans and foreign language acquisition,
methodologies, and approaches. We use a
common goal-oriented curriculum among all
the languages. Both service and teaching
components are required.

Modern Languages and Literatures
You must register for the language or education
studies course that you’ll be teaching and for a
service time M/W or T/Th.
.5 credit.
Each semester.
RUSS 013. The Russian Novel
(Cross-listed as LITR 013R)
The Russian novel represents one of Russia’s
most widely recognized contributions to world
culture. The course surveys classic authors and
experimental works from the 19th and 20th
centuries. Students in the course will deepen
their understanding of the context for writers
including Dostoevsky and Tolstoy. They will
gain familiarity with literary movements and
genres including romanticism, realism, the
psychological novel, the picaresque novel,
modernism and the postmodern as they
developed in Russia. We will highlight issues
including the relationship of Russia to the West,
national identity and the complex relationship
of literature and politics.
No prerequisite.
Writing course.
1 credit.
Fall 2008. Pesenson.
RUSS 015. First-Year Seminar: East
European Prose in Translation
(Cross-listed as LITR 015R)
Novels and stories by the most prominent 20thcentury writers of this multifaceted and
turbulent region. Analysis of individual works
and writers with the purpose of appreciating 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,
writing, and discussion in English; students
who are able may do some readings in the
original languages. This writing-intensive
course is limited to 12 students.
Writing course.
1 credit.
Fall 2009. Forrester.
RUSS 016. History of the Russian
Language
An introductory course, studying 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
literary texts. Satisfies the linguistics
requirement for teacher certification.
1 credit.
Not offered 2008-2009.

RUSS 017. First-Year Seminar: The
Erotic Imagination: Love and Sex in
Russian Literature
(Cross-listed as LITR 017R)
Best known for political priorities and
philosophical depth, Russian literature has also
devoted many works to the eternal concern of
love and sex. We will read significant and
provocative works from traditional folk tales
through the 20th century to discuss their
construction of these most “natural” impulses—
and how they imagine the relationship of
human attraction to politics and philosophy.
1 credit.
Not offered 2008-2009.
RUSS 021. Dostoevsky (in Translation)
(Cross-listed as LITR 021R)
Writer, gambler, publicist, and visionary Fedor
Dostoevsky is one of the great writers of the
modem age. His work influenced Nietzsche,
Freud, Woolf, and others and continues to exert
a profound influence on thought in our own
society to the present. Dostoevsky confronts the
“accursed questions” of truth, justice, and free
will set against the darkest examples of human
suffering: murder, suicide, poverty, addiction,
and obsession. Students will consider artistic,
philosophical, and social questions through
texts from throughout Dostoevsky’s career.
Students with Russian may read some or all of
the works in the original.
1 credit.
Spring 2010. Pesenson.
RUSS 024. Russian and East European
Cinema
(Cross-listed as LITR 024R)
This course will introduce students to cinema
from the “other Europe.” We will begin with
influential Soviet avant-garde cinema and
survey the traditions that developed
subsequently with selections from Russian,
Polish, Caucasian, Czech, Hungarian, Ukrainian
and Yugoslav cinema. Screenings will include
films by Eisenstein and Tarkovsky, Wajda,
Kusturica, and Paradzhanov, among others.
Students will hone critical skills in filmic
analysis while considering the particular
cultural, national and political forces shaping
the work o f filmmakers in this “other Europe”
from the early 20th to the early 21st century.
No prerequisite.
1 credit.
Not offered 2008-2009.
RUSS 033. Terror in Russia: Method,
Madness, and Murder
(Cross-listed as LITR 033R)
In the 19th century, the Russian Empire saw a
rise of political terrorism sponsored by leftist
and anarchist political factions plus a new legal

Modern Languages and Literatures
system with juries likely to acquit. After a
central role in the 1917 Revolution, political
terror underwent further transformation in the
20th century, turned against Soviet citizens
under Stalin, and erupted on both sides of the
ongoing conflict in Chechnya. Poetry, prose,
film, and journalism.
1 credit.
Next offered 2009-2010. Pesenson.
RUSS 041. War and Peace in Russian
Literature and Culture
(Cross-listed as LITR 041R)
This course explores Russian literary and
cinematic responses to the ravages of war and
revolution, heroic and bloody conflicts that
repeatedly devastated the country throughout its
long and tumultuous history. We will read a
variety of texts dealing with wars in the Middle
Ages, the Napoleonic invasion, the Revolution
of 1917, the Civil War, World War II, and the
present-day conflict in Chechnya and explore
how individual writers portrayed the calamity
of war and its devastating effect on people’s
lives, while expressing hope for ever-elusive
peace and prosperity. Works to be read include
Tolstoy’s War and Peace, Bulgakov’s White
Guard, Grossman’s Life and Fate, Babel’s Red
Cavalry, and Akhmatova’s Poem Without a
Hero. Films to be screened include Alexander
Nevsky, Battleship Potemkin, Ballad o f a
Soldier, My Name Is Ivan, and Prisoner o f the
Mountains. All readings and discussion will be
in English. All films will be screened with
English subtitles.
1 credit.
Spring 2009. Pesenson.
RUSS 045. Poetry in
Translation/Translating Poetry
(Cross-listed as LITR 045R)
This new course will study the history, practice,
and politics of poetic translation from antiquity
to the present, including work from Arabic,
Chinese, French, German, Greek, Hebrew,
Irish, Japanese, Latin, Polish, Russian, Sanskrit,
and Spanish. The course has a strong practical
component: All students will work on
translations of their own throughout the
semester (from languages they know or with
native speakers or literal versions), and the final
project may include a portfolio of translations.
Especially suitable for students interested in
comparative literature.
1 credit.
Not offered 2008-2009.
RUSS 047. Russian Fairy Tales
(Cross-listed as LITR 047R)
Folk beliefs are a colorful and enduring part of
Russian culture. This course introduces a wide
selection of Russian fairy tales in their

aesthetic, historical, social, and psychological
context. We will trace the continuing influence
of fairy tales and folk beliefs in literature,
music, visual arts, and film. The course also
provides a general introduction to study and
interpretation of folklore and fairy tales,
approaching Russian tales against the
background of the Western fairy-tale tradition
(the Grimms, Perrault, Disney, etc.). No fluency
in Russian is required, though students with
adequate language preparation may do some
reading, or a course attachment, in the original.
1 credit
Spring 2010. Forrester.
RUSS 066. Antichrist and Apocalypse in
Russian Literature and Culture
(Cross-listed as LITR 066R)
The Russians have been famously termed
“wanderers in search of God’s truth.” In much
of their literature, there is a discemable thirst
for another life, another world; a clear
displeasure at what is. There is an
eschatological directedness; an expectation that
there will be an end to all that is finite; that a
final truth will be revealed; that, in the future,
an extraordinary event will occur. This new
course will explore and analyze apocalyptic
consciousness in Russian literature and culture
from the Middle Ages to the present. Emphasis
will be on such themes as the expectation of the
end of the world, identity of the Antichrist, and
visions of an afterlife. Authors include
Dostoevsky, Tolstoy, Merezhkovsky, Bely,
Solovyov, Bulgakov, Remizov, and Blok. All
discussions and readings will be in English.
1 credit.
Not offered 2008-2009.
RUSS 070. Translation Workshop
(Cross-listed as LING 070 and LITR 070R)
This workshop in literary translation will
concentrate on both 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.
Students taking the course for linguistics credit
will write a final paper supported by a smaller
portfolio of translations. No prerequisites exist,
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 2008. Forrester.
RUSS 079. Russian Women Writers
(Cross-listed as LITR 079R)
This course balances the picture of Russian
literature by concentrating on the female

Modem Languages and Literatures
authors whose activities and texts were long
excluded from the canon. From the memoirs of
the first female president o f the Russian
Academy of Sciences and a female cavalry
officer in the Napoleonic Wars, through the rise
of the great prose novel and modernist poets
such as Anna Akhmatova and Marina
Tsvetaeva, to the stunning frankness of postSoviet authors and dramatists such as Arbatova,
Petrushevskaia, and Vasilenko. Students with
good Russian skills may do part or all of the
readings in the original.
1 credit.
Not offered 2008-2009.

likes of Pushkin, Chekhov, Zoshchenko,
Bulgakov, Nabokov, and others.
2 credits.
Not offered 2008-2009.

RUSS 080. Literature of Dissent
(Cross-listed as LITR 080R)
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 19th- and 20th-century Russian poetry
and prose.
1 credit.
Not offered 2008-2009.

RUSS 104. Dostoevsky
Students will read the works of this compelling
visionary in the original Russian. The course
will survey key works from Dostoevsky’s
oeuvre, examining Dostoevsky’s use of
language and his literary style. Dostoevsky’s art
and ideas will be discussed in the context of
major critical works by Mikhail Bakhtin and
others.
2 credits.
Spring 2009. Pesenson.

RUSS 091. Special Topics
For senior course majors. Study of individual
authors, selected themes, or critical problems.
1 credit.
Spring 2009. Staff.
RUSS 093. Directed Reading

Seminars
RUSS 101. Tolstoy
Novelist, Christian philosopher, pacifist, and
educator, the monumental Leo Tolstoy’s
thought inspired communities of “Tolstoyans”
and influenced Gandhi, Martin Luther King Jr.,
and Nelson Mandela. Tolstoy’s treatment of
moral and historical issues in literature
continues to inspire and provoke readers today.
This course will examine Tolstoy’s idea and art
in the harmonious Russian o f the original and
will explore his context in the culture, literature,
and history of the time.
2 credits.
Not offered 2008-2009.
RUSS 102. Russian Short Story
Counterpoint to the sprawling Russian novel,
the short story in Russia possesses a long and
distinguished pedigree. Russian writers have
used the genre to create polished and brilliant
gems demonstrating the possibilities of
character development, voice, plot, and the
right exposition of ideas in prose. This seminar
will explore a selection of examples from the

RUSS 103. Pushkin and Lermontov
This course will acquaint students with two of
the seminal figures of 19th-century Russian
literature, Aleksandr Pushkin and Mikhail
Lermontov, looking at their criticism, dramatic
works, poetry and prose, as well as their
cultural and literary context.
2 credits.
Not offered 2008-2009.

RUSS 105. Literature of the Soviet
Period
This course treats the literature associated with
one of the most remarkable social experiments
in human history. Students will examine the
relation o f literature to ideology and social
reality based on a selection of works reflecting
the avant-garde experimentation of the 1920s,
the official doctrine of Socialist Realism,
underground and émigré literature, and/or
literature addressing the historical situation and
the legacy o f Stalinism.
2 credits.
Fall 2008. Rojavin.
RUSS 106. Russian Drama
2 credits.
Not offered 2008-2009.
RUSS 107. Russian Lyric Poetry
2 credits.
Not offered 2008-2009.
RUSS 108. Russian Modernism
The period spanning roughly 1890 to 1925 is
often referred to as the Silver Age of Russian
literature. This course will survey the rich
achievements o f Russian culture in the fin-desiècle, with opportunities to study particular
topics more deeply according to students’
interests and preferences.
2 credits.
Not offered 2008-2009.

Modem Languages and Literatures
RUSS 109. Chekhov
Readings from Chekhov’s dramatic works and
stories, with attention to the rich body of
scholarship on the author in Russian and in
English.
2 credits.
Not offered 2008-2009.
RUSS 110. Bulgakov
Doctor, dramatist, and dissident, Mikhail
Bulgakov is one of the most significant prose
authors of the Soviet period. His writings
embody scrupulous honesty; recognition of
moral complexity; deeply thoughtful awareness
of political, religious, and philosophical
traditions; and the life-affirming force of
humor. We will read from his short stories,
feuilletons, and dramatic works, ending the
semester with his masterpiece, Master i
Margarita, arguably the most fun novel of the
20th century.
2 credits.
Not offered 2008—2009.
RUSS 111. Tsvetaeva and Mayakovsky
Poetic, dramatic, and prose works of the
“hysterical poets,” Marina Tsvetaeva and
Vladimir Mayakovsky, two of the greatest
Russian writers of the 20th century. Focus on
their volcanic poetic development, interactions,
and creative responses to gender, decadence,
revolution, civil war, emigration, and Soviet
repression.
2 credits.
Not offered 2008-2009.
RUSS 112. The Acmeists
Several great Russian 20th-century poets led the
group called “Acmeists” for their emphasis on
verbal clarity, specificity of imagery, and
attitude of “nostalgia for world culture.”
Nikolai Gumilev was shot in 1921 for supposed
participation in a monarchist plot. Osip
Mandel’shtam spent years in “internal exile” for
overly honest writing and died in a camp in
1938. Anna Akhmatova, perhaps the most
translated Russian poet into English, witnessed
all the horrors of Stalinism but survived to
mentor a new generation of poets in the 1960s.
The course will concentrate on these three
poets, with attention to their literary and
cultural context.
2 credits.
Not offered 2008-2009.
RUSS 113. Russian Cinema
Examples from Soviet avant-garde, High
Stalinist, Thaw Era, perestroika, and postSoviet Cinema, considering the role of film as
both ideology and entertainment.
2 credits.
Not offered 2008-2009.

RUSS 114. Folklore in Russian
Literature
Folklore is both an enormous field of human
culture, and a rich source o f literary plots,
genres, ideas and materials for writers, scholars,
and theorists of all directions. In this course, we
will read works of Russian literature in which
folklore plays a significant role as well as
explore several of the areas of Russian folklore
that have most influenced literature.
2 credits.
Not offered 2008-2009.
RUSS 116. The St. Petersburg Myth in
Russian Culture
This course will examine the importance of St.
Petersburg in Russian history, society, and
culture. It will investigate ways in which
themes and developments that are crucial for an
understanding of Russia as a whole have been
played out over the course of the city’s vibrant,
and often turbulent, 300-year existence. Themes
to be covered include discourse of East versus
West in defining Russian national identity
(Petersburg as Russia’s “Window Onto
Europe,” Petersburg’s rivalry with Moscow);
reform and modernization in Russian history
(Petersburg as “the most abstract and
intentional city on earth” [Dostoevsky]); death
and suffering in Russian history (Petersburg as
an “apocalyptic city” doomed to pay for its
murderous origins); and the relationship
between center and periphery in the Russian
and Soviet context (Petersburg as a
“cosmopolitan province,” Petersburg as
contemporary Russia’s “cultural capital”).
2 credits.
Not offered 2008-2009.

Spanish
The Spanish section of the Modem Languages
and Literatures Department works with students
who want to learn the language and familiarize
themselves with the cultures and literatures of
Spain and Latin America, regardless of their
intended majors. As Spanish becomes the
second language of the United States, the
program recognizes the importance of teaching
students whose engagement with literature is
not the main goal of language study. In
addition, the program prepares a group of
specialists in Spanish and Latin American
literature as majors and minors, in course or
honors. Non-specialists who have completed
the four-semester sequence or its equivalent are
welcome in literature courses. The program also
teaches literary courses in English (listed as
LITR in the first part of the description of the
Modem Languages and Literatures
Department), recognizing the importance of the
Spanish and Latin American literary traditions
for those who wish to become acquainted with

Modern Languages and Literatures
leading world fiction and poetry. In all cases,
the program teaches language and literature
within their diverse cultural and historical
contexts.
Major
Requirements
(1) The completion of at least one semester of
study in a Spanish-speaking country in a
program approved by the Spanish section; (2)
the completion of a minimum of 8 credits of
work in courses numbered 004B and above; (3)
one of these courses must be Oil or 013; (4) a
student may present one of the following
courses as part of the 8-credit requirement:
004B, 009, or 010. SPAN 006A will not count
toward fulfillment of the major; (5) 1 of the 8
credits of advanced work may be taken in
English from among those courses listed in the
catalog under Literatures in Translation,
provided that it is a course pertinent to die
student’s major; (6) all majors are strongly
encouraged to take at least one seminar offered
by the section; (7) only one of the seminars in
the major will count as two courses; (8) a
minimum of four of the eight courses must be
taken at Swarthmore College; (9) in their senior
year, majors will rewrite two of the best essays
that they have submitted as term papers for
courses given by the section. Each research
paper should consist of 15 to 20 pages and
should be based on ample critical
documentation. The first paper will be due in
February and the second in April. These two
essays—and the student’s overall course
preparation—will provide the basis for the oral
examination in May.
All majors are strongly encouraged to maintain
a balance in their overall program by taking
advanced work in different periods from Spain
and Latin America.
Minor
Requirements
(1) The completion of at least one semester of
study in a Spanish-speaking country in a
program approved by the Spanish section. Only
two of the courses taken abroad that pertain to
the curriculum of the section may count toward
fulfillment of the minor; (2) all minors must
take a total of five course and/or seminar
offerings numbered 004B and above. Four of
these offerings may not overlap with the
student’s major or other minor. A student may
present one of the following courses as part of
the five-course requirement: 004B,009, or 010.
SPAN 006A and courses in English translation
will not count toward fulfillment of the minor;
(3) all minors must take either SPAN 011 or
013 unless in special cases the section waives
this requirement; (4) all minors are strongly
encouraged to take seminars offered by the
section. Admission to seminars, however, must

be approved by instructors; and (5) seminars in
the minor count as one of five courses.
Honors Program in Spanish
Candidates for the major or minor in Spanish
must meet the following requirements before
being accepted for the program in honors: (1) a
B average in Spanish coursework at the
College; (2) the completion at Swarthmore of
either SPAN 011 or 013 and one course
numbered 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 following: (a) 2-credit seminars offered by
the section or (b) 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 a total
o f 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
examinations prepared by the external
examiners as well as three 0.5-hour oral
examinations based on the contents of each
field of preparation. Minors will take one 3hour written examination prepared by the
external examiner as well as one 0.5-hour oral
examination based on the contents of the
written examination. All examinations will be
conducted exclusively in Spanish.

Courses
Students wishing to major in Spanish should
plan their program in consultation with the
department. Spanish is the only language used
in class discussions, readings, and assignments
in all courses. Students must have taken SPAN
Oil or 013 before they can take an advanced
literature or film course in Spanish unless they
receive special permission from the instructor.
SPAN 001B-002B. Intensive First Year
of Spanish
Students who start in the 001B-002B sequence
must complete 002B to receive credit for 001B.
Note: Spanish 00IB is offered in the fall
semester only. Students must take 00IB before
proceeding to 002B.
For students who begin Spanish in college: The
first year of Spanish is designed to encourage
the development of communicative proficiency
through an integrated approach to the teaching
o f all four-language skills—listening and
understanding, reading, writing, and speaking.
It also fosters awareness of the Spanish­
speaking world through authentic cultural
materials (films, music, news) and information,

Modern Languages and Literatures
thus deepening the student’s living
understanding of the multi-faceted Spanish­
speaking world.
1.5 credits.
SPAN-001B: each fall. Camacho de Schmidt,
Vargas.
1.5 credits.
SPAN-002B: each spring. Staff, Vargas.
SPAN 002B-002. Intensive Spanish for
Advanced Beginners
SPAN 002B-002 is intended for those students
who have had at least a year of Spanish but
have not yet attained the level of 003B. This
intensive, accelerated course covers the
materials of SPAN 001B and 002B in one
semester, allowing for the review of basic
concepts learned in the past, but almost
forgotten. It encourages the development of
communicative proficiency through an
interactive task-based approach, and provides
students with an active and rewarding learning
experience as they strengthen their language
skills and develop their cultural competency.
Engaging, award-winning short-subject films
from various Spanish-speaking countries are
integrated into the lessons, serving as
springboards for the vocabulary, grammar, and
cultural topics presented. After completing this
course, students will be prepared to take SPAN
003B and further advanced courses.
1.5 credits.
Each semester. Martinez, Vargas.
SPAN 003B. Intensive Intermediate
Spanish
SPAN 003B is an intensive third semester
Spanish course for students who seek to
develop fluency and accuracy in order to
express, interpret, and negotiate meaning in
context. Special emphasis will be placed on the
basic skills—listening, speaking, reading, and
writing—as building blocks toward proficiency
and communication.
1.5 credits.
Each semester. Guardiola, Vargas.
SPAN 004B. Intensive Advanced
Spanish
SPAN 004B is a course designed for students
who have already learned the basic aspects of
Spanish grammar. Through the careful attention
given to literary texts, films, and cultural media,
the students develop further their writing and
oral skills in Spanish. The goal of the course is
to fine tune and perfect the finer points of
Spanish grammar, therefore allowing for the
expression of advanced concepts and ideas in
speech and writing that will enable students to
take upper level courses in literature and
culture. This course is ideal to take before
studying in a Spanish-speaking country.

1.5 credits.
Fall 2008. Chiong Rivero, Friedman. Spring
2009. Chiong Rivero, Friedman.
SPAN 006A. Spanish Conversation
An exciting course that effectively stimulates
lively conversational Spanish. This course
meets once a week for 1.5 hours, and the class
will be divided into small groups to facilitate
discussion. The aim of the course is for the
student to acquire well-rounded communication
skills and socio-cultural competence. The
selected materials (newspapers, movies, music,
literature, etc.) seek to stimulate students’
curiosity and engagement with the ultimate goal
o f awakening a strong desire to express
themselves in the language. This course is not
appropriate for native speakers.
Prerequisite: SPAN 004B or its equivalent or
permission of the instructor.
0.5 credit.
Each fall. Friedman.
SPAN 009. Spanish Composition
Recommended for students who have finished
004B, have received a 5 in the AP/IB exam or
want to improve their Spanish written
expression at any point during the course of
their studies. This is a practical course for
writing and rewriting in a variety of contexts. It
includes a review of grammar and spelling,
methods for vocabulary expansion, and
attention to common errors o f students of
Spanish living in an English-speaking society.
The course intends to develop a delight in
writing clearly and succinctly; using the vast
resources of what Mexican author Carlos
Fuentes calls “my homeland, the Spanish
language.”
1 credit.
Each fall. Camacho de Schmidt.
SPAN 01 OS. Culturas de España
Embark on a cultural journey through Spain!
Focusing primarily on transcultural and
interdisciplinary perspectives, we will explore
various topics pertaining to all periods of
Spanish history, society, culture, literature,
politics, art, music, and film. We will devote
special attention to contemporary Spanish film
and current events. We will study these aspects
in relation to different regions (Cataluña,
Andalucía, Galicia, Pais Vasco, and Castilla)
and particular cities (Madrid, Barcelona, and
Sevilla). We will examine how the medieval
concept of Spain (“las Espafias”) may still
apply today with respect to the linguistic,
cultural, ethnic, social, and political diversity
within the Iberian Peninsula. Other topics for
exploration include migration and the
emergence of hybrid identities, including those
pertaining to culture, gender, and sexuality. The

Modern Languages and Literatures
student will develop advanced skills in
speaking, writing, and reading in Spanish.
Writing course.
1 credit.
Fall 2008. Chiong Rivero.
SPAN 010SA. En busca de
Latinoamérica
This course seeks to provide students with a
critical understanding of Latin America and to
introduce its cultural history. Through a
multidisciplinary perspective, we will study the
interaction of social, political, ethnic, and
gender dynamics and its resulting
transformations in Latin America. After a study
of pre-European contact and Amerindian
civilizations, we will examine critically the
moment of contact between the Old and the
New World and the ensuing conflicts that
characterized the three centuries of colonial rule
in Latin America. Later, we will focus on the
nation building process and the cultural
campaigns of tum-of-the-centuiy elites, the
causes and consequences of U.S. interventions,
the dilemmas of economic development, the
rise of state terror, and the lives of transnational
migrants today.
Lectures and textbook readings provide a
panoramic analysis of complex cultural
processes (colonialism, transculturation,
modernization, globalization, etc.); class
discussions and writing assignments require
students to hone their ability to read and think
critically. Documentaries, films, and nonfiction
writing provide other points of entry as we
think through the processes that have shaped
Latin America. This writing course is limited to
15 students.
Prerequisite: SPAN 004B or its equivalent or
permission of the instructor.
This course may count toward an academic
program in Latin American studies.
Writing course.
1 credit.
Each spring. Martinez.
SPAN 011. Introducción a la literatura
española
This course covers representative Spanish
works from medieval times to the present.
Works in all literary genres will be read to
observe times of political and civic upheaval, of
soaring ideologies and crushing defeats that
depict the changing social, economic, and
political conditions in Spain throughout the
centuries. Each reading represents a particular
literary period: middle ages, renaissance,
baroque, neo-classicism, romanticism, realism,
naturalism, surrealism, postmodernism, etc.
Emphasis on literary analysis to introduce
students to further work in Spanish literature.

Writing course.
1 credit.
Each fall. Guardiola.
SPAN 012A. Service Learning Pedagogy
(Cross-listed as EDUC 072)
This course has two components: service and
pedagogy. You can serve the Swarthmore
community by teaching your foreign language
to local elementary school students in an after­
school program that meets two times/week.
You may opt to teach for two sessions one
day/week with a partner or for one session two
days/week. During the pedagogy sessions held
on campus, we discuss writing weekly lesson
plans and foreign language acquisition,
methodologies, and approaches. We use a
common goal-oriented curriculum among all
the languages. Both service and teaching
components are required.
You must register for the language or education
studies course that you’ll be teaching and for a
service time M/W or T/Th.
.5 credit.
Each semester.
SPAN 013. Introducción a la literatura
latinoamericana
At a time when critics question the concept of
national literatures, is it possible to speak of the
literary production of an almost full continental
region as a unit? This course is built on the
presupposition that Latin American countries,
despite their differences, share a common
experience in their birth through conquest and
colonization; the chaos of their post­
independence periods; the stratification of thensocieties along lines of race, class, and gender;
their struggle for democracy, modernization,
and equality; and their complex relationship
with the United States, especially during the
Cold War. Literature, more than reflecting this
history, has been part of its making. In this
course, we read a selection of poetry, narratives,
and essays among the many texts that give
meaning to the Latin American experience.
Throughout the semester, we remain engaged in
mastering the Spanish language, especially in
writing.
This course counts toward the Latin American
studies minor.
Prerequisite: SPAN 004B or 010 or the
equivalent or permission of the instructor.
This course may count toward an academic
program in Latin American studies.
Writing course.
I credit.
Each spring. Camacho de Schmidt.

Modern Languages and Literatures
SPAN 014. First-Year Seminar:
Childhood in Latin American Literature
(Cross-listed as LITR 015SA)
How does the world look from the perspective
of a Latin American child? Children, who are
always trying to make sense of the world and
learn at astonishing speed, are relatively
unencumbered by adult concerns and biases.
Does that freedom make the child narrator a
privileged storyteller? How does literature
represent transforming events, such as the
separation of loved ones, emigration, death, and
love through the eyes of a child? What is the
role of memory when adults reconstruct a
textual childhood? The course includes the
works of fiction and autobiography written by
Latin American and Latino masters as well as
less recognized authors. The course also
includes poetry, films, and essays. English is
the language of all readings, discussions, and
written assignments.
This course may count toward an academic
program in Latin American studies.
1 credit.
Fall 2008. Camacho de Schmidt.
SPAN 046. Latin American Sexualities
(CrosS-listed as LITR 046S)
Even though the idea of sexuality in Latin
America calls to mind stereotypes of rugged
masculinity and passive femininity, sexual
minorities have recently achieved major
political victories in various Latin American
countries, opening a new legal horizon. This
course seeks to analyze the complex socio­
political and cultural process that enabled these
changes, and to challenge preconceived notions
about gender and sexuality in Latin America.
We will map new forms of representation and
interpretation at play in a set of queer issues
crossing disciplines and national boundaries
and subverting aesthetics and languages.
The class will dialogue with selected literature
and recent films enunciating multiple
perspectives on the cultural politics of gender
and sexuality in Latin America. Emphasis will
be on gay, lesbian, and transgender
subjectivities. The aim is not merely assembling
a corpus of readings around the notion of
minority sexualities but to analyze how
sexuality is culturally constructed in specific
spatial and temporal geographies—as well as
study ways in which literary genres are
disturbed and redeployed by queer
interventions—and how cinema becomes a
privileged medium for empowerment and
visibility.
What interests does the silencing of sexuality
serve? Why is homosexuality constructed as
antithetical to national identity? How are
transgender bodies implicated or erased in
urban spaces? How can sexuality link to the

political? How can sexuality become part of a
broader liberationist agenda? How does art
intervene in political and cultural struggles?
Does the literary illuminate queer and gender
theories in unique ways? These questions will
motivate our reading, discussion and writing for
the semester. All coursework and class
discussion will be in English. No previous
preparation or experience in Spanish are
required.
This course may count toward academic
programs in gender and sexuality studies,
interpretation theory, and Latin American
studies.
1 credit.
Spring 2009. Martinez.
SPAN 049S Quixotic Fictions:
Cervantes’ D o n Q u ix o te
(Cross-listed as LITR 049S)
Come explore the quixotic adventures and the
fabulously fantastic follies of the most famous
knight errant o f all time, Don Quixote de la
Mancha. We will delve into the fertile
imagination of Miguel de Cervantes’ indelible
creation, Don Quixote, as he journeys through
an almost surreal world of grotesque giants,
enchanted castles, damsels in distress, wicked
wizards, and chaotically over crowded inns—
and that’s just the first twenty chapters. The
goal is learning from and taking pleasure in
reading and discussing the texts. Guided
readings, short assignments, and open-dialogue
class are in English. No prior knowledge of
Spanish necessary.
1 credit.
Fall 2008. Chiong Rivero.
SPAN 061. Amor, honor y burlas en la
comedia española
The course examines the recurring themes of
honor, folly, humor, satire, and the different
concepts of love in the works of 17th-century
Golden Age Spanish playwrights. What are the
social, political, and historical factors behind
the themes of honor, love, and folly in the
comedia? How do gender roles play a part in
the theatrical dynamics of archetypal characters
such as the galán and the dama, the villano, the
gracioso, and the figure of the patriarch? We
will also examine instances of gender
representation and performance, including
cross-dressing. Among the works that we will
study are Lope de Vega’s Fuenteovejuna, La
dama boba, and E l Caballero de Olmedo',
Alarcón’s La verdad sospechosa-, Tirso de
Molina’s E l burlador de Sevilla and El
vergonzoso en palacio', and Calderón de la
Barca’s E l médico de su honra and La vida es
sueño. The goal is learning from and taking
pleasure in reading and discussing the texts.

Modern Languages and Literatures
Guided readings, short assignments, and opendialogue class are in English.
1 credit.
Spring 2009. Chiong Rivero.
SPAN 065. Los indígenas en la literatura
latinoamericana
Misnamed by Columbus’ geographical
miscalculations, the natives of the American
continent are known as “Indians.” If in the early
years of European colonization they were
regarded as less than human, after
independence, some of the new nations
attempted to assimilate them into a mestizo
race. Today, 40 million Indigenous people—
speaking more than 500 languages—are among
the poorest Latin Americans. How has literature
represented their lives, resistance, and
struggles? How has it dealt with the tenacious
will of indigenous cultures to survive against all
odds? How is all of Latin American literature
affected by Indigenous Latin America? We
study the special geme known as narrativa
indigenista. We read powerful novels, poetry,
essays, and short stories by Arguedas, Asturias,
Cardenal, Castellanos, Icaza, Monteforte
Toledo, Scorza, Subcomandante Marcos,
Vasconcelos, Zepeda, and the Indigenous
cooperatives of Chiapas, Mexico.
This course may count toward an academic
program in Latin American studies.
1 credit.
Spring 2009. Camacho de Schmidt.
SPAN 066. Escritoras españolas. Una
voz propia
From the literary production of 19th-century
writers such as Emilia Pardo Bazán, Gertrudis
Gómez de Avellaneda and other women writers
who used the pen as a means of self expression
and freedom in times of female author’s
silencing and ridiculing, to the literary
production of Carmen Martín Gaite, Carme
Riera, Esther Tusquets and other contemporary
writers who depict the world of female identity
in a matrilineal context. Emphasis will be
placed in exploring the formation of cultural,
national, sexual and self-female identity in the
last three centuries. Class discussions, guided
readings and other assignments will help
understand the texts and their meta-literary
meaning. The course will be conducted entirely
in Spanish.
This course may count toward an academic
program in gender and sexuality studies.
1 credit.
Fall 2008. Guardiola.
SPAN 071. Memoria e identidad
This course will focus on memory making as an
identity-building agent. We will study literary
texts, films and other cultural artifacts to

commemorate the silenced voices of the past, a
postmodern task, according to British director
Ken Loach. Emphasis will be placed on works
by several Spanish authors, film directors and
intellectuals of the last decades of the 20th
century who try to recover the silenced voices
of the past in an effort to contest the “rhetoric of
amnesia”, so persistent in the early transition to
democracy in Spain. The role o f memory in
literary, film and cultural narratives to build
national identity will be the focus of the course.
1 credit.
Fall 2009. Guardiola.
SPAN 073. El cuento latinoamericano
We will study modem and contemporary short
stories that have transformed Latin American
literature and moved its fiction into the
forefront o f world literature. By focusing on
close reading and analysis as emphasized
through class discussions, we will outline the
distinctive characteristics of the Latin American
short story and trace its development. We will
also consider the thematic issues and narrative
features that characterize works belonging to
Fantastic Literature, Magical Realism, the
Boom and Post-Boom, and place them within
their particular historical and cultural contexts.
Authors will include Horacio Quiroga, Jorge
Luis Borges, Silvina Ocampo, Juan Rulfo,
Gabriel García Márquez, Julio Cortázar, Julio
Ramón Ribeyro, Augusto Monterroso, Luisa
Valenzuela, Ana Lydia Vega, among others.
Also, we will examine theory and criticism
regarding this genre. This course offers students
a deeper appreciation of regional differences
and cultural richness in Latin America as
revealed in the short-story genre.
This course may count toward an academic
program in Latin American studies.
1 credit.
Fall 2008. Martinez.
SPAN 074. Encuentros culturales: la
literature multicultural de España y las
Américas
It has been said that Jews, Moors, and
Christians co-existed in a seemingly symbiotic
and tolerant relationship in medieval Spanish
society, a socio-political and perhaps utopian
model known as convivencia. We shall first
explore this concept in representations of the
three religions and cultures in a range of literary
works from the medieval period: selections of
Hispano-Arabic amorous poetry, orjarchas;
key passages from the first epic poem of
chivalric glory in Spanish literature, E l Cid; the
fantastic fables and stories of Don Juan
Manuel’s Conde Lucanor and Juan Ruiz’ Libro
de buen amor, and the representation of Moors
and Christians in some Spanish ballads, the
romancero. In a post-1492 world, we shall also
examine the representations of diverse

Modem Languages and Literatures
multicultural identities in some literary and
historical works from the early modem and the
colonial Latin American periods; brief
selections from the works by Las Casas and
Garcilaso de la Vega el Inca, champion
defenders and exponents of the human rights of
indigenous peoples in the Americas; and
selected passages from Cervantes’ Don Quixote
and Exemplary Novels. Among the topics to be
explored are die multifaceted formation of
cultural, religious, social, national, and racial
identities in varied works produced on both
sides of the Atlantic, both in Spain and the
Americas. A challenge will be to reconsider and
reassess the complex definitions pertaining to
religion, race, culture, and sexuality. The goal
of the course is learning from and taking
pleasure in reading and discussing the texts.
Guided readings, open-dialogue class
discussions, and short assignments are in
Spanish.
1 credit.
Spring 2009. Chiong Rivero.
SPAN 083. El tirano latinoamericano en
la literatura
Self-infatuated and grotesque, almighty and
naïve, hypermasculine and insecure, the Latin
American fictional dictator rests on abundant
historical inspiration. This course focuses on
20th-century works that explore the
incontestable power of E l Jefe Máximo in a
postcolonial region struggling to build new
nations, hoping for democracy, prosperity and
peace under reigns of terror. Complexity,
humor, irony and narrative brilliance are the
marks of novels selected among the works of
Carpentier, Martín Luis Guzmán, Asturias, Julia
Alvarez, Avilés Favila, Ramírez, Skármeta,
Subercaseaux, Tomás Eloy Martínez, and
Vargas Llosa, in addition to poetry by Neruda
and Cardenal.
This course may count toward an academic
program in Latin American studies.
1 credit
Spring 2010. Camacho de Schmidt.

Seminars
Students wishing to take seminars must have
completed at least one course in Spanish
numbered 030 or above. Students are admitted
to seminars on a case-by-case basis by the
instructor according to their overall preparation.
SPAN 105. Frederico García Lorca
We will examine the masterful literary
production of this internationally known
Spanish writer who speaks to the “outcasts.”
Lorca’s work synthesizes traditional Spanish
themes and values with contemporary European
trends. The readings will cover different periods
and genres of Lorca’s literary production in

works of 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.
Spring 2010. Guardiola.
SPAN 107. Héroes y villanos: el siglo
XIX español y la democratización
literaria
From the liberal vindication of individualism
and from the popular spirit, to the depiction of
the virtues and evils of the middle class. 19thcentury Spanish literature offers a wide array of
works: romantic plays such as El trovador and
Don Juan Tenorio-, the poetry of Rosalía de
Castro, Carolina Coronado and Gustavo Adolfo
Bécquer; the critical and nonconformist
journalism o f Larra; realist novels by Valera
and Galdós, and the later works of Leopoldo
Alas “Clarín” and Emilia Pardo Bazán.
2 credits.
Spring 2009. Guardiola.
SPANISH COURSES NOT CURRENTLY
OFFERED
LITR 053SA. A century o f song: Contemporary
Poets of Latin America
LITR 061SA. Women’s Testimonial Literature
of Latin America
LITR 063SA. La Frontera: The Many Voices of
the U.S.-Mexico Border
SPAN 050. La palabra viva: taller de poesía
SPAN 051. Textos híbridos: crónicas
periodísticas y novelas de no-ficción
SPAN 062. Entre historia y ficción: textos
historiográficos y literarios de la Edad Media
a la época colonial
SPAN 064. Arrabales y laberintos borgeanos
SPAN 067. La guerra civil española en la
literatura y el cine
SPAN 068. Seducciones literarias-traiciones
fitaúcas
SPAN 069. Ciudad y literatura
SPAN 072. La décima musa; escritoras del
Siglo de Oro y Barroco
SPAN 086. Género y sexualidad en
Latinoamérica
SPAN 102. Cervantes: ingenio, inventor y
artífice
SPAN 106. Visiones narrativas de Carlos
Fuentes
SPAN 109. Elena Poniatowska, la hija de
México
SPAN 110. Política y poética: los mundos de
Pablo Neruda, Octavio Paz y Ernesto
Cardenal
SPAN 111. Teatro español de los siglos XIX y XX
SPAN 112. Carmen Martín Gaite

Music and Dance
M usic

GERALD LEVINSON, Professor of Music and Chair
MICHAEL MARISSEN, Professor of Music1
JOHN ALSTON, Associate Professor o f Music
JANICE HAMER, Visiting Associate Professor o f Music (part time)
THOMAS WHITMAN, Associate Professor o f Music
JONATHAN KOCHAVI, Visiting Assistant Professor of Music (part time)
BARBARA MILEWSKI, Assistant Professor of Music
ELIZABETH SAYRE, Visiting Instructor of Music (part time)
MARCANTONIO BARONE, Associate in Performance (Music)
ANDREW HAUZE, Associate in Performance (Music, part time)
MICHAEL JOHNS, Associate in Performance (Music)
ANDREW SHANEFIELD, Associate in Performance (Music, part time)
INYOMAN SUADIN, Associate in Performance (Music and Dance)
BERNADETTE DUNNING, Administrative Coordinator
GEOFFREY PETERSON, Concert Manager
Dance

SHARON E. FRIEDLER, Professor o f Dance, Director of the Dance Program*3
KIM D. ARROW, Associate Professor o f Dance (part time)
SALLY HESS, Associate Professor of Dance (part time)
PALLABICHAKRAVORTY, Assistant Professor of Dance and Acting Director
LADEVA DAVIS, Associate in Performance (Dance)
NI LUH KADEK KUSUMA DEWI, Associate in Performance (Dance)
DOLORES LUIS GMITTER, Associate in Performance (Dance)
LISA KRAUS, Associate in Performance (Dance)
C. KEMAL NANCE, Associate in Performance (Dance)
JUMATATU POE, Associate in Performance (Dance)
JON SHERMAN, Associate in Performance (Dance)
LEAH STEIN, Associate in Performance (Dance)
STEPHEN WELSH, Associate in Performance (Dance)
TEYA SEPINUCK, Adjunct Instructor
HANS BOMAN, Dance Accompanist
BERNADETTE DUNNING, Administrative Coordinator
SUSAN GROSSI, Administrative Assistant
1Absent on leave, fall 2008.
3 Absent on leave, 2008-2009.

Music
The study of music as a liberal art requires an
integrated approach to theory, history, and
performance, experience in all three fields
being essential to the understanding of music as
an artistic and intellectual achievement. Theory
courses train students to understand and hear
how compositions are organized. History
courses introduce students to methods of
studying the development of musical styles and
genres and the relationship of music to other
arts and areas of thought. The department
encourages students to develop performing
skills through private study and through
participation in the chorus, gamelan, jazz
ensemble, orchestra, wind ensemble, and the
Fetter Chamber Music Program, which it staffs
and administers.
The department assists instrumentalists and
singers to finance the cost of private instruction.
(See “Individual Instruction” under the heading
“Credit for Performance.”)

We do not have a minimum grade-point
average (GPA) for admission as a major or
minor. In its place is a consensus of music
faculty that the student can do good work in the
discipline. The situation is perhaps more
complex in music than in other fields because
we think that a major (or minor) should have
basic musical as well as purely intellectual
abilities, not all of which can be measured by a
GPA. We do consider the likelihood of a
student’s passing the Comprehensive
Examination. Students applying for admission
as majors in the Honors Program should have
done exceptionally high-quality work in the
department and should have shown strong selfmotivation.
Courses marked with an asterisk (*) are
prerequisites for acceptance into the program.
They are strongly recommended for first-year
students and must be completed before the
junior year. If a student has not completed all of
these prerequisites at the time of an application
for a major/minor, but has done good work in

Music and Dance
one or more courses in the department, he or
she may be accepted on a provisional basis.
Music Major in the Course Program
Required. Five courses in harmony and
counterpoint plus musicianship sections (MUSI
040). MUSI 040 may be taken for 0.5 credit at
the student’s option.
• *MUSIOil and040A
• MUSI 012 and 040B
• MUSI 013 and 040C
• MUSI 014 and 040D
. MUSI 015
Required. Four-and-a-half courses in music
history and literature:
• *MUSI 010/DANC 010 (0.5-credit course)
• MUSI 020 (Medieval and Renaissance) plus
at least three of the following:
• MUSI 021 (Baroque and Classical)
• MUSI 022 (Nineteenth-Century Europe)
• MUSI 023 (Twentieth Century)
• Another history course numbered above 023
Majors are strongly advised to take more than
four-and-a-half history courses if possible.
Courses marked with an asterisk (*) are
prerequisites for acceptance into the program.
They are strongly recommended for first-year
students and must be completed before the
junior year. If a student has not completed all of
these prerequisites at the time of an application
for a major/minor, but has done good work in
one or more courses in the department, he or
she may be accepted on a provisional basis.
Additional Requirements
• Keyboard skills
• Score reading
• Department ensemble for at least four
semesters
• Senior comprehensive examination (MUSI
094,0.5-credit course)
The following is a description of these
additional requirements:
Keyboard skills. This program is designed to
develop keyboard proficiency to a point where
a student can use the piano effectively as a tool
for studying music. Students learn to perform
repertoire and, in addition, play standard
harmonic progressions in all keys. The
department offers a fiee weekly private lesson
to any student enrolled in a Harmony and
Counterpoint numbered 011 or higher who
needs work in this area and requires it of all
students in MUSI 012. Music majors and
minors who have completed the theory
sequence but who need further instruction are
still eligible. No academic credit is given for
these lessons. All music majors are expected to
be able to perform a two-part Invention of J.S.

Bach (or another work o f similar difficulty) by
their senior year.
Score reading. By the end of their senior year,
all majors are expected to be able to read an
orchestral score that includes c-clefs and some
transposing instruments. The department
provides at least a semester of private
instruction in score reading to assist majors in
meeting this requirement. No academic credit is
given for this.
Department ensemble. The department requires
majors and minors to participate in any of the
departmental ensembles (Orchestra, Chorus,
Wind Ensemble, Jazz Ensemble, and Gamelan).
We also recommend that students participate in
other activities, such as playing in Chamber
Music ensembles or seeking out servicelearning experiences that incorporate music.
Comprehensive examination. During their
senior year, majors in the Course Program will
take the departmental comprehensive
examination, which normally consists of the
study of a single musical work (selected in
advance by the student, subject to the approval
of the department) from the triple viewpoint of
analysis, historical research, and performance.
Majors in course will enroll in MUSI 094 in the
spring semester o f their senior year.
Music Minor in the Course Program
Required. At least two courses in harmony and
counterpoint plus musicianship sections (MUSI
040):
• *MUSI 011 and 040A
• MUSI 012 and 040B
Required. At least two-and-a-half courses in
music history and literature:
• *MUSI 010/DANC 010 (0.5-credit course)
plus at least two o f the following:
• MUSI 020 (Medieval and Renaissance)
• MUSI 021 (Baroque and Classical)
• MUSI 022 (Nineteenth-Century Europe)
• MUSI 023 (Twentieth Century)
• Other history course numbered above 023
Required. At least one of the following:
• Harmony and counterpoint (MUSI 013 or
higher)
• Upper-level history course
• MUSI 019 (Composition)
Courses marked with an asterisk (*) are
prerequisites for acceptance into the program.
They are strongly recommended for first-year
students and must be completed before the
junior year. If a student has not completed all of
these prerequisites at the time of an application
for a major/minor, but has done good work in
one or more courses in the department, he or
she may be accepted on a provisional basis.

Music and Dance
Additional Requirements
• Department ensemble for at least two
semesters plus at least one of the following,
subject to departmental approval:
• Keyboard skills
• Service-learning project in music
• Senior recital
• Special project in music
Music Major in the Honors Program
Summary. The music major in honors is
identical to the music major in course in its
prerequisites, required coursework, and
requirements for keyboard skills, score reading,
and Department Ensemble membership. The
honors major differs in that there is no senior
comprehensive exam. Instead, honors majors do
three honors preparations in music.
Three Honors Preparations
1. Music theory. A 2-credit honors preparation
in music theory is normally based on MUSI 015
in combination with one lower-level harmony
and counterpoint course.
2. Music history. A 2-credit honors preparation
in music history may be based on any music
seminar numbered 100 or higher or on any
other music history course when augmented by
concurrent or subsequent additional research,
directed reading, or tutorial, with faculty
approval.
3. Elective (may be based on any of the
following):
• At least two semesters of MUSI 019
(Composition)
• An additional preparation in another area
of music history
• A senior honors recital
A 2-credit senior honors recital preparation is
available to only students who have
distinguished themselves as performers. It is,
therefore, limited to those who have won
Garrigues Scholarships. Students who wish to
pursue this option must follow all of the steps
listed in the departmental guidelines for senior
recitals (see department Web site) and obtain
approval of their program from the music
faculty during the semester preceding the
proposed recital. They should register for MUSI
099: Senior Honors Recital. This full credit,
together with at least another frill credit of
relevant coursework in music, will constitute
the 2-credit honors preparation. One faculty
member will act as head adviser on all aspects
o f the honors recital. As part of the honors
recital, the student will write incisive program
notes on all of the works to be performed. This
work will be based on substantive research—
including analytical as well as historical work—
and will be overseen by one or more members
of the music faculty.

Students are encouraged to propose honors
preparations in any areas that are of particular
interest, whether or not formal seminars are
offered in those areas. The music faculty will
assist in planning the most appropriate format
for these interests.
Written and Oral Examinations for
Honors Preparations
Oral examinations are given for all honors
preparations in music. Written examinations, in
addition to oral examinations, are given only for
those preparations based on courses or
seminars.
Senior Honors Study in Music
There is no senior honors study in music.
Music Minor in the Honors Program
Required. Four courses in harmony and
counterpoint plus musicianship sections (MUSI
040):
• *MUSI 011 and 040A
• MUSI 012 and 040B
• MUSI 013 and 040C
• MUSI 014 and 040D
Required. Two-and-a-half courses in music
history and literature:
• *MUSI 010/DANC 010 (0.5-credit course)
plus at least two of the following:
• MUSI 020 (Medieval and Renaissance)
• MUSI 021 (Baroque and Classical)
• MUSI 022 (Nineteenth-Century Europe)
• MUSI 023 (Twentieth Century)
• Other history course numbered above 023
One honors preparation
• Music theory, music history, or elective
Courses marked with an asterisk (*) are
prerequisites for acceptance into the program.
They are strongly recommended for first-year
students and must be completed before the
junior year. If a student has not completed all of
these prerequisites at the time of an application
for a major/minor, but has done good work in
one or more courses in the department, he or
she may be accepted on a provisional basis.
The possibilities for preparations are the same
as those listed above for major in the Honors
Program.
Additional Requirements (same as for course
minors)
• Departmental ensemble for at least two
semesters
plus at least one o f the following, subject to
departmental approval:
• Keyboard skills
• Service-learning project in music
• Senior recital
• Special project in music

Music and Dance
Special Majors
The department welcomes proposals for special
majors involving music and other disciplines.
Recent examples include the following:
• Special major in music and education
• Special major in enthnomusicology
Other special majors are possible. For more
information, contact the department chair.
Language Requirements for Graduate
Schools
Students are advised that many graduate
programs in music require a reading knowledge
of French and German.
Foreign Study
Students are encouraged to seek out
possibilities for foreign study, in accordance
with their particular interests, in consultation
with the music faculty and the foreign studies
adviser.
A unique resource of the department is its
ensemble in residence, Orchestra 2001, directed
by Professor Emeritus James Freeman. This
nationally renowned ensemble offers an annual
concert series at the College, focusing on
contemporary music. The series features
distinguished soloists and often includes
advanced Swarthmore students in its concerts.
Special scholarships and awards in music
include the following (see chapter 11):
The Edwin B. Garrigues Music Awards
The Renee Gaddie Award
Music 048 Special Awards
Friends of Music and Dance Summer Awards
The Boyd Barnard Prize
The Peter Gram Swing Prize
The Melvin B. Troy Prize in Music and Dance

Credit for Performance
Note: All performance courses are for halfcourse credit per semester. No retroactive credit
is given fo r performance courses.
Individual Instruction (MUSI 048)
Academic credit and subsidies for private
instruction in music are available to students at
intermediate and advanced levels. Subsidies for
students at the beginning level, without
academic credit, are also available. For further
details, consult the MUSI 048 guidelines on the
Music Program Web site.
Orchestra, Chorus, Wind Ensemble,
Gamelan, Chamber Music, Jazz
Ensemble
Students may take Performance Chorus (MUSI
043), Performance Orchestra (MUSI 044),
Performance Jazz Ensemble (MUSI 041),
Performance Wind Ensemble (MUSI 046),
Performance Chamber Music (MUSI 047), or

Performance Gamelan (MUSI 049A) for credit
with the permission of the department member
who has the responsibility for that performance
group. The amount o f credit received will be a
half-course in any one semester. Students
applying for credit will fulfill requirements
established for each activity (i.e., regular
attendance at rehearsals and performances and
participation in any supplementary rehearsals
held in connection with the activity). Students
are graded on a credit/no credit basis.
Students wishing to take MUSI 047 (Chamber
Music) for credit must submit to the chamber
music coordinator at the beginning of the
semester a proposal detailing the repertory of
works to be rehearsed, coached, and performed
during the semester. It should include the names
of all student performers and the proposed
performance dates, if different from the
Elizabeth Pollard Fetter Chamber Music
Program performance dates.
A student taking MUSI 047 for credit will
rehearse with his or her group or groups at least
2 hours every week and will meet with a coach
(provided by the department) at least every
other week. All members of the group should
be capable of working well both independently
and under the guidance of a coach. It is not
necessary for every person in the group to be
taking MUSI 047 for credit, but the department
expects that those taking the course for credit
will adopt a leadership role in organizing
rehearsals and performances. Note: MUSI 047
ensem bles do not fulfill the ensem ble
requirem ent for lessons under MUSI 048.

Courses and Seminars
Introductory Courses without
Prerequisite
MUSI 001. Introduction to Music
This course is designed to teach intelligent
listening to music by a conceptual rather than
historical approach. Although it draws on
examples from popular music and various nonWestem repertories, the course focuses
primarily on the art music of Europe and the
United States. Prior musical training is not
required. It is assumed that MUSI 001 students
will not know how to read music. This course is
taught with little or no use of musical notation.
Open to all students without prerequisite.
1 credit.
Not offered 2008-2009.
MUSI 002B. How to Read Music
An introduction to the elements of music
notation, theory (clefs, pitch, and rhythmic
notation, scales, keys, and chords), sight
singing, and general musicianship.
Recommended for students who need additional

Music and Dance
preparation for MUSI Oil or to join the College
chorus.
1 credit.
Fall 2008. Whitman.
MUSI 003. Jazz History
This course traces the development of jazz from
its roots in West Africa to the free styles of the
1960s. The delineation of the various styles and
detailed analysis of seminal figures are
included. Emphasis is on developing the
student’s ability to identify both style and
significant musicians.
Open to all students without prerequisite.
1 credit.
Fall 2008. Shanefield.
MUSI 004A. 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 selected works.
Open to all students without prerequisite.
1 credit.
Not offered 2008-2009.
MUSI 004B. The Symphony
This course will examine the history of the
symphony from its beginnings in music of the
late Baroque period to the end of the 20th
century. We will examine a number of
important symphonic works by such composers
as Haydn, Mozart, Beethoven, Berlioz, Brahms,
Chaikovsky, Mahler, Shostakovich, and
Górecki in order to discuss issues o f genre,
form, and performance forces in the context of
shifting historical and social trends.
Open to all students without prerequisite.
1 credit.
Fall 2008. Milewski.
MUSI 005. Patterns of Asian Dance and
Music
(See DANC 005)
Writing course.
1 credit.
Fall 2008. Chakravorty.
MUSI 005A. Introduction to the Study of
World Music
This course will introduce students to the study
of “world music” (which has most recently
come to mean “any and all music” through the
lens of ethnomusicology. The course will
survey the history and methods of

ethnomusicology, and will introduce students to
important musical traditions from Africa, Asia,
the Middle East, the Americas and elsewhere.
Course work will include lectures; discussions;
reading, listening, and writing assignments; inclass, hands-on lecture-demonstrations given by
the instructor and various guest artists.
Readings will draw from textbooks,
ethnographies, and journals, touching on both
older and more recent work in the field.
Through consultation with the instructor, music
majors may count this course toward their
music history requirement. Open to all students
without prerequisite.
1 credit.
Spring 2009. Sayre.
MUSI 006B. Music of the Holocaust and
World War II Era
This course will explore the various contexts
and motivations for music making during the
Holocaust and World War II era. In the
universe of the Nazi ghettos and concentration
camps, music was a vehicle for transmitting
political rumors, controversies, stories, and
everyday events as well as a form of spiritual
resistance. In the broader context of war, it was
used for political and nationalist agendas. This
course will draw on a wide range of music,
from folk songs and popular hit tunes to art
music intended for the concert stage.
Open to all students without prerequisite.
1 credit.
Not offered 2008-2009.
MUSI 007A. W.A. Mozart
Study of Mozart’s compositions in various
genres and of interpretive problems in Mozart
biography. Prior musical training is not
required. It is assumed that MUSI 007A
students will not know how to read music. This
course is taught with little or no use of musical
notation. Students with a musical background
may nonetheless find the class interesting.
Open to all students without prerequisite.
1 credit.
Not offered 2008-2009.
MUSI 007B. Beethoven and the
Romantic Spirit
An introduction to Beethoven’s compositions in
various genres. We will consider the artistic,
political, and social context in which he lived
and examine his legacy among composers later
in the 19th century (Berlioz, Chopin, the
Schumanns, Brahms, Wagner, and Mahler).
Open to all students without prerequisite.
Writing course.
1 credit.
Spring 2009. Whitman.

Music and Dance
MUSI 008. The Music of Asia
An introduction to selected musical traditions
from the vast diversity of non-Westem cultures.
The music will be studied in terms of both its
purely sonic qualities and its
cultural/philosophical backgrounds.
Open to all students without prerequisite.
This course may count toward an academic
program in Asian studies.
1 credit.
Not offered 2008-2009.
MUSI 008B. Anatomy for Performers:
Bones, Muscles, Movement
(See DANC 008)
0.5 credit.
Not offered 2008-2009.
MUSI 009A. First-Year Seminar: Music
and Mathematics
This course will explore the basic elements of
musical language from a scientific and
mathematical perspective. We will work
collaboratively to uncover relationships and
features that are fundamental to the way that
music is constructed. Although intended for
science, mathematics, engineering, and other
mathematically minded students, the course will
introduce all necessary mathematics; no
specific background is required. Some
knowledge of musical notation is helpful but
not required.
Prerequisite for MUSI Oil.
1 credit.
Not offered 2008-2009.
MUSI 010/DANC 010. Dance and Music:
A Social Dialogue
An investigation of a small number of styles
drawn from different historical periods and
cultures in order to introduce students to
historical musicology, ethnomusicology, and
dance history and dance ethnography. Designed
to foster collaboration between music and dance
faculty and students. Required of all
prospective majors and minors in both
disciplines before the junior year.
0.5 credit.
Fall 2008. Dance and Music Faculty.
MUSI 077. Rhythm, Drumming, Cultures
(See DANC 077)
1 credit
Not offered 2008-2009.

Theory and Composition
Students who anticipate taking further courses
in the department or majoring in music are
urged to take MUSI 011 and 012 as early as
possible. Advanced placement is assigned on a

case-by-case basis, after consultation with the
theory and musicianship faculty. Majors will
normally take MUSI 011 to 015.
MUSI 011.01. Harmony and
Counterpoint 1
Musical exercises include harmonic analysis
and four-part choral-style composition.
Prerequisites: Knowledge of traditional notation
and major and minor scales; ability to play or
sing at sight simple lines in treble and bass clef.
All MUSI 011 students must register for an
appropriate level of MUSI 040A for 0 or 0.5
credit
Keyboard skills lessons may also be required
for some students.
1 credit.
Fall 2008. Kochavi.
MUSI 011.02. First Year Seminar:
Harmony and Counterpoint 1
Musical exercises include harmonic analysis
and four-part choral-style composition.
Prerequisites: Knowledge of traditional notation
and major and minor scales; ability to play or
sing at sight simple lines in treble and bass clef.
All MUSI 011 students must register for an
appropriate level of MUSI 040A for 0 or 0.5
credit.
Keyboard skills lessons may also be required
for some students.
1 credit.
Fall 2008. Whitman.
MUSI 012. Harmony and Counterpoint 2
Written musical exercises include composition
of original materials as well as commentary on
excerpts from the tonal literature.
All MUSI 012 students must register for an
appropriate level of MUSI 040B for 0 or 0.5
credit.
Keyboard skills lessons are required for all
students in MUSI 012.
1 credit.
Spring 2009. Kochavi.
MUSI 013. Harmony and Counterpoint 3
Continued work with tonal harmony and
counterpoint at an intermediate level. Detailed
study of selected works with assignments
derived from these works as well as original
compositions.
All MUSI 013 students must register for an
appropriate level of MUSI 040C for 0 or 0.5
credit.
Keyboard skills lessons may also be required
for some students.
1 credit.
Fall 2008. Levinson.

Music and Dance
MUSI 014. Harmony and Counterpoint 4
Advanced work with chromatic harmony and
tonal counterpoint.
All MUSI 014 students must register for an
appropriate level of MUSI 040D for 0 or 0.5
credit.
Keyboard skills lessons may also be required
for some students.
1 credit.
Spring 2009. Whitman.
MUSI 015. Harmony and Counterpoint 5
Detailed study of a limited number of works,
both tonal and nontonal, with independent work
encouraged.
Prerequisite: MUSI 014.
Keyboard skills lessons may also be required
for some students.
1 credit.
Fall 2008. Kochavi.
MUSI 017. Jazz Theory
A course designed for the analysis of the
harmonic structures of jazz repertoire. This is
neither an improvisation nor a performance
course.
Prerequisites: MUSI 012 or instructor approval.
Basic keyboard skills and fluency on an
instrument are required.
1credit.
Spring 2009. Shanefield
MUSI 018. Conducting and
Orchestration
This course approaches the understanding of
orchestral scores from a variety o f perspectives.
We will study techniques of orchestration and
instrumentation, both in analysis o f selected
works, and in practice, through written
exercises. The history, and philosophy of
conducting will be examined, and we will work
to develop practical conducting technique.
Score reading, both at the piano and through
other methods, will be practiced throughout the
semester.
Prerequisite: Music 12, or permission of the
instructor.
1 credit.
Spring 2009. Hauze.
MUSI 019. Composition
Repeatable Course.
Prerequisite: permission of the instructor.
1 credit.
Fall 2008 and spring 2009. 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.

Prerequisite: Ability to read music and fluency
on an instrument.
1 credit.
Not offered 2008-2009.

History of Music
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: MUSI 011 or the equivalent.
1 credit.
Not offered 2008-2009.
MUSI 021. Baroque and Classical Music
This course will survey European art music
from the 16th-century Italian madrigal to
Haydn’s Creation. Relevant extramusical
contexts will be considered.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Not offered 2008-2009.
MUSI 022. Nineteenth-Century European
Music
This survey considers European art music
against the background of 19th-century
Romanticism and nationalism. Composers to be
studied include Beethoven, Schubert, Chopin,
Berlioz, Robert and Clara Schumann, Wagner,
Verdi, Brahms, Dvorak, Musorgsky, and
Chaikovsky.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Fall 2008. Milewski.
MUSI 023. Twentieth-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: MUSI 011 or the equivalent.
1 credit.
Spring 2009. Milewski.
MUSI 032. History of the String Quartet
A history of the string quartet from its origins to
its development into one of the most prestigious
genres of Western classical music. The course
will focus on the quartets of Haydn, Mozart,
and early Beethoven.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Not offered 2008-2009.

Music and Dance
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.
This is a lecture and discussion course; see also
MUSI 101 (Bach), whose format and content
are quite different.
Prerequisite: MUSI Oil or the equivalent.
1credit.
Not offered 2008-2009.
MUSI 036. Music Since 1945
A study of contemporary concert music,
including such composers as Messiaen, Crumb,
Boulez, Cage, Babbit, Carter, Lutoslawski, and
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.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Not offered 2008-2009.
MUSI 037. Contemporary American
Composers
A study of the works and thought of six
important American composers. The course will
stress intensive listening and will include
discussion meetings with each of the
composers.
Open to all students without prerequisite.
1 credit.
Not offered 2008-2009.
MUSI 038. Color and Spirit: Music of
Debussy, Stravinsky, and Messiaen
A study of 20th-century music focusing on the
great renewal of musical expressions, diverging
from the Austro-German classic-Romantic
tradition, found in the works of these three very
individual composers, as well as the
connections among them, and the resonance of
their music in the work of their contemporaries
and successors.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Not offered 2008-2009.
MUSI 091. Special Projects (Issues in
Music and Dance Education)
(Cross-listed as EDUC 071 and DANC 091)
This course is an introduction to the fields of
music and dance education. It will involve
frequent visits to schools, studios, and other
educational institutions in the Philadelphia area.
We will observe a variety of teaching methods
and discuss the guiding principles of music and
dance education. We will also address such

questions as the place of music and dance in
higher education in general and at Swarthmore
in particular. Coursework will include practice
teaching.
Prerequisite: Open to any student who has taken
at least one course in music, dance, or education
or with permission of one of the instructors.
0.5 credit (CR/NCR).
Spring 2009. Whitman.
MUSI 091C. Special Topics (Music
Education)
(Cross-listed as EDUC 091C)
With permission of the instructor, qualified
students may choose to pursue a topic of special
interest in music education through a field
project involving classroom or school practice.
Open to any student who has taken at least one
course in music.
Available as a credit/no credit course only.
0.5 credit.
Each semester. Whitman.
MUSI 092. Independent Study
1 credit.
MUSI 093. Directed Reading
1 credit
MUSI 094. Senior Research Topics in
Music
Required o f all senior majors as preparation for
the senior comprehensive in music.
0.5 credit
Each semester. Milewski.
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 preparations
must register for MUSI 099, after consultation
with the music faculty. See Honors Program
guidelines.
1 credit.

Seminars
MUS1100. Harmony and Counterpoint 5
(See MUSI 015)
Prerequisite: MUSI 014.
1 credit.
Fall 2008. Kochavi.

Music and Dance
MUS1101. J.S. Bach
(Compare with MUSI 034, which is a different
offering with a different format, content, and
prerequisites.)
Study of Bach’s compositions in various
genres, examining music both as a reflection of
and formative contribution to cultural history.
Prerequisites: MUSI 011 and 012. GERM 001B
and RELG 004 or 005B are strongly
recommended.
1 credit.
Not offered 2008-2009.
MUS1102. Color and Spirit: Music of
Debussy, Stravinsky, and Messiaen
(See MUSI 038)
Prerequisite: MUSI 013 (concurrent enrollment
possible by permission of the instructor).
1 credit.
Not offered 2008-2009.
MUS1103. Mahler and Britten
This course is an intensive study of the music of
two seminal 20th-century composers. We will
consider song cycles by both composers and
their connections to larger genres: Mahler’s
symphonies and Britten’s operatic works as
well as the War Requiem.
Prerequisites: MUSI 011 to 014; a knowledge
of German is recommended.
1 credit.
Not offered 2008-2009.
MUS1104. Chopin
This course will provide an in-depth historical
study of Chopin’s music. We will examine the
full generic range of Chopin’s compositions,
taking into account the various socio-cultural,
biographical and historical-political issues that
have attached to specific genres. Throughout
the semester we will also consider such broader
questions as: why did Chopin restrict himself
almost entirely to piano composition? How
might we locate Chopin’s work within the
larger category of 19th-century musical
romanticism? What does Chopin’s music mean
to us today?
Prerequisites: Music Oil.
1.0 credit.
Spring 2009. Milewski.
Music 105. Beethoven
Study of Beethoven’s compositions in various
genres. We will consider the artistic, political,
and social context of his music.
Prerequisites: Music 11-12-13, but may be
concurrent with Music 14. Some knowledge of
German is strongly recommended.
1 credit.
Not offered 2008-2009.

Performance
Note: The following performance courses are
for 0.5-course credit per semester.
MUSI 040. Elements of Musicianship
Sight singing and rhythmic and melodic
dictation.
Required for all MUSI 011 to 014 students,
with or without 0.5 credit. Also open to other
students. The instructor will place students at
appropriate levels.
0.5 credit.
Fall 2008 and spring 2009. Hamer.
MUSI 041. Performance (Jazz Ensemble)
0.5 credit.
Fall 2008 and spring 2009. Shanefield.
MUSI 043. Performance (Chorus)
0.5 credit.
Fall 2008 and spring 2009. Alston.
MUSI 044. Performance (Orchestra)
0.5 credit.
Fall 2008 and spring 2009. Hauze.
MUSI 046. Performance (Wind
Ensemble)
0.5 credit.
Fall 2008 and spring 2009. Johns.
MUSI 047. Performance (Chamber
Music)
(See guidelines for this course earlier.)
0.5 credit.
Fall 2008 and spring 2009. Johns.
MUSI 048. Performance (Individual
Instruction)
Please consult the MUSI 048 guidelines on the
Music Program Web site.
0.5 credit.
Each semester.
MUSI 049A. Performance (Balinese
Gamelan)
Performance of traditional and modem
compositions for Balinese Gamelan (Indonesian
percussion orchestra). Students will learn to
play without musical notation. No prior
experience in Western or non-Westem music is
required. The course is open to all students.
0.5 credit.
Fall 2008 and spring 2009. Whitman.
MUSI 049B. Performance (African Dance
Repertory Music Ensemble)
Performance of traditional and modem
compositions as accompaniment for and

Music and Dance
collaboration with the development of a dance
piece for concert performance.
0.5 credit.
Not offered 2008-2009.
MUSI 050. Performance (Chamber Choir)
Students in MUSI 050 must also be in MUSI
043 Performance (Chorus).
0.5 credit.
Not offered 2008-2009.
MUSI 071. Afro-Caribbean Drum
Circle/Dances
(SeeDANC 071)
0.5 credit.
Spring 2009. Arrow.
MUSI 078. Dance/Drum Ensemble
(See DANC 078)
0.5 credit.
Fall 2008. Arrow and guest artists.
D ance

At Swarthmore, dance is a global discourse.
The central intent of our program is crosscultural study focusing on Africa/African
Diaspora, Asia (both South and East),
Europe/North America, and Latin America. The
dance and music programs share an integrated
approach to composition, history, and theory
and believe this is essential to the understanding
of dance as an artistic and intellectual inquiry.
The mission of the program is to offer students
dance experiences that privilege a merging of
embodied practice and history/theory in relation
to more than one situated perspective (those
listed above). Some courses are constructed to
concentrate on one cultural context only (this is
true
generally in history, repertory, and technique).
Others are built to put a variety of perspectives
in conversation (first level composition, some
history, some repertory, and all theory). The
role of dance as a social change agent is also
present in Swarthmore dance offerings. All
dance studies courses engage students in an
investigation of the relationship of dance to
other arts and areas of thought.
Given the program’s emphasis on developing
an awareness of the global nature of dance,
study abroad opportunities are seen as a very
usefal aspect of a student’s undergraduate
dance experience. Study abroad dance programs
developed by members of the dance faculty are
available in Ghana, India, Japan, Poland, and
Northern Ireland. Dance components are also
present in programs in Spain and Argentina.
Social change engagement is available as an
aspect of the following study abroad
experiences: Ghana, India, Northern Ireland,

and Poland. Additional information regarding
study-abroad experiences is listed below.
Information about the Dance Program in
addition to that listed in this bulletin is available
at the following Web address:
www.swarthmore.edu/Humanities/dance/.

Requirements for the Major in
Course: Dance
Prerequisites for the Major
These prerequisites are strongly recommended
for first-year students and must be completed
before the junior year. If a student has not
completed all of these prerequisites at the time
of an application for a major, but has done good
work in one or more courses in the program, the
student may be accepted on a provisional basis.
1. Dance 001. Approaches to Dance Studies:
Continuity and Change
2. Dance and Music 010. Dance and Music: A
Social Dialogue
3. Dance 011. Dance Composition I
4. One dance technique class (in any style) for
academic credit
P rerequisite credits for majors:

3

The program offers three possible areas of
focus for majors; composition, history/theory,
or an individual focus. Course requirements for
each focus are as follows:
Composition
Dance 008. Anatomy: Bones, Muscles, and
Movement
Dance 012. Dance Composition II
Dance 013. or 014. Dance Composition Tutorial
or Videography
Dance 20-29 - one course
Dance 30-39 or 7 0 ,7 5 ,7 6 ,7 7 ,77b. or 79 - one
course
Dance 049,71,78, (twice - once in a Western
and once in a non-Westem course)
Dance 50,51, 53,58,60, or 61 - once or twice
Dance 94 or 95 - once*
T otal credits in focus:

6.5-7.5

History/Theory
Dance 008. Anatomy: Bones, Muscles, and
Movement
Dance 20-29 - two courses
Dance 30-39 or 70,75,76, 7 7 ,77b. or 79 - two
courses
Dance technique and repertory courses -1
credit (two courses - one Western and one
non-Westem course)
Dance 94/95 - once*
T otal credits in focus:

6 .5 -7

Music and Dance
Individually created focus
Dance 008. Anatomy: Bones, Muscles, and
Movement
Dance 20-29 - one course
Dance 30-39 or 70,75,7 6 ,7 7 ,77b. or 79 - one
course
Dance 94/95 - once*
Additional courses proposed by the student and
approved on an individual basis by the faculty
from a combination of composition, history,
repertory, technique, and theory courses. - three
to four credits
T otal credits in focus:

6.5-7.5

Total prerequisites and credits required for
m ajors:
9.5-10.5

The dance faculty encourages students to
pursue a senior project/thesis that incorporates a
comparison or integration of dance and some
other creative or performing art (creative
writing, music, theater, or visual art), with a
community-based learning component, or with
another academic discipline of the student’s
interest.
Additional Requirements for the Major
Regular participation in technique classes
throughout a student’s time at Swarthmore and
participation in repertory courses for at least
four semesters. Students may choose any style
of repertory experience as long as they adhere
to the distribution guidelines to participate in
both Western and non-Westem styles. They are
also encouraged to seek out service-learning/
community-based learning experiences that
incorporate dance.
• The senior project/thesis is required o f all
majors.
• A senior colloquium with monthly meetings
will also be held during the student’s final year.
These meetings will be led by the dance faculty
and will address current issues and debates in
dance theory and practice as well as individual
student interests.

Requirements for the Minor in
Course: Dance
The goal of the course minor in dance is to
expose a student to the broad scope of the field.
The distribution of required courses for the
minor provides students with an introduction to
composition, history, technique, and theory and
allows them to direct their final credit(s) in the
minor toward a specific area o f interest. It is
also possible for students to align required
courses within the minor to reflect that specific
interest, if any. Minors will participate in the
senior colloquium and will be encouraged, but
not required, to develop an extended paper or a
significant dance performance piece as part of
their program. Whether they enroll for credit or
audit, all dance majors and minors are strongly

encouraged to participate in technique and
repertory classes each term.
Prerequisites for the Minor
These prerequisites are strongly recommended
for first-year students and must be completed
before the junior year. If a student has not
completed all of these prerequisites at the time
o f an application for a minor, but has done good
work in one or more courses in the program, the
student may be accepted on a provisional basis.
1. Dance 001. Approaches to Dance Studies:
Continuity and Change
2. Dance 010. Dance and Music: A Social
Dialogue
3. One technique or repertory course for
academic credit
P rerequisite credits for minor:

2

Course requirements fo r minor:
1. Dance O il. Dance Composition I
2. Dance 20-29 - one course
3. Dance 30-39 or 7 0 ,7 5 ,7 6 ,7 7 ,77b. or 79 one course
4. Dance 008. Anatomy: Bones, Muscles, and
Movement
5. Additional courses proposed by the student
and approved on an individual basis by the
faculty from a combination o f composition,
history, repertory, technique, and theory
courses. -1.5 credits
T otal credits in m inor:

5

T otal prerequisites and credits required for
minor:
7

Additional Requirements for the Minor
Regular participation in technique classes
throughout a student’s time at Swarthmore and
participation in repertory courses for at least
two semesters. Students may choose any style
of repertory experience. They are also
encouraged to seek out serviceleaming/community-based learning experiences
that incorporate dance.
A senior colloquium with monthly meetings
will also be held during the student’s final year.
These meetings will be led by the dance faculty
and will address current issues and debates in
dance theory and practice as well as individual
student interests.

Requirements for the Special
Course Major in Dance and a
Second Discipline
The program for a special major in dance
comprises 12 units of coursework: 6 in dance
and 6 in another discipline. The two disciplines
in this major may be philosophically linked or
may represent separate areas of the student’s
interest.

Music and Dance
Whether they enroll for credit or audit, all
dance majors and minors are strongly
encouraged to participate in technique and
repertory classes each term.

Requirements for the Major in
Honors: Dance

The minimum requirement for admission to the
honors major is at least three courses (3 credits)
in dance; normally DANC 010, an introductory
Prerequisites for the Special Course
history/theory course (001,002,003, or 005),
Major in Dance and a Second Discipline
Dance Composition I (DANC 011) and one
1. Dance 001. Approaches to Dance Studies:
dance technique class (Dance 40—48, 50—58, or
Continuity and Change
60-61, or Dance 008). Majors in the Honors
2. Dance and Music 010. Dance and Music: A
Program must also have an overall B grade
Social Dialogue
average before admission. In addition to the
guidelines noted later, each honors major will
3. Dance Oil. Dance Composition I
be responsible for the material designated on
4. One dance technique class (in any style) for
the reading and video lists for senior honors
academic credit or Dance 008
study available from the department office.
Prerequisite credits for special majors:
3
All dance majors in the Honors Program must
Requirements for the Special Major in
do three preparations in the department and one
Dance and a Second Discipline
outside (in a related or unrelated minor). Two
of the departmental preparations will be based
The core program (totaling 5.5 credits) includes
on course combinations (one in history or
the following courses:
theory and one in composition beyond the
1. Two composition/repertory (DANC 012 [1
introductory-level course DANC 011). The
credit] or 014 [0.5 credit] and/or DANC 013
third will take the form of either a senior project
[0.5 credit] and DANC 049 [0.5 credit])
2. Two history/theory (one from DANC 021—î f (DANC 094) or a senior thesis (DANC 095,
096). The portfolio submitted by each student
025 or 028 [1 credit] and one from DANC 035will include both written materials and a
039 or 077B [1 credit])
videotape that provides examples of the
3. Two or three in dance technique (DANC 050
student’s choreographic and/or performance
[0.5 credit] and one other technique at the 050
work at Swarthmore (a maximum of 20 minutes
level or above [0.5 credit]). One 0.5 credit in a
in length).
Western technique and one 0.5 credit in a nonEach student’s program will include the
Westem technique.
following:
4. One senior project or thesis (DANC 094,
1. History and theory. One area of emphasis
095, or 096 [1 credit])
linking a course from DANC 021 to 025 or 028
Total credits in special m ajor:
5.5
with a course from DANC 035 to 039, or 077B.
Total prerequisites and credits in special
Each student will demonstrate this integration
major:
8.5
via a paper written as an attachment. This
paper, along with appropriate papers from each
The student’s chosen six courses from the core
history and theory class submitted for
program will be joined by 6 credits from
preparation, will be sent to the examiner. The
another discipline or disciplines. Courses for
written and oral exam for this preparation will
the program must be approved both by the
consist of a response to three questions set by
faculty of the other departments and by the
the examiner.
dance faculty. The senior project or thesis must
also be approved and monitored by those
2. Composition. Each student may submit a
departments involved.
combination of Composition I (DANC 011)
plus either Composition II (DANC 012),
Additional Requirements for the Special
Special Topics in Composition (DANC 014),
Major
and Composition Tutorial (DANC 013) or two
Regular participation in technique classes
of DANC 013 or 014. The syllabi (where
throughout a student’s time at Swarthmore and
appropriate), a DVD of the final work, and a
participation in repertory courses for at least
paper concerning the choreographic process
two semesters. Students may choose any style
from each class will be submitted to the
of repertory experience. They are also
examiner.
encouraged to seek out service3. Seniorproject/thesis. These projects/theses
leaming/community-based learning experiences
will be individually determined. Each student
that incorporate dance.
will be assigned a faculty adviser who will
A senior colloquium with monthly meetings
assist the student in the creation of an initial
will also be held during the student’s senior
bibliography or videography or both as well as
year. These meetings will be led by the dance
an outline for the project or thesis. It will then
faculty and will address current issues and
be the student’s responsibility to proceed with
debates in dance theory and practice as well as
the work independently.
individual student interests.

Music and Dance
Additional Requirements for the Major in
Honors: Dance
Regular participation in technique classes
throughout a student’s time at Swarthmore and
participation in repertory courses for at least
two semesters. Students may choose any style
of repertory experience. They are also
encouraged to seek out serviceleaming/community-based learning experiences
that incorporate dance.
A senior colloquium with monthly meetings
will also be held during the student’s senior
year. These meetings will be led by the dance
faculty and will address current issues and
debates in dance theory and practice as well as
individual student interests.

Requirements for the Minor in
Honors: Dance
Students in the Honors Program who are
presenting a major in another discipline and a
minor in dance must do one preparation in
dance. This preparation will take the form of
either No. 1 or 2 described earlier in the text
concerning honors majors in dance. The choice
regarding focus for a student’s minor will be
determined in consultation with an adviser from
the dance faculty.
Additional Requirements for the Minor
in Honors: Dance
Regular participation in technique classes
throughout a student’s time at Swarthmore and
participation in repertory courses for at least
two semesters. Students may choose any style
of repertory experience. They are also
encouraged to seek out serviceleaming/community-based learning experiences
that incorporate dance.
A senior colloquium with monthly meetings
will also be held during the student’s senior
year. These meetings will be led by the dance
faculty and will address current issues and
debates in dance theory and practice as well as
individual student interests.

Additional Information
Regarding the Dance Program
Dance Technique Courses
In a typical semester, more than 30 hours of
dance technique classes are offered on graded
levels presenting a variety of movement styles.
Technique courses, numbered 040 through 048,
050 to 058, and 060 or 061, may be taken for
academic credit or may be taken to fulfill
physical education requirements. Advanced
dancers are encouraged to consult with
instructors regarding placement in level III
technique classes. A total of not more than 8
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. No retroactive credit is
given for performance classes.
Dance Program Performance
Opportunities
All interested students are encouraged to enroll
in repertory classes (DANC 049. 71 or 78)
and/or to audition for student and faculty works.
These auditions occur several times each
semester; dates are announced in classes, in
postings outside the dance studios, and in the
Weekly News. Formal concerts take place
toward the end of each semester; informal
studio concerts are scheduled throughout the
year.
The Dance Program regularly sponsors guest
artist teaching and performance residencies,
which in 2008-2009 will include: Shen Wei
Dance Company, Carolyn Dorfman Dance
Company, and Johannes Wieland Dance.
During 2008-2009, Lisa Kraus, Cynthia Lee,
and Jumatatu Poe, artists from the Swarthmore
Project, will also present workshops and
informal performances. In addition, the
program regularly hosts guest choreographers
who work with student ensembles in technique
and repertory classes. During 2008-2009,
Isaburoh Hanayagi, Julien and Virginia Cornell
Visiting Professor, will offer repertory courses
in both Japanese Folk Dance and Taiko,
Jumatatu Poe will offer a modem repertory
class, and a guest choreographer will be
offering a ballet repertory course in the spring.
Scholarships and Awards
Scholarships for summer study in dance are
available through funds provided by The
Friends of Music and Dance. The Hally Jo Stein
Award for Dance and The Melvin B. Troy
Award for Composition are also awarded
annually by the department.
Foreign Study Initiatives
Ghana Program

The Dance Program has an ongoing relationship
with the International Centre for African Music
and Dance and the School of Performing Arts at
the University of Ghana in Legon, a suburb of
the capital city, Accra. Students choosing to
study in Ghana can anticipate opportunities that
include a composite of classroom learning,
tutorials, some organized travel, and
independent study and travel. Beyond credits in
dance, music, theater, African studies, and
intensive Twi (an Akan language widely spoken
in Ghana), a menu of tutorials is available.
Students participating are able to enroll for the
equivalent of a full semester’s credit (4 to 5
credits). Community-based learning internships
are also an option. Interested students should
contact the director of dance as early as possible
for advising purposes and for updated
information.

Music and Dance
Poland Program

The programs in Dance and Theater offer a
semester-abroad program based at the Silesian
Dance Theatre (Slaski Teatr Tanca) in Bytom in
conjunction with the Jagiellonian University of
Krakow and other institutions in the vicinity.
The program provides participating students
with a combination of foreign study and the
experience of working in various capacities
(dance performance, arts administration,
scenography, etc.) within the environment of a
professional dance theater company for credit
Participating students are housed in Bytom and
attend weekly tutorials in Krakow. Intensive
study of Polish while in the country will be
required of all participating students. Students
participating are able to enroll for the
equivalent of a full semester’s credit (4 to 5
credits). Community-based learning internships
are also an option. Participation in the Annual
International Dance Conference and
Performance Festival hosted by Silesian Dance
Theatre in June and July is highly
recommended for certain types of credit.
Beyond credits in theater, dance, and intensive
Polish, a menu of possible tutorials is available
in Polish literature and history, environmental
studies, film, religion, Jewish and Holocaust
studies, and other fields. Interested students
should contact the director of dance and/or the
chair of theater, as early as possible for advising
purposes and updated information on the status
of the program. See course listings in both
dance and theater for types of academic credit
offered.
Note: Additional dance study abroad initiatives
of a more independent nature are under way in
France, India, Japan and Northern Ireland. The
program in Northern Ireland can incorporate a
strong focus on the arts and social change.
Students are encouraged to discuss these
programs with the director of dance.

Introductory Courses
DANC 001. Approaches to Dance:
Continuity and Change
This course is framed as a global journey for
analyzing culture, history, identity, and social
change through dance and the dancing body.
Students will be introduced to different
movement systems through studio-based and
theory/history classes in order to explore how
cultural meanings are embodied, legitimized,
contested, and reinvented through dance. All
members of the regular dance faculty will
participate by teaching various sessions. We
will specifically focus on practices from Africa,
Asia, Europe, Latin America and North
America. This course will also introduce
students to various methods in dance research.
Students will formulate their own final research
topic.

This is a reading and writing intensive course
open to all students and required of dance
majors and minors.
1credit.
Offered beginning 2009-2010.
DANC 002. World Dance Forms
This survey course introduces students to
theoretical and practical experiences in dance
forms from various cultures and periods
through a combination of lectures, readings, and
video and film viewings. Discussions and
workshops with a wide variety o f guest artists
from the field are also included. The particular
forms will vary each semester but may include
African, Asian, and Native American forms,
flamenco, contemporary social dances, and
various forms of concert dance.
Open to all students without prerequisite; no
prior dance training required.
Writing course.
1 credit.
Not offered 2008-2009.
DANC 003. First-Year Seminar: Shall We
Dance? Dance in the Movies
A first-year seminar focused on dance in the
movies. We will look at how dance has served
as a catalyst and a vehicle for investigating
class, gender, race, romance, and technology in
films from the early 20th century through the
present. Documentaries, feature-length and
short films, produced in the United States and
abroad by small independent and major motion
picture industry companies, will be included.
One video viewing session per week.
Writing course.
1 credit.
Not offered 2008-2009.
DANC 003A. Hollywood, Bollywood, and
Beyond: Dance and Global Cinema
(Cross-listed with SOAN, may count toward an
academic program in film and media studies
and gender and sexuality studies)
Dance serves as a catalyst and a vehicle for
investigating art, entertainment, sexuality,
nation-building, band commodity production in
film, video and electronic media globally. This
interdisciplinary writing intensive seminar
course will introduce students to various
approaches for examining representations of
dance in local, national, and transnational
contexts. Students will learn to analyze dance in
various genres ranging from ethnographic,
commercial and independent films and videos
to internet sources. One required screening
meeting per week will augment class sessions.
Open to first year students.
1 credit.
Not offered 2008-2009.

Music and Dance
DANC 005. Patterns of Asian Dance and
Music
(Cross-listed as MUSI 005)
Music and dance, like the mind and body, are
integrally connected in the rich and diverse
performance traditions of Asia. This course will
focus on this intersection to examine the
converging and diverging patterns of music and
dance in four different Asian traditions:
specifically, the Tabla, Sarod and Kathak from
north India, Gamelan and Balinese dance from
Indonesia, Berava drumming and Kandyan
dance from Sri Lanka, and Noh, Butoh and
Taiko from Japan. We will examine the formal
aesthetic structures of compositions and forms
as well as their expression and meaning for
ritual and religion, culture and identity, and
tradition and innovation. The readings will
situate the traditions in their historical,
religious, and aesthetic contexts. This is a
reading- and writing-intensive course but will
also teach students viewing and listening skills
through video and audio recordings.
Open to all students without prerequisite.
Writing course.
1 credit.
Fall 2008. Chakravorty.
DANC 008. Anatomy: Bones, Muscles,
and Movement
(Cross-listed as MUSI 008B)
An introduction to the musculoskeletal system
through the exploration of the body in stability
(topography) and in motion (kinematics), within
the range of dance, music, yoga poses, and
daily life. Reading and video viewing, in-class
presentations, and a final paper required.
Open to all students without prerequisite.
0.5 credit.
Not offered 2008-2009.
DANC 009. Music and Dance of Africa
An introduction to selected musical and dance
traditions of Africa. This course will involve all
students in the practice of dancing and
drumming as well as in the study of those forms
through lectures, reading, listening, and
viewing. No prior musical or dance training
required.
Not offered 2008-2009.
DANC 010/MUSI 010. Dance and Music:
A Social Dialogue
An investigation of a small number of styles
drawn from different historical periods and
cultures in order to introduce students to
historical musicology, ethnomusicology, and
dance history and dance ethnography. Designed
to foster collaboration between music and dance
faculty and students. Required o f all

prospective majors and minors in both
disciplines before the junior year.
0.5 credit.
Fall 2008. Dance and Music faculty.

Composition, History, and
Theory Courses
DANC 011. Dance Composition I
A study of the basic principles of dance
composition through exploration of the
elements o f time, space, and energy, movement
invention, and movement themes to understand
various choreographic structures. Principles
explored are applicable to dance making in a
wide variety of styles and students are
encouraged to create in their range of
vocabularies. Reading, video and live concert
viewing, movement studies, journals, exposure
to a graphic animation tool for dance, and a
final piece for public performance in the Troy
dance lab are required.
Prerequisite: Any dance course or permission of
the instructor. A course in dance technique must
be taken concurrently.
I credit.
Fall 2008. Arrow.
DANC 012. Dance Composition II
An elaboration and extension of the material
studied in DANC Oil. Stylistically varying
approaches to making work are explored in
compositions for soloists and groups.
Coursework emphasizes using various
approaches and methods (e.g., theme and
variation, motif and development, structured
improvisation, and others). 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.
Prerequisites: DANC 011 or its equivalent. A
course in dance technique must be taken
concurrently.
1 credit.
Spring 2009. Arrow.
DANC 013. Dance Composition: Tutorial
The student enrolling for a tutorial will enter the
semester having identified a choreographic
project and will be prepared to present material
weekly. Projects in any dance style are
encouraged. All students proposing tutorials are
advised to discuss their ideas with a member of
the dance faculty before enrollment.
Choreography of a final piece for public
performance is required, as are weekly
meetings with the instructor and directed
readings and video and concert viewings. A
journal may also be required.

Music and Dance
Prerequisites: DANC 011 or its equivalent. A
course in dance technique must be taken
concurrently.
, 0.5 credit.
Fall 2008 and spring 2009. Staff.
DANC 014. Special Topics in Dance
Composition: Videography
A course that focuses on intensive study of
specific compositional techniques and subjects.
Topics may include autobiography, dance and
text, partnering, interdisciplinary collaboration,
reconstruction, and technology, including
videography. Choreography of a final piece for
performance is required. Weekly meetings with
the instructor, directed readings, video and
concert viewing, and a journal will be required.
Prerequisite: DANC 011. A course in dance
technique must be taken concurrently.
0.5 credit.
Not offered 2008-2009.
DANC 021. History of Dance: Africa and
Asia
This course will move through an exploration
of dance forms from Africa, from African and
Asian cultures, and from the perspectives of
stylistic characteristics, underlying aesthetics,
resonances in general cultural traits, and
developmental history. Coursework 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 002. Two lectures and 1hour video viewing per week.
1 credit.
Not offered 2008-2009.
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
theorists representative of the periods will be
discussed. Reading, writing, in-class
presentations, and video viewing in conjunction
with learning several period dances will lead to
a final research paper.
Prerequisite: DANC 002 or 003. One meeting
per week.
1 credit.
Not offered 2008-2009.
DANC 023. History of Dance: 20th and
21st Centuries
This course is designed to present an overview
of 20th- and 21st-century social and theatrical
dance forms in the context of Western societies
with an emphasis on North America. Focusing
on major stylistic traditions, influential

choreographers, dancers, and theorists will be
discussed. Through readings, video and concert
viewings, research projects, and class
discussions, students will develop an
understanding of these forms in relation to their
own dance practice.
Prerequisite: DANC 002; DANC 021 and 022
strongly recommended. Two lectures and 1hour video viewing per week.
1 credit.
Fall 2008. Arrow.
DANC 024. Dancing Across Borders:
Dance as Social Change
We will examine a variety of contemporary
models for dance-focused social change.
Specific programs in the United States, Ghana,
Northern Ireland, Poland, and South Africa will
be studied. Readings, video and concert
viewings, participatory studio workshops, and
class discussions are included. Three hours per
week plus community-based internships.
Prerequisite: Open to any student who has taken
at least one course in dance, education, or
sociology and anthropology.
1 credit.
Not offered 2008-2009.
DANC 025. Mapping Culture and
Difference Through Dance
(Cross-listed as SOAN 020H)
The course uses anthropological approaches to
examine the interrelationship of dance with
social relations of culture and power. The
course is shaped as a cross-cultural journey
through South Asian, Brazilian, Haitian, West
African, and North American dance styles for
understanding cultural difference through dance
and human movement. The first part of the
course will focus on various theoretical models
in anthropology for studying
dance/performance. This will entail analyzing
dance in terms of semiotic or symbolic
approaches (i.e., tradition, spirituality, and
ritual) and political-economic approaches (i.e.,
national/gender identity, and commodities and
sites of resistance). The second part o f the
course will focus on specific dance
ethnographies (such as classical Indian dance,
Vodou, capoeira, Yoruba, contact
improvisation, and hip-hop) for exploring
contemporary anthropological concerns about
representation, globalization, history, and
identity.
Prerequisites: DANC 002, an introductory
course in anthropology, or permission o f the
instructor.
Writing course.
1 credit.
Not offered 2008-2009.

Music and Dance
DANCE 025A. Dance and Diaspora
Dance is an unconventional but powerful device
for studying migration and social mobility. This
course will explore the interrelated themes of
performance, gender, personhood, and
migration in the context of diasporic
experiences. By focusing on specific dance
forms from Asia, Africa and Latin America, we
will examine the competing claims o f placeness, globalization, and hybridization on
cultural identity and difference. Students will
engage with theories on nationalism,
transnationalism, and globalization, as well as
embodiment and experience. Broadly, the
course will investigate the interlocking
structures of aesthetics and politics, economics
and culture, and history and power, all of which
inform and continue to reshape these cultures
and their dance forms. This is a reading and
writing intensive course.
Open to all students without prerequisite.
1 credit.
Spring 2009. Chakravorty
DANC 028. Special Topics in Dance
History: Politics and Aesthetics of
Classical Indian Dance
(Cross-listed as SOAN 0201)
The course looks at dance/performance as
social practice in India. We will take the
anthropological approach of immersion in a
particular culture to examine classical Indian
dance in political, historical, and aesthetic
terms. This will include looking at the local
histories of some of the regional dance styles
that got incorporated within the classical label,
such as Bharatanatyam, Kathak, Odissi,
Kathakali, among others. The three main
elements we will explore in the course are (1)
how the body as a sensuous aesthetic realm
enters the discourse of religious practice (of
which dance and music are important
components); (2) the ways in which classical
Indian dances have come to be constructed
through nationalism and gender identity
constructs in postcolonial India; and (3) the
notions of modernity, tradition, and globality in
relation to classical dance in India and the
diaspora.
1 credit.
Not offered 2008—2009.
DANC 035. Women Choreographers and
Composers
This course is a survey o f women
choreographers and composers. Choreographers
range from Salle and Duncan through Graham,
Bausch, Tharp, and Zollar, composers from
Hildegard through Zwilich. Topics include
form, phrasing, text, and social and political
comment.

Open to all students without prerequisite.
1 credit.
Not offered 2008-2009.
DANC 036. Dancing Identities
This course explores ways that age, class,
gender, and race have informed dance,
particularly performance dance, since 1960.
The impact of various cultural and social
contexts will be considered. Lectures, readings,
and video and concert viewings will be
included. Students will be expected to design
and participate in dance and movement studies
as well as submit written research papers.
Prerequisite: DANC 001,002,003, or 005 or
permission o f the instructor.
1 credit.
Not offered 2008-2009.
DANC 037. Current Trends in Dance
Performance
A look at contemporary dance performance as a
social construct that embodies change and
relationship in production to other art forms and
global discourse. The course will seek answers
to questions such as: How does federal art
policy affect the way dance performance is
presented to and perceived by the community?
What constitutes censorship, and what are the
ramifications? What are modernism,
postmodernism, and globalism, and to what
degree are they social, political, and/or aesthetic
philosophies? What does this mean for dance
performance? What is the relationship between
performance and social activism? What is the
relationship between American, European, and
Asian dance practices today?
Open to all students without prerequisite.
1 credit.
Not offered 2008-2009.
DANC 038. Dance and the Sacred
Through readings, discussion, video viewing,
and our own sacred dances, we will examine
the role of movement in performance, ritual,
and contemplative practices. We will explore
several sacred dance and movement traditions
from the ancient (India) to the contemporary
(American modem/concert dance). Students
will be expected to design and participate in
dance studies, give an in-class presentation, and
write a final paper.
Prerequisite: Some dance experience in any
technique.
1 credit.
Spring 2009. Hess.
DANC 039. Music and Dance: Criticism
and Reviewing
This course will be taught by the dance faculty
with supplemental visits by guest lecturers who
are prominent in the field of reviewing. It will

Music and Dance
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 conveying
performance through the written word.
Prerequisite: One previous course in dance,
concurrent enrollment in a dance course, or
permission of the instructor.
1 credit.
Not offered 2008-2009.

Dance Technique and Repertory
Courses
Note: Technique courses (040-048,050-058,
060, and 061) may be taken for 0.5 academic
credit or may be taken for physical education
credit. All dance technique courses numbered
040 to 048 are open to all students without
prerequisite. Courses numbered 050 to 058 and
060 to 061 have a prerequisite of either
successful completion of the 040s course in that
style or permission of the instructor.
DANC 040. Dance Technique: Modern I
An introduction to basic principles of dance
movement: body alignment, coordination,
strength and flexibility, movement vocabulary,
dance sequences, and musicality. Improvisation
exercises and short composition studies will be
included. Especially recommended for theaterinterested students. If taken for academic credit,
concert attendance and two short papers are
required.
0.5 credit.
Fall 2008 and spring 2009. Arrow.
DANC 041. Dance Technique: Ballet I
An introduction to the fundamentals of classical
ballet vocabulary: correct body placement;
positions of the feet, head, and arms; and basic
locomotion in the form. If taken for academic
credit, concert attendance and two short papers
are required.
0.5 credit.
Fall 2008 and spring 2009. Sherman.
DANC 043. Dance Technique: African I
African Dance I introduces students to
Umfundalai. In a contemporary context, the
Umfundalai dance tradition surveys dance
styles of African people who reside on the
continent of Africa and in the Diaspora. Upon
completion of the course, students will gain a
beginning understanding of how to approach
African dance and the aesthetic principles
implicit in African-oriented movement.
Students enrolled in DANC 043 for academic
credit are required to keep a weekly journal and
write two short papers.
0.5 credit.
Fall 2008 and spring 2009. Nance.

DANC 044. Dance Technique: 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. If taken for academic credit, concert
attendance and two short papers are required.
0.5 credit.
Spring 2009. Davis.
DANC 045. Dance Technique: Yoga
The course will focus on experiencing and
understanding a variety o f asanas (physical
postures) from standing poses to deep
relaxation. Following the approach developed
by B.K.S. Iyengar, its aim is to provide the
student with a basis for an ongoing personal
practice. If taken for academic credit, reading,
weekly journal writing, and two short papers
are required.
0.5 credit.
Not offered 2008-2009.
DANC 046. Dance Technique: Kathak
This course will introduce the basic principles
o f performance technique in the North Indian
classical form Kathak. The focus will be on
studying abstract movements and miming and
expressive gestures, and the rhythmic musical
patterns that structure the dance vocabulary.
Videos, photographs, paintings, and live
performances will be used to provide context.
Students who are enrolled for academic credit
will be required to write papers and/or create
performance texts or choreographies.
0.5 credit.
Fall 2008. Chakravorty.
DANC 047. Dance Technique: Flamenco
This course will introduce the basic principles
of performance technique in the Spanish dance
form, flamenco. Focus will be on studying both
footwork (zapateado) and armwork (braceo). A
variety of rhythmic groupings and styles within
flamenco will be explored. Students who are
enrolled for academic credit will be required to
write papers and/or create performance texts or
choreographies. Some Saturday meetings are
required.
0.5 credit.
Fall 2008. Luis-Gmitter.
DANC 048. Dance Technique: Special
Topics in Technique
Intensive study of special topics falling outside
the regular dance technique offerings. Topics
may include Alexander technique, contact
improvisation, jazz, Pilates, and musical theater
dance. If taken for academic credit, concert
attendance and one or two short papers are
required.

Music and Dance
Section 1: Contact Im provisation

This improvisational dance practice is based on
moving in contact with others through touching,
leaning on, lifting, balancing, and supporting.
The resulting duets and ensembles are propelled
by the momentum of the dancers’ weight.
Students who enroll for academic credit will be
required to write papers and/or create
performance texts or choreographies.
0.5 credit.
Spring 2009. Stein.
DANC 049. Performance Dance:
Repertory
The various sections o f this course offer
opportunities for study of repertory and
performance practice. Students are required to
perform in at least one scheduled dance concert
during the semester. Three hours per week.
Prerequisite: Placement for all sections is by
audition or permission of the instructor unless
otherwise stated. A course in dance technique
should be taken concurrently.
F all Sections

Section 1: Tap
Open to students with some tap experience, this
class draws on the tradition of rhythm tap
known as “hoofin’.” A new dance is made each
semester, working with the varying levels of
skill present in the student ensemble.
0.5 credit.
Fall 2008. Davis.
Section 5: Japanese Folk Dance
Visiting Cornell Professor Isaburah Hanayagi
of Tamagawa University in Japan will teach
this course. Open to all students.
0.5 credit.
Fall 2008. Hanayagi.
Spring Sections

Section 1: Ballet
0.5 credit.
Spring 2009.
Section 2: African
Auditions for admission to this course will be
held at the first class meeting. Additional
information regarding the course is available
from the instructor. Resulting choreography
will be performed in the spring student concert.
Prerequisite: DANC 043,078, or permission of
the instructor.
0.5 credit.
Spring 2009. Nance.
Section 3: Taiko
The class will offer experience in traditional or
traditionally based Japanese drumming
repertory. The relationship between the
drumming and its concomitant movement will
be emphasized. Open to the general student
with performances in April.

0.5 credit.
Spring 2009. Hanayagi.
Section 4: Kathak
This course will explore two aspects of Kathak
technique—nrtta (abstract movement) and
nritya (expressive gestures). These will be used
to create a dance that will include teen tala or
metrical scales of 16 beats to learn complex
rhythmical structures (bols). Students will also
be exposed to poetry and North Indian musical
genres. The class will culminate in
performances as part of the spring student
dance concert.
0.5 credit.
Spring 2009. Chakravorty.
DANC 050. Dance Technique: Modern II
An elaboration and extension of the principles
addressed in DANC 040. If taken for academic
credit, concert attendance and two short papers
are required.
Prerequisite: DANC 040 or its equivalent.
0.5 credit.
Fall 2008 and spring 2009. Welsh.
DANC 051. Dance Technique: Ballet II
An elaboration and extension of the principles
addressed in DANC 041. If taken for academic
credit, concert attendance and two short papers
are required.
Prerequisite: DANC 041 or its equivalent.
0.5 credit.
Fall 2008 and spring 2009. Sherman.
DANC 053. Dance Technique: African II
African dance for experienced learners aims to
strengthen students’ African dance technique.
The course will use the TJmfundalai technique
allied with neo-traditional West African Dance
vocabularies to enhance students’ visceral and
intellectual understanding of African dance.
Students who take African Dance II for
academic credit should be prepared to explore
and access their own choreographic voice
through movement studies.
Prerequisite: DANC 043.
0.5 credit.
Fall 2008 and spring 2009. Nance.
DANC 055. Dance Technique: Yoga II
A continuation and deepening o f the practice of
the asanas explored in DANC 045. Students
will work in several of the more advanced
asanas, particularly in the backward-bending
and inverted poses. If taken for academic credit,
readings, weekly journal-writing, and two short
papers are required.
Prerequisite: DANC 045 or its equivalent with
permission of the instructor.
0.5 credit.
Not offered 2008—2009.

Music and Dance
DANC 057. Dance Technique:
Flamenco II
Continued practice in movement skills in the
Flamenco idiom. Students who are enrolled for
academic credit will be required to write papers
and/or create performance texts or
choreography. Some Saturday meetings are
required. Potential for public performance
component.
0.5 credit.
Spring 2009. Luis-Gmitter.
DANC 058. Dance Technique: Special
Topics in Technique II
An elaboration and extension of principles
addressed in DANC 048. If taken for academic
credit, concert attendance and one or two short
papers are required.
Permission of the instructor required.
0.5 credit.
Not offered 2008-2009.
DANC 060. Dance Technique: Modem III
Continued practice in technical movement skills
in the modem idiom, including approaches to
various styles. If taken for academic credit,
concert attendance and two short papers are
required.
0.5 credit.
Fall 2008 and spring 2009. Poe.
DANC 061. Dance Technique: Ballet III
Continued practice in technical movement skills
in the ballet idiom with an emphasis on
advanced vocabulary and musicality. If taken
for academic credit, concert attendance and two
short papers are required.
0.5 credit.
Fall 2008 and spring 2009. Sherman.

Upper-Level Cross-Listed
Courses
DANC 070. Theater of Witness
(See THEA 005)
1 credit.

Fall 2008. Sepinuck.
DANC 071. Afro-Caribbean Drum
Circle/Dances
(Cross-listed as MUSI 071)
A drum circle and a dance experience in which
students will learn selected dances and dram
rhythms from Cuba and Brazil focusing on
salsa. The class will focus on analysis of
rhythmic structure, applying techniques of
Afro/Caribbean drumming and East Indian
rhythmrc theory. For the general student,
emphasis will be placed on understanding these
rhythms within a cultural and contemporary
context. Three hours per week.

Open to all students without prerequisite.
0.5 credit.
Spring 2009. Arrow.
DANC 073. Arts Administration for
Performance
(Cross-listed as THEA 073)
This course is available to students participating
in the Poland Program and will require them to
extend their stay in Poland through early July
2008.
By arrangement with Allen Kuharski, director
o f theater.
1 credit.
Spring 2009.
DANC 074. Scenography for Dance
Theater Performance
(Cross-listed as THEA 074)
Available to students participating in the study
abroad programs coordinated by Swarthmore in
Ghana, India, Japan, or Poland. In Poland,
enrollment in this course will require students
to extend their stay through early July 2008.
Prerequisites: THEA 004B and 014.
1 credit.
Fall 2008 and spring 2009.
DANC 075. Special Topics in Dance
Theater
Available to students participating in the study
abroad programs coordinated through
Swarthmore in Ghana, India, Japan, or Poland.
By arrangement with the director of dance.
Prerequisites: DANC 002, DANC 010, DANC
011, or consent of the Dance Program director.
1 credit.
Fall 2008 and spring 2009.
DANC 076. Movement and Cognition
(Cross-listed as LING 057 and MATH 007)
English, Scottish, and Italian folk dance are
analyzed, using group theory, graph theory,
morphological theory, and syntactic theory, in
an effort to understand the temporal and spatial
symmetries of the dances. One focus will be a
comparison of the insights offered by the
mathematical and linguistic approaches.
Prerequisites: One course in linguistics and a
willingness to move your body and learn some
basic math.
1 credit.
Not offered 2008-2009.
DANC 077. Rhythm, Drumming, Cultures
(Cross-listed as MUSI 077)
Although it is not always emphasized in
Western art music education, rhythm is an
essential and complex element in many world
musics. Using approaches based in the field of

Music and Dance
ethnomusicology, this course will introduce
students to a variety of world drumming styles.
Musics from West Africa, North India, Bali,
Japan, Cuba, and others will be considered for
their sounds and formal musical structures as
well as their histories and cultural meanings.
Students will also spend a portion of each class
learning basic drum technique in Afro-Cuban
percussion as a practical introduction to themes
discussed in the course.
Open to all students without prerequisite.
1 credit.
Not offered 2008—2009.

This course will explore the shifts in sexuality
and gender constructions of Indian women from
national to transnational symbols through the
dance sequences in Bollywood. We will
examine the place of erotic in reconstructing
gender and sexuality from past notions of
romantic love to desires for commodity. The
primary focus will be centered on approaches to
the body from anthropology and sociology to
performance, dance, and film and media
studies.
1 credit.
Not offered 2008-2009.

DANC 077B. The Visual Anthropology of
Performance
(Cross-listed as SOAN 077B)
The relationships between the body, movement,
identity, aesthetics, and the politics of
representation are integral to the study of the
visual anthropology of dance. This course will
have two sections: The first section will
introduce various approaches to the study of
visual anthropology as it relates to movement,
body, culture, and power. It will examine
theoretical approaches ranging from semiotics
of the body, dance and communication theory,
and phenomenology to the more recent
approaches drawing on performance,
postcolonial, post-structural, and feminist
theories. The second part will examine how
anthropological issues in dance are closely tied
to issues of modernity, regional and national
identity, gender, and politics. Various
ethnographies and literature from dance studies,
media and film studies, and feminist studies
will be included in the course material. It will
also require students to view videos to engage
in visual analysis.
Open to all students without prerequisite.
1 credit.
Not offered 2008-2009.

DANC 091. Special Projects (Issues in
Music and Dance Education)
(Cross-listed as EDUC 071 and MUSI 091)
This course is an introduction to the fields of
music and dance education. It will involve
frequent visits to schools, studios, and other
educational institutions in the Philadelphia area.
We will observe a variety of teaching methods
and discuss the guiding principles of music and
dance education. We will also address such
questions as the place of music and dance in
higher education in general and at Swarthmore
in particular. In some cases, coursework may
include practice teaching, depending on student
experience and inclination.
Prerequisite: Open to any student who has taken
at least one course in music, dance, or
education.
0.5 credit (CR/NCR).
Not offered 2008-2009.

DANC 078. Dance/Drum Ensemble
(Cross-listed as MUSI 078)
Students will be helped to acquire the practical
knowledge of selected West African traditional
dance and drum styles from Ghana, Mali, and
Senegal as well as at least one Brazilian form.
The class will study the relevant gestures,
costumes, musical instruments, props, and song
of each form. This material will be performed
as part of the fall student dance concert.
Open to all students without prerequisite.
0.5 credit.
Fall 2008. Arrow and guest artists.
DANC 079. Dancing Desire in Bollywood
(This course may count toward an academic
program in film and media studies)

Advanced Independent Work
DANC 092. Independent Study
Available on an individual or group basis, this
course offers students an opportunity to do
special work with performance or
compositional emphasis in areas not covered by
the regular curriculum. Students will present
performances and/or written reports to the
faculty supervisor, as appropriate. Permission
must be obtained from the program director and
from the supervising faculty.
1 credit.
Each semester. Staff.
DANC 093. Directed Reading
Available on an individual or group basis, this
course offers students 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.

Music and Dance
DANC 094. Senior Project
Intended for seniors pursuing the special major
or the major in course or honors, this project is
designed by the student in consultation with a
dance faculty adviser. The major part o f the
semester is spent conducting independent
rehearsals in conjunction with weekly meetings
under an adviser’s supervision. The project
culminates in a public presentation and the
student’s written documentation o f the process
and the result. An oral response to the
performance and to the documentation follows
in which the student, the adviser, 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.
Prerequisite: Previous or concurrent enrollment
in an advanced-level technique course or
demonstration of advanced-level technique.
1 credit.
Each semester. Chakravorty or Arrow.
DANC 095, 096. Senior Thesis
Intended for seniors pursuing the special major
or the major in course or honors, the thesis is
designed by the student in consultation with a
dance faculty adviser. The major part of the
semester is spent conducting independent
research in conjunction with weekly tutorial
meetings under an adviser’s supervision. The
final paper is read by a committee of faculty
members or, in the case of honors majors, by
external examiners who then meet with the
student for evaluation of its contents. Proposals
for a thesis must be submitted to the dance
faculty for approval during the semester
preceding enrollment.
1 or 2 credits.
Each semester. Chakravorty, or Arrow.

Peace and Conflict Studies
Coordinator:

LEE A. SMITHEY (Sociology and Anthropology)
Anna Everetts (Administrative Assistant)

Committee:

Amanda Bayer (Economics)
Wendy E. Chmielewski (Peace Collection)
Niklas Hultin (Sociology and Anthropology)
George Lakey (Lang Center for Civic and Social Responsibility)*6
Matthew Murphy (Political Science)
Elliot Ratzman (Religion)
Ellen Ross (Religion)
Dominic Tierney (Political Science)3
Andrew Ward (Psychology)3

3 Absent on leave, 2008-2009.
6Spring 2009.

The Peace and Conflict Studies Program at
Swarthmore College provides students with the
opportunity to examine conflict in various
forms and at levels stretching from the
interpersonal to the global. The
multidisciplinary curriculum explores the
causes, practice, and consequences of collective
violence as well as peaceful or nonviolent
methods of dealing with conflict.
Students who minor in peace and conflict
studies at Swarthmore will:
1. Understand factors shaping human conflict,
including psychological, social, cultural,
political, economic, biological, religious, and
historical ones
2. Analyze specific cases of conflict, including
interpersonal, intergroup, international, and
interstate disputes
3. Examine theories and models of peace
building and reconciliation and evaluate
attempts to manage, resolve, or transform
conflict nonviolently
4. Investigate forms of oppression and injustice
and their relationship to conflict, locally and
globally
5. Explore opportunities to study topics relevant
to peace and conflict through fieldwork, ,
internships, or other experiences outside the
classroom
Students with any major, whether in course or
in the Honors Program, may add a course minor
in peace and conflict studies. Alternatively,
students in the Honors Program may choose an
honors minor in peace and conflict studies.
Students who intend to minor in peace and
conflict studies should submit a copy of their
sophomore paper to the chair o f the program
during the spring of the sophomore year, after
consultation with program faculty members. All
applications must be approved by the Peace and
Conflict Studies Committee.
See the Peace and Conflict Studies Program
Web site at
www.swarthmore.edu/SocSci/peace.

Requirements and
Recommendations
Minor
A minor in peace and conflict studies consists
of 6 credits, of which only two may be taken in
the student’s major. Introduction to Peace and
Conflict Studies (PEAC 015) is the only
required course and should be taken no later
than the junior year.
Student programs can include an internship or
fieldwork component (e.g., in a peace or
conflict management organization such as the
United Nations or Suburban Dispute
Settlement). An internship is highly
recommended. Fieldwork and internships
normally do not receive credit. However,
students can earn up to 1 credit for special
projects that are developed with an instructor
and approved in advance by the Peace and
Conflict Studies Committee.
Honors Minor
Students in the Honors Program who choose an
honors minor in peace and conflict studies must
complete one preparation for external
examination. This 2-credit preparation can be a
seminar, a combination of two courses in
different departments, a 2-credit thesis, or a
combination of a thesis and a course. Any thesis
must be multidisciplinary. The proposed
preparation must be approved by the Peace and
Conflict Studies Committee. An honors form
may be downloaded from the program’s Web
site or obtained from the Programs Office. This
Honors form should be submitted with the
sophomore paper.
Any student who minors in Peace and Conflict
Studies must meet the requirement of six units
of study, of which no more than 2 credits can
come from the major department. Introduction
to Peace and Conflict Studies (PEAC 015) is
required and should be taken no later than the
junior year. Again, fieldwork or an internship is
highly recommended.

Peace and Conflict Studies
Students whose minor in peace and conflict
studies can be incorporated into the final
requirements for senior honors study in the
major should do so. The Peace and Conflict
Studies Committee will work out the guidelines
for the integration exercise with the student and
the major department.

Courses
The following courses constitute the foundation
for work in peace and conflict studies. Each of
the courses is open to all students unless
otherwise specified. In the event of an
oversubscribed course, preference in enrollment
will be given to peace and conflict studies
minors. Student programs may, subject to prior
approval by the committee, also include
independent study; special attachments to
courses that are not listed here; and courses
offered at Haverford College, Bryn Mawr
College, the University of Pennsylvania, and
abroad.
PEAC 015. Introduction to Peace and
Conflict Studies
This course is intentionally interdisciplinary,
drawing on the work of practitioners and
theorists representative of diverse backgrounds
including sociology, communications, social
psychology, history, and political science.
Students will explore foundations of the field of
peace and conflict studies, conceptions of
peace, typologies of violence, sources and
contexts of conflict, and an array of conflict
interventions—from conflict management to
resolution and from peacekeeping to peace
building. Students should leave this course with
a better understanding of peace and conflict as
well as improved skills of critical thinking and
analysis.
1 credit.
Fall 2008. Smithey.
PEAC 042. Nonviolent Responses to
Terrorism
(cross-listed as SOAN 042)
Nonviolently confronting those who seek to
prevail through intimidation and terror may
seem impossible until we analyze carefully the
variety of interests underlying the choice of
terrorist strategies and draw upon the rich
history of nonviolent counter-terrorist tactics in
many settings, including within the United
States (such as the experience of African
Americans). In this course, we will deconstruct
‘terrorism,” study the dynamics of cultural
marginalization, and build on promising
nonviolent cases to construct hypotheses and
even venture into policy alternatives.
I 1 credit.
I Spring 2009. Lakey.

PEAC 056. Human Rights, Refugees,
and International Law
This course will explore international human
rights vis-à-vis the United Nations and related
agencies (including the politics leading to their
development, their mandate, and their limits).
In addition, the course will analyze major
human rights treatises and the politics of their
enforcement in the international arena. Finally,
the course will examine causes and effects of
human rights violations, resulting in refugees
and their search for asylum.
1 credit.
Not offered 2008-2009.
PEAC 070. Research
Internship/Fieldwork
Credit hours to be arranged with the
coordinator.
PEAC 077. Peace Studies and Action
Peace Studies and Action is designed to provide
students an opportunity to examine in greater
depth a form of peace action that has captured
their intellectual interest and imagination
(perhaps mediation, nonviolent direct action,
persuasion through the arts, diplomacy, etc.).
This course aims to bridge the gaps between
peace research, theory, and implementation by
encouraging students to move between each.
Assigned readings on topics such as power,
organizational structures, mobilization
strategies, and the intellectual origins of peace
research will guide discussions. Peer input and
feedback will be emphasized. Students will also
engage with organizations promoting
nonviolent ways of conducting conflict to
understand better the real-world challenges of
developing and sustaining peace work.
1 credit.
Spring 2009. Smithey.
PEAC 090. Thesis
Credit hours to be arranged with the
coordinator.
PEAC 180. Senior Honors Thesis
Credit hours to be arranged with the
coordinator.
Economics
ECON 012. Games and Strategies
ECON 051. The International Economy*
ECON 053. International Political Economy*
ECON 081. Economic Development*
ECON 082. Political Economy of Africa
ECON 151. International Economics: Seminar*
History
HIST 028. Nations and Nationalism in Eastern
Europe: 1848-1998
HIST 037. History and Memory: Perspectives
on the Holocaust

Peace and Conflict Studies
HIST 049. Race and Foreign Affairs
HIST 134. U.S. Political and Diplomatic
History
Literatures
LITR 037G. History and Memory: Perspectives
on the Holocaust
LITR 061SA. Women’s Testimonial Literature
of Latin America
LITR 083J. War and Postwar in Japanese
Culture
Political Science
POLS 004. International Politics
POLS 045. Defense Policy
POLS 047. Global Policy and International
Institutions: Hunger and Environmental
Threats
POLS 059. Contemporary European Politics
POLS 062. The American Way o f War
POLS 061. American Foreign Policy
POLS 066. Transnational Justice
POLS 068. International Political Economy*
POLS 073. Comparative Politics: Special
Topics*
POLS 074. International Politics: Special
Topics*
POLS 075. The Causes of War
POLS 111. International Politics: Seminar
POLS 113. International Politics: War, Peace,
and Security
Psychology
PSYC 026. Prejudice and Intergroup Relations
PSYC 035. Social Psychology*
Religion
RELG 023. Living in the Light: Quakers
Past/Present*
RELG 028B. Religious Radicals: The Religious
Socialism of Martin Luther King and the
Civil Rights Movement
RELG 110. Religious Belief and Moral Action
Sociology and Anthropology
SOAN 003D. International Human
Rights/Local Culture
SOAN 010J. War, Sport, and the Construction
of Masculine Identity
SOAN 022G. Social Movements in Latin
America
SOAN 024B. Latin American Society and
Culture
SOAN 025B. Transforming Intractable Conflict
SOAN 026C. Power, Authority, and Conflict
SOAN 033C. Political Cultures of Africa
SOAN 035B. Nonviolent Social Movements
SOAN 035C. Social Movements and Strategic
Action

SOAN 043D. Human Rights and Social
Conflict in Africa
SOAN 046B. Social Inequality
SOAN 056B. Standoffs, Breakdowns, and
Surrenders
SOAN 111. Human Rights and Social Theory
Please consult the program’s course listings at
www.swarthmore.edu/SocSci/peace/ for
updates, descriptions, and scheduling.
* These courses are eligible for a peace and
conflict studies minor on special arrangement
with the instructor and the program chair.
Students should arrange approval before taking
the course, and course materials may be
requested for confirmation after the course is
completed. Please submit a course approval
form, which may be downloaded from the
program’s Web site.

Philosophy
PETER BAUMANN, Professor and Chair
RICHARD ELDRIDGE, Professor
HANS F. OBERDIEK, Professor3
CHARLES RAFF, Professor
RICHARD SCHULDENFREI, Professor Emeritus
ALAN R. BAKER, Associate Professor3
GRACE M. LEDBETTER, Associate Professor
TAMSIN LORRAINE, Associate Professor
W. MARK GOODWIN, Visiting Assistant Professor
JENNIFER MORTON, Visiting Instructor
DONNA MUCHA, Administrative Assistant
3 Absent on leave, 2008-2009.

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, reasoning,
morality, the character of the world, God,
freedom, human nature, justice, and history.
Philosophy is thus significant for everyone who
wishes to live and act in a reflective and critical
manner.

Requirements and
Recommendations
Prerequisites
The Philosophy Department offers several
kinds of courses designed to engage students in
philosophical practices. Courses and seminars
are offered to introduce students to the major
systematic works of the history of Western
philosophy and works by Plato and Aristotle
(Ancient Philosophy); Descartes, Hume, and
Kant (Modem Philosophy); Hegel and Marx
(19th-Century Philosophy); Kierkegaard,
Nietzsche, Sartre, Heidegger, and de Beauvoir
(Existentialism); and Russell and Wittgenstein
(Contemporary Philosophy). Some courses and
seminars consider arguments and conclusions in
specific areas of philosophy: Theory of
Knowledge, Logic, Moral Philosophy,
Metaphysics, Aesthetics, and Social and
Political Philosophy. Other courses and
seminars are concerned with the conceptual
foundations of various other disciplines:
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, courses and
seminars are offered on meaning, freedom, and
value in various domains of contemporary life:
Values and Ethics in Science and Technology,
Feminist Theory, and
Modemity/Postmodemity.
Students majoring in philosophy must complete
at least one course or seminar in Logic and
either Ancient or Modem Philosophy and earn a
total of 8 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 requirement 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.
Students may complete a minor in philosophy
by earning any 5 credits in philosophy courses.
There is no distribution requirement for the
minor.
Satisfactory completion of either any section of
an introductory-level course in philosophy (any
philosophy course numbered 001-010) or PHIL
012: Logic is a prerequisite for taking any
further course in philosophy. Students may not
take more than one introductory-level course,
with one exception: Students may take Logic
either before or after taking any other
introductory course.

Courses
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 contemporary
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 o f texts.
1 credit.
Each semester. Staff.
Section 2: Philosophy, Criticism, and
Culture
This course will consider philosophy as a form
of argumentative reflection on and criticism of
some central cultural practices: political
organization, natural science, and morality. In

Philosophy
addition, philosophy as itself a cultural practice
will be compared and contrasted with art and
literature, history, and natural and social
science. We will study Plato, Descartes, Marx,
and Marcuse as well as a few films and poems.
Writing course.
1 credit.
Fall 2008. Eldridge.
Section 3: Truth and Desire
This course is designed to develop your natural
ability to think philosophically by heightening
your sense of wonder and honing your critical
skills. We will take a historical approach,
starting with Plato and then reading Descartes
and Nietzsche before turning to two more
contemporary theorists, Frantz Fanon and
Sandra Bartky. Throughout the course, we will
pursue questions about truth (What is it? How
does it relate to knowledge? When do we know
that we know?) as well as questions about
desire (What do we want? How does that relate
to what we should want, our ideas of the good
life, and the kind of life we should lead?) and
the relationship between the two.
Writing course.
1 credit.
Fall 2008. Lorraine.
PHIL 002. First-Year Seminar:
Modern ity/Postmodern ity
This course will examine conceptions of
modernity as it emerges in key texts from
philosophers such as Descartes, Kant, and
Hegel. We will discuss the implications of these
conceptions of modernity for us today on such
topics as the nature and relationship of mind
and body, and self and society, and evaluate
how far we may (or may not) have entered a
“postmodern” era by examining texts by such
philosophers as Nietzsche and Heidegger as
well as sampling some of the contemporary
debate on this subject.
Writing course.
1 credit.
Not offered 2008-2009.
PHIL 005. First-Year Seminar: About
Morality
Morality (or ethics) refers both to how we
should live our lives and to rules and precepts
of right conduct toward others, including non­
human animals and the environment. Some
philosophers are moral skeptics who argue that
we cannot know what is right or good. Others
argue that what is true in morality can be
explained in terms of sociological, biological,
or rational choice theories. Still others argue
that morality is impossible because it
presupposes that we are free when, in fact, our
thoughts and behavior are determined. These
are questions about morality, not questions o f

morality or in morality. This writing- and
discussion-intensive first-year seminar will
examine representatives of each of these
approaches.
Writing course.
1 credit.
Not offered 2008-2009.
PHIL 006. First-Year Seminar: Life, Mind,
and Consciousness
Classical problems o f the nature and extent of
life, the modem problems of mind and body,
and contemporary issues that center on
consciousness and thought serve as a
chronological introduction to central
philosophical issues. Individual writing
conferences supplement plenary discussion
sessions.
Writing course.
1 credit.
Not offered 2008-2009.
PHIL 007. Paradox and Rationality
People claim to know lots of things—that the
Earth is round, that 2 + 2 = 4, that God exists.
But what distinguishes genuine knowledge
from mere belief? This course will examine the
ways in which the use of a systematic method
can help in the generation of knowledge. Using
the work of Descartes as our starting point, we
shall focus, in particular, on the interaction
between philosophical and scientific methods.
1 credit.
Not offered 2008-2009.
PHIL 008. History and Philosophy of
Science
This course will explore the nature of science
by considering selected episodes in its history.
We will begin by studying the (so-called)
Scientific Revolution o f the 17th century, with
the hope of coming to appreciate how the ways
of investigating and understanding the world
advocated by philosopher/scientists such as
Galileo, Descartes, Spinoza, and Newton
differed from other possible ways of coming to
terms with the world. Next, we will study
Thomas Kuhn’s The Structure o f Scientific
Revolutions to explore the extent to which our
scientific theories and practices develop in
characteristic ways. Our reading of Kuhn will
be supplemented with four (philosophically
motivated) case studies from the history of
science. Throughout our historical studies, the
goal will be to identify and reflect upon the
philosophically significant features of our
scientific encounters with the world.
Writing course.
1 credit.
Spring 2009. Goodwin.

Philosophy
PHIL 009. First-Year Seminar:
Contemporary, Moral, and Political
Issues
Our understanding of (or confusions about)
freedom, justice, equality, rights, and the
objects of moral concern deeply affect how we
think about concrete issues that pervade
contemporary public life. We will examine how
various philosophical positions inform our
understanding of these issues—and how they,
in turn, lead us to accept, reject, or modify
general philosophical positions. Among the
issues we’ll discuss in the context of broader
philosophical positions are the legal
enforcement of morality, the limits of free
expression, what justice and equality require,
and issues in bioethics and the environment.
Writing course.
1 credit.
Not offered 2008-2009.
PHIL 010. First-Year Seminar: Questions
of Inquiry
This course is an introduction to philosophy
with two primary aims: first, to develop the
specific resources necessary for continued
access to classical and contemporary
philosophical literature; second, to foster skills
of lucid and economical expository writing that
will benefit students’ written work in all areas.
Three primary texts of classical and
contemporary philosophy raise questions about
inquiry within philosophy and about inquiring
in other areas.
1 credit.
Fall 2008. Raff.
PHIL 011. Moral Philosophy
Although some attention will be 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.
Other values that may be discussed are
tranquility, human relationships, autonomy, and
the search for objective good.
1 credit.
Not offered 2008-2009.
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 2008. Goodwin.

PHIL 013. Modern Philosophy
Seventeenth- and 18th-century theories of
knowledge, morals, and metaphysics studied in
works by Descartes, Spinoza, Leibniz, Locke,
Berkeley, Hume, and Kant.
1 credit.
Spring 2009. Raff.
PHIL 015. Practical Reasoning
Explore the connection between action, reasons,
and deliberation. Consider questions such as:
What is rationality? What counts as a reason?
What is the role that norms or rules play in
deciding what to do? What is the difference
between practical and theoretical deliberation?
1 credit.
Fall 2008. Morton.
PHIL 016. Philosophy of Religion
(See RELG 015B)
1 credit.
Not offered 2008-2009.
PHIL 017. Aesthetics
On the nature of art and its roles in human life,
considering problems o f interpretation and
evaluation and some specific medium of art:
Who should care about art? Why? How?
1 credit.
Not offered 2008-2009.
PHIL 018. Philosophy of Science
(See PHIL 119)
1 credit.
Spring 2009. Goodwin.
PHIL 019. Philosophy of Literature
1 credit.
Not offered 2008-2009.
PHIL 020. Plato and His Modern Readers
(Cross-listed as CLAS 020)
Modem thinkers have ascribed to Plato some of
the fundamental good and ills of modem
thought. It has been claimed, for example, that
Socrates and Plato distorted the entire course of
Western philosophy, that Plato was the greatest
political idealist, that Plato was the first
totalitarian, that Plato was a feminist, and that
Plato betrayed his teacher, Socrates. In this
course, we will view Plato through the lens of
various modem and postmodern interpretations
(e.g., Nietzsche, Heidegger, Foucault, Irigaray,
Rorty, Murdoch, Nussbaum, Vlastos) alongside
a close analysis of ethical, metaphysical, and
epistemological issues as they arise in the
dialogues themselves.
Writing course.
1 credit.
Spring 2009. Ledbetter.

Philosophy
PHIL 021. Social and Political
Philosophy
(See PHIL 121)
1 credit.
Not offered 2008-2009.
PHIL 023. Metaphysics
Categories (thing/property, concrete/abstract),
Universals, Necessity, Divinity, Mentality,
Change, and Freedom are headings for some of
the traditional metaphysical topics of
contemporary metaphysics. Resources include
work by Aristotle, Descartes, Quine, Chisholm,
Lewis ’61, Chalmers, Zimmerman, and others.
1 credit.
Fall 2008. Raff.
PHIL 024. Theory of Knowledge
What can we know? Is the answer to this
question among the things we can know? What
are the basic sources of our knowledge? Could
all knowledge rest just on sense perception?
What can we learn from the classical and
contemporary varieties of skepticism? Readings
include classical and current sources.
1 credit.
Not offered 2008-2009.
PHIL 025. Philosophy of Mathematics
Topics will include the nature of mathematical
objects and mathematical knowledge, proof and
truth, mathematics as discovery or creation, the
character of applied mathematics, and 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 and 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, GQdel’s
incompleteness theorems, and relative
consistency proofs for non-Euclidean
geometries).
Prerequisites: Logic, acceptance as a major in
mathematics, or approval of instructor.
1 credit.
Not offered 2008-2009.
PHIL 026. Language and Meaning
(See PHIL 116)
(Cross-listed as LING 026)
1 credit.
Not offered 2008-2009.
PHIL 027. Classical Empiricism to
Transcendental Idealism
This course will begin with selections from
Locke’s essay Concerning Human
Understanding and end with Kant’s Critique o f

Pure Reason (through The Transcendental
Deduction). In between, we will read the bulk
of Berkeley’s Principles o f Human Knowledge
as well as Hume’s An Enquiry Concerning
Human Understanding. For each philosopher
that we study, our objective will be to both
understand their basic metaphysical and/or
epistemological doctrines and to appreciate the
role of these doctrines in the historical
development o f philosophy. In addition,
attempts will be made to highlight the relevance
of these thinkers to contemporary philosophy.
To this end, we will supplement our close
reading of the primary texts with some
secondary readings by recent philosophers that
demonstrate how the thought o f these historical
figures is o f ongoing importance for
philosophers today.
1 credit.
Not offered 2008-2009.
PHIL 028. Freedom
Though freedom is a nearly sacred concept in
America, and it has been reasonably successful
here, it has not been so successful or admired in
all societies. In this course, we shall consider
freedom, in part, from the perspective of the
other, non-American position. We will consider
the philosophical/rational arguments for
freedom, and some classical rational critiques
o f freedom (e.g., Plato, Hegel). We shall also
compare free societies concretely with
traditional and authoritarian ones and consider
what can be said reasonably against freedom
from the viewpoint of tradition. The underlying
question will be whether freedom is an
absolute, eternal, and universal value or a
relative, temporary, and parochial value of the
modem West, especially America.
1 credit.
Spring 2009. Schuldenffei.
PHIL 029. Philosophy of Modern Music
This course will survey the rise and evolution of
so-called absolute music as a significant form
of cultural expression from 1750 to the present.
The focus of attention will be various historicphilosophical accounts of the meanings and
functions o f such musical works in culture. An
ability to follow a score and some awareness
(but not substantial music historical knowledge)
of the relative dates of major composers of
Western art music (e.g., Beethoven is just
before Schubert) is required. Some attention
will be paid both to 20th-century developments
(serialism, modal composition, John Cage, New
Romanticism, etc.) and to contemporary
popular music. Major theorists of music who
will be covered include Leonard Meyer, Carl
Dahlhaus, Theodor Adorno, Susan McClary,

Philosophy
Rose Rosengard Subotnik, Lawrence Kramer,
and Jacques Attali.
1credit
Not offered 2008-2009.
PHIL 031. Advanced Logic

A survey of various technical and philosophical
issues arising from the study of deductive
logical systems. Topics are likely to include
extensions of classical logic (e.g., the logic of
necessity and possibility [modal logic], the
logic of time [tense logic], etc.); alternatives to
classical logic (e.g., intuitionistic logic,
paraconsistent logic); metatheory (e.g.,
soundness, compactness, Gödel’s
incompleteness theorem); philosophical
questions (e.g., What distinguishes logic from
non-logic? Could logical principles ever be
revised in the light of empirical evidence?).
Prerequisite: PHIL 012.
1credit.
Not offered 2008-2009.
PHIL 039. Existentialism
In this course, we will examine existentialist
thinkers such as Nietzsche, Kierkegaard,
Heidegger, Sartre, Beauvoir, and Camus to
explore themes of contemporary European
philosophy, including the self, responsibility
and authenticity, and the relationships between
body and mind, fantasy and reality, and
literature and philosophy.
1 credit.
Spring 2009. Lorraine.
PHIL 040. Semantics
(See LING 040)
PHIL 045. Futures in Feminism
(Cross-listed as WMST 020)
In this course, we will investigate the future
directions feminist theory in the 21st century
could or should take by looking at recent
feminist theory and asking where we can go
from here. Areas we will investigate include
transnational theory, poststructuralist feminist
theory, cultural theory, third-wave theory,
critical race theory, and queer theory as well as
theories that may not easily fit into any
prevailing category of feminist thought.
1 credit
Not offered 2008-2009.
PHIL 048. German Romanticism
This colloquium will focus on theories of
subjectivity, aesthetic experience, and ethical
life developed in the immediate post-Kantian
context. The principal figures considered will
be Schiller, Hölderlin, and Schlegel.
1 credit.
Not offered 2008-2009.

PHIL 049. Marx, Nietzsche, and Freud
This course will examine the work o f three
19th-century “philosophers of suspicion” who
challenged the self-presence of consciousness
by considering consciousness as an effect of
other forces. Their investigations into one’s
understanding of truth as the effect of will-topower (Nietzsche), one’s understanding of
reality as the effect of class position (Marx),
and consciousness as the effect of unconscious
forces (Freud) provide an important background
to contemporary questions about the nature of
reality, human identity, and social power.
1 credit.
Fall 2008. Lorraine.
PHIL 055. Philosophy of Law
An inquiry into major theories of law, with
emphasis on implications for the relation
between law and morality, principles of
criminal and tort law, civil disobedience,
punishment and excuses, and freedom of
expression.
1 credit.
Not offered 2008-2009.
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 2008-2009.
PHIL 086. Philosophy of Mind
(See PHIL 118)
1 credit.
Not offered 2008-2009.
PHIL 088. Wittgenstein
Wittgenstein’s analyses of thought and
language are central to contemporary
philosophical debates. We will read his two
major works, Tractatus-Logico Philosophicus
and Philosophical Investigations in connection
with the development of 20th- and 21st-century
analytical philosophy of mind, language,
consciousness, and value.
1 credit.
Not offered 2008-2009.
PHIL 093. Directed Reading
Each semester. Staff.
PHIL 096. Thesis
Each semester. Staff.
PHIL 099. Senior Course Study
Spring semester. Staff.

Philosophy
Seminars
PHIL 101. Moral Philosophy
An examination of the principal theories of
value, virtue, and moral obligation—and their
justification. The focus will be primarily on
contemporary treatments of moral philosophy.
A central question of seminar will be the
possibility and desirability o f moral theory.
2 credits.
Spring 2009. Morton.
PHIL 102. Ancient Philosophy
Ancient Greek philosophy transforms
traditional Greek religion through rational
critique; yet, in contrast to contemporary
philosophy, it continues to share many of the
most prominent features of religion. This
seminar will study how theology develops
through the Presocratics, Socrates, Plato,
Aristotle, the Epicureans, and Stoics and how
theology relates to the philosophers’ views on
morality and the good life.
2 credits.
Fall 2008. Ledbetter.
PHIL 103. Selected Modern
Philosophers
One or more 17th- or 18th-century philosophers
selected for systematic or comparative study.
Suggested preparation: PHIL 013 or similar.
Recent selections include pairs as well as single
philosophers from the list Descartes, Spinoza,
Locke, Leibniz, Berkeley, Hume, Reid, Kant.
2 credits.
Spring 2009. Raff.
PHIL 104. Topics in Metaphysics
One or more central topics in contemporary
metaphysics selected for sustained study:
freedom, causation, universals, categories,
necessity, identity of things and people, fiction,
God, or others.
2 credits.
Fall 2008. Raff.
PHIL 106. Aesthetics and Theory of
Criticism
On the nature of art and its roles in human life,
considering problems of interpretation and
evaluation and some specific medium o f art.
2 credits.
Not offered 2008-2009.
PHIL 109. Semantics
(See LING 109)
PHIL 113. Topics in Epistemology
How to account for the fact that we know that
some truths are also necessarily true, that each
of us is peculiarly knowledgeable about one
knower? How best to account for our lack of
knowledge in the famous Gettier examples and

of our lack of knowledge in the Lottery
Paradox? Current answers and their background
are among the topics.
2 credits.
Not offered 2008-2009.
PHIL 114. Nineteenth-Century
Philosophy
The historical treatment o f such topics as
knowledge, morality, God’s existence, and
freedom in Kant, Fichte, Hegel, Feuerbach,
Marx, and Nietzsche.
2 credits.
Fall 2008. Eldridge.
PHIL 116. Language and Meaning
(Cross-listed as LING 116)
Behaviorist theories o f meaning, cognitivist
theories of meaning, and conceptions of
language as a social practice will be surveyed
and criticized.
2 credits.
Spring 2009. Eldridge.
PHIL 118. Philosophy of Mind
The course is divided into three principal
sections, focusing on philosophy of mind,
artificial intelligence, and cognitive science.
Section 1 covers four core positions in the
philosophy of mind “dualism, behaviorism,
materialism, and functionalism,” and it serves
as an overview of traditional philosophy of
mind. Section 2 explores how the philosophical
ideas developed above connect to ongoing
research in artificial intelligence. Section 3
concerns the philosophy of cognitive science, a
field that investigates the biological and
neurophysiological underpinnings of human
mentality. Part of the aim is to clarify the goals
and methods of cognitive science and to
investigate ways in which advances in cognitive
science may yield philosophical insights into
the nature of mind.
2 credits.
Not offered 2008-2009.
PHIL 119. Philosophy of Science
A study of philosophical problems arising out
o f the presuppositions, methods, and results of
the natural sciences, focusing particularly on
the effectiveness of science as a means for
obtaining knowledge. Topics include the
difference between science and pseudoscience;
the idea that we can “prove” or “confirm”
scientific theories; explanation and prediction;
the status of scientific methodology as rational,
objective, and value free; and the notion that
science aims to give us (and succeeds in giving
us) knowledge of the underlying unobservable
structure of the world.
2 credits.
N ot offered 2008-2009.

Philosophy
PHIL 121. Social and Political
Philosophy
This seminar will trace the history of political
philosophy in the West primarily via discussion
of selected major figures such as Plato,
Aristotle, Hobbes, Locke, Rousseau, and Mill,
with an emphasis on the transition from
classical to modem political theory.
Contemporary theorists such as Rawls, Sandel,
and Charles Taylor may also be considered.
2 credits.
Fall 2008. Baumann.
PHIL 125. Philosophy of Mathematics
Mathematics is a discipline whose elegance,
rigor, and stunning usefulness across a huge
variety of applications has made it a central part
of every school and college curriculum. But
what exactly is mathematics about? At one
level, the answer seems obvious: Mathematics
is about numbers, functions, sets, geometrical
figures, and so on. But what are these things?
Do they exist? If so, where? And how do we
come to know anything about them? If they do
not exist, what makes mathematics true? This
seminar will tackle these issues and look at
what some of the great philosophers such as
Plato, Descartes, Kant, and Wittgenstein have
had to say about mathematics.
2 credits.
Not offered 2008-2009.
PHIL 139. Phenomenology,
Existentialism, and Poststructuralism
In this course, we will examine the themes of
reality, truth, alienation, authenticity, death,
desire, and human subjectivity as they emerge
in contemporary European philosophy. We will
consider thinkers such as Nietzsche, Husserl,
Heidegger, Derrida, and Irigaray to place
contemporary themes of poststructuralist
thought in the context of the phenomenological,
existential, and structuralist thought out of
which they emerge.
2 credits.
Spring 2009. Lorraine.
PHIL 145. Feminist Theory
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 perspective? In this
course, we will explore possibilities opened by
poststructuralist theory, postcolonial theory,
French feminist theory, and other forms of
feminist thought, to examine questions about
desire, sexuality, and embodied identities, and
various resolutions to this dilemma.
2 credits.
Not offered 2008-2009.

PHIL 180. Thesis
A thesis may be submitted by majors in the
department in place of one honors paper, on
application by the student and at the discretion
o f the department.
PHIL 199. Senior Honors Study
Spring semester.

Physical Education
ADAM HERTZ, Director o f Physical Education and Athletics
CHRISTYN CHAMBERS, Associate Director o f Athletics
KAREN BORBEE, Professor, Senior Woman Administrator1
SUSAN P. DAVIS, Professor
MICHAEL L. MULLAN, Professor
LEE WIMBERLY, Professor
TODD ANCKAITIS, Head Coach/Instructor
PETER CARROLL, Head Coach/Instructor
RENEE CLARKE, Head Coach/Instructor
RENEE L. DEVARNEY, Head Coach/Instructor
STAN EXETER, Head Coach/Instructor
LAUREN FUCHS, Head Coach/Instructor
PAT GRESS, Head Coach/Instructor
HARLEIGH LEACH, Head Coach/Instructor
JEREMY LOOMIS, Head Coach/Instructor
ERIC WAGNER, Head Coach/Instructor
JIM HELLER, Head Coach (part time)
BHAVIN PARIKH, Head Coach (part time)
MARIAN FAHY, Administrative Assistant
SHARON GREEN, Administrative Assistant
1Absent on leave, tall 2008.

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, physical
fitness, and wellness. The program provides an
opportunity for instruction and experience in a
variety of 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 practice, qualities
of good sportsmanship, leadership, and
cooperation in team play. Students are also
encouraged to develop skill and interest in a
variety of activities that can be enjoyed after
graduation.
The Intercollegiate Athletics Program is
comprehensive, including varsity with teams in
22 different sports: 10 for men and 12 for
women.
Ample opportunities exist for large numbers of
students to engage in intercollegiate
competition, and those who qualify may be
encouraged to participate in regional and
national championship contests. Several club
teams in various sports are also organized, and
a program of intramural activities is sponsored.

Requirements and
Recommendations
Students are encouraged to enjoy the
instructional and recreational opportunities
offered by the department throughout their
college careers. As a requirement for
graduation, all nonveteran students, not excused
for medical reasons, are required to complete 4
units of physical education by the end o f their

sophomore year. In addition, all students must
pass a survival swim test or complete onequarter of aquatics instruction.
Transfer students will receive credit toward the
requirement from previous institutions after a
review by the director of the department.
Students with special-needs should consult the
director of physical education.
Courses offered by the department are listed
subsequently. Credit toward completion of the
physical education requirement will also be
given for participation in intercollegiate
athletics as well as PE Dance Courses (listed
subsequently), which are semester-long courses.
Independent study for physical education is not
permitted.

Courses
Fall
Aerobics
Aikido
Aquatics for Fitness
Badminton
Basketball
Beginning Aquatics
Bowling
Fencing I
Fitness Ball
Fitness Training
Floor Hockey
Folk Dance
Introduction to Orienteering
Lifeguarding
Pilâtes

Physical Education
■ Power Yoga
I Squash
I Strength and Power
I I Table Tennis
I I Uechi Ryu Karate
Spring
I Aerobics
I Aikido
I Aquatics for Fitness
Badminton
I Basketball
Beginning Aquatics
Bowling
Fencing I, II
Fitness Ball
Fitness Training
Folk Dance
I Golf
Pilates
Power Yoga
Squash
Tennis
Ultimate Frisbee
I Uechi Ryu Karate
I Volleyball

I

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PE Dance Courses
These courses are offered through the Dance
Department. See the Music and Dance section
of the course catalog and the Swarthmore
College Schedule of Courses and Seminars for
fall and spring PE dance course offerings.

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Intercollegiate Athletics

Fall
I Men’s Cross-Country
Women’s Cross-Country
Field Hockey
Men’s Soccer
Women’s Soccer
J Women’s Volleyball
Winter
Badminton
Men’s Basketball
Women’s Basketball
Men’s Swimming
Women’s Swimming
Men’s Indoor Track
Women’s Indoor Track
Spring
Baseball
Golf

Men’s Lacrosse
Women’s Lacrosse
Softball
Men’s Tennis
Women’s Tennis
Men’s Outdoor Track
Women’s Outdoor Track

Physics and Astronomy
JOHN R. BOCCIO, Professor of Physics
MICHAEL R. BROWN, Professor of Physics
AMY L.R. BUG, Professor of Physics1
PETER J. COLLINGS, Professor of Physics'
FRANK A. MOSCATELLI, Professor of Physics
DAVID H. COHEN, Associate Professor o f Astronomy
CARL H. GROSSMAN, Associate Professor of Physics and Chair
ERIC L.N. JENSEN, Associate Professor of Astronomy1
CATHERINE H. CROUCH, Assistant Professor of Physics
AREN HEINZE, Visiting Assistant Professor of Astronomy
TIMOTHY GRAY, Post-Doctoral Research Scientist
MARY ANN KLASSEN, Lecturer
ADAM NEAT, Lecturer
JAMES HALDEMAN, Instrumentation/Computer Technician
STEVEN PALMER, Machine Shop Supervisor
CAROLYN R. WARFEL, Administrative Assistant
‘Absent on leave, 2008-2009.

The Physics and Astronomy Department
teaches the concepts and methods that lead to
an understanding of the fundamental laws
governing the physical universe.
Emphasis is placed on quantitative, analytical
reasoning, as distinct from the mere acquisition
of facts. 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 education
of scientists, the department offers a number of
opportunities for students to participate in
original research projects, conducted by
members of the faculty, on 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, nano
physics, computer simulation, liquid crystals,
quantum mechanics foundations, and
observational and theoretical astrophysics.
The department maintains the historic Sproul
telescope, a 61-cm refractor, equipped with a
CCD camera, plus several small telescopes for
instructional use. A monthly visitors’ night at
the observatory is announced on the department
website. During the 2008-2009 academic year a
new 61-cm reflector telescope, equipped with a
high-resolution spectrometer will be installed
for faculty and student research.
Two calculus-based introductory sequences are
offered. PHYS 003 and 004 cover both classical
and modem physics and is an appropriate
introductory physics sequence for those
students majoring in engineering, chemistry,
and biology. PHYS 007 and 008, on the other
hand, which is normally preceded by PHYS
005/ASTR 005 (these are cross-listed), are at a
higher level. It is aimed toward students
planning to do further work in physics or

astronomy and is also appropriate for
engineering and chemistry majors. The fourcourse sequence 005,007,008, and 014 is
designed to provide a comprehensive
introduction to all major areas of physics.
Additional information is available at the
department Web site at
www.swarthmore.edu/NatSci/physics/.

Requirements and
Recommendations
Major Degree Requirements
The program in physics consists of PHYS
005/ASTR 005, and PHYS 007,008,014, and
050 in the first 2 years, followed by PHYS 111,
112,113, and 114 in the last 2 years. In
addition, the shop course PHYS 063 and the
advanced laboratory courses PHYS 081 and
PHYS 082 and MATH* 015,025,027, and 033
must be taken.
The program in astrophysics consists of PHYS
005/ASTR 005 and PHYS 007,008, 014,050,
and ASTR 016, followed by PHYS 111,112,
113, and 114, plus two astronomy seminars. In
addition, MATH* 015,025,027, and 033 must
be taken. This is the recommended program for
students wishing to pursue graduate work in
astronomy/astrophysics.
The program in astronomy consists of PHYS
005/ASTR 005, and PHYS 007,008,014, and
ASTR 016. In addition, four astronomy
seminars, and MATH* 015,025, and 033 must
be taken.
Students wishing an even stronger background
for graduate work and a deeper look at one or
more special fields may take an extended
program by adding elective seminars in physics
or astronomy and/or a research project/thesis.
Seniors not enrolled in the Honors Program
must complete a comprehensive exercise in the
senior year, which is intended not only to

Physics and Astronomy
encourage review and synthesis but also
requires students to demonstrate mastery of
fundamentals studied during all 4 years.
*Math note. The Mathematics and Statistics
Department offers many sets of courses
covering similar material at different levels of
sophistication. In each case noted, the most
elementary version from each set has been
listed. Students should always take the most
advanced version for which they qualify.
Criteria for Acceptance as a Major
Students applying to become a physics major
should have completed or be completing PHYS
014, PHYS 050, and MATH 033. If applying
for an astrophysics or astronomy major, they
should also have completed ASTR 016.
Applicants must normally have an average
grade of B- or better in all physics and
astronomy courses as well as in MATH 027 and
033.
Because almost all advanced work in physics
and astronomy at Swarthmore is taught in
seminars, where the pedagogical responsibility
is shared by the student participants, an
additional consideration in accepting and
retaining majors is the presumed or
demonstrated ability of the students not only to
benefit from this mode of instruction but also to
contribute positively to the seminars.
Advanced Laboratory Program
The advanced laboratory courses, namely,
PHYS 081, PHYS 082, and PHYS 083 (each
0.5 credit) require approximately one afternoon
a week. PHYS 083 is an option for students
with prior preparation in electronics who are
taking or have already taken ENG 072 or the
equivalent. Students enrolled in these must
arrange their programs so that they can
schedule a time for lab each week, free of
conflicts with other classes, seminars,
extracurricular activities, and sports.
Independent Work
Physics and astronomy majors are permitted to
undertake independent research projects for
credit (PHYS/ASTR 094). Many opportunities
exist for students to work with faculty members
on research projects during the summer or
semester. In preparation for independent
experimental work, prospective physics majors
are urged to take the required course PHYS
063: Procedures in Experimental Physics during
the fall semester of their sophomore year, which
will qualify them to work in the departmental
shops.
Teacher Certification
We offer teacher certification in physics
through a program approved by die state of
Pennsylvania. For further information about the
relevant set of requirements, contact the
Educational Studies Department chair, the

Physics Department chair, or visit the
Educational Studies Department Web site at
www.swarthmore.edu/educationalstudies.xml.
Minor Degree Requirements
Our department offers two types of course
minors: one in physics and one in astronomy.
The physics minor consists of PHYS 005/ASTR
005, PHYS 007*, PHYS 008*, PHYS 014,
PHYS 050, and PHYS 111 and PHYS 113+.
Co-requisites are MATH 015,025, and 033.
(*In some cases, PHYS 003 and/or PHYS 004
may be substituted for PHYS 007 and/or PHYS
008.) (+ Minors should have two advanced
seminars, preferably one in “classical” and one
in “quantum” physics. PHYS 111 is a
prerequisite for the future seminars and fulfills
the “classical” requirement. We recommend
PHYS 113 as the second advanced seminar,
though a different seminar may be substituted
on consultation with the chair.)
The astronomy minor consists of PHYS
005/ASTR 005, PHYS 007 or PHYS 003,
PHYS 008 or PHYS 004, ASTR 016, one
astronomy seminar numbered 100 or above, and
one semester of ASTR 061 (0.5 credits).
Corequisites are MATH 015 and 025.

External Examination Program
To be accepted into the External Examination
Program in the department, the applicant must
have an average grade o f B or better in all
physics and astronomy courses.
External examinations are based on three of the
following preparations (plus their pre­
requisites): Physics: PHYS 112,113, and 114,
plus a thesis; Astrophysics: three of the
following (PHYS 112,113,114,180 (Honors
Thesis) with at least one seminar each from the
astronomy and physics side of the program;
Astronomy: ASTR 121,123,126,128, and 180
(Honors Thesis).
Minors in physics, astrophysics, and astronomy
take an external examination based on one
seminar from the previous lists.

Physics Courses
PHYS 003. General Physics I
Topics include vectors, kinematics, Newton’s
laws and dynamics, conservation laws, work
and energy, oscillatory motion, systems of
particles, and rigid body rotation. Possible
additional topics are special relativity and
thermodynamics. Includes one laboratory
weekly.
Natural sciences and engineering practicum.
Prerequisite: MATH 015 (can be taken
concurrently).
1 credit.
Fall 2008. Moscatelli.

Physics and Astronomy
PHYS 004. General Physics II
Topics include wave phenomena, geometrical
and physical optics, electricity and magnetism,
and direct and alternating current circuits.
Possible additional topics may be added.
Includes one laboratory weekly.
Natural sciences and engineering practicum.
Prerequisites: MATH 025 (can be taken
concurrently). PHYS 003 or the permission of
the instructor.
1 credit.
Spring 2009. Crouch.
PHYS 004L. General Physics II:
Biomedical Applications of Electricity,
Magnetism, and Optics
PHYS 004L will cover the same topics as
PHYS 004 but will emphasize biological,
biochemical, and medical applications of those
topics. The course will meet medical school
requirements (in conjunction with PHYS 003)
and will include a weekly laboratory. PHYS
004L can be taken either before or after PHYS
003 students who wish to take PHYS 004L
before PHYS 003 should have some high
school physics background and obtain
permission from the instructor.
Natural sciences and engineering practicum.
Prerequisites: MATH 015 o ra more advanced
calculus course as a prerequisite.
1 credit.
Not offered 2008-2009.
PHYS 005. Spacetime, Quanta, and
Cosmology
This introductoiy course emphasizes three
major areas of modem physics and
astrophysics: special relativity, cosmology, and
quantum theory. Students will explore the
counterintuitive consequences of special
relativity for our notions of absolute time; the
birth, expansion, and fate of the universe; and
the nature of the subatomic quantum world,
where our notions of absolutes such as position
or speed of a particle are replaced by
probabilities, so that a particle can exist in
many states at once. The course focuses on how
scientists ask and answer questions about such
topics, including the development of the
mathematical tools necessary to understand the
physical world in depth. This course is suitable
for non-majors and also serves as the entry
point to majoring or minoring in astronomy,
astrophysics, or physics. Includes six afternoon
labs and some evening telescope observing. No
prerequisites. Cross-listed as ASTR 005.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Brown, Cohen.

PHYS 007. Introductory Mechanics
An introduction to classical mechanics and
continuation (from PHYS 005/ASTR 005) of
the study of special relativity. Includes the
study o f the kinematics and dynamics of point
particles; conservation principles involving
energy, momentum, and angular momentum;
rotational motion of rigid bodies; oscillatory
motion; and relativistic dynamics. Includes one
laboratory weekly.
Natural sciences and engineering practicum.
Prerequisites: MATH 025 (can be taken
concurrently), PHYS 005/ASTR 005 or
permission of the instructor.
1 credit.
Spring 2009. Bug.
PHYS 008. Electricity, Magnetism, and
Waves
A sophisticated introductory treatment of wave
and electric and magnetic phenomena, such as
oscillatory motion, forced vibrations, coupled
oscillators, Fourier analysis of progressive
waves, boundary effects and interference, the
electrostatic field and potential, electrical work
and energy, D.C. and A.C. circuits, the
relativistic basis of magnetism, Maxwell’s
equations, and geometrical optics. Includes one
laboratory weekly.
Natural sciences and engineering practicum.
Prerequisites: PHYS 007; MATH 025; MATH
027 or 033 (can be taken concurrently).
1 credit.
Fall 2008. Boccio.
PHYS 014. Introductory Quantum
Physics
An introduction to wave mechanics using one­
dimensional systems. Includes applications
such as quantum statistics, cavity radiation,
solids and simple two and three-dimensional
examples. One laboratory session weekly.
Natural sciences and engineering practicum.
Prerequisites: PHYS 003 and 004 or PHYS 007
and 008.
1 credit.
Spring 2009. Moscatelli.
PHYS 020. Principles of the Earth
Sciences
An analysis of the forces shaping our physical
environment, drawing on the fields of geology,
geophysics, meteorology, and oceanography.
Includes some laboratory and fieldwork.
Natural sciences and engineering practicum.
1 credit.
Not offered 2008-2009.

Physics and Astronomy
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PHYS 021. Light and Color
The fundamentals of light from the classical
and quantum physical viewpoint. Extensive use
of examples from art, nature, and technology
will be made. Two or three lectures per week
plus a special project/laboratory.
1 credit.
Not offered 2008-2009.

!

PHYS 022. Physics of Musical Sounds
An introduction to the science and technology
of musical sounds and the instruments that
make them. Particular attention is paid to
electronic music and instruments. Topics
include complex wave forms, scales and
temperament, basic electronic sound devices,
and digital sound technology. The course has a
weekly laboratory requirement.
1 credit
Spring 2009. Grossman.

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PHYS 023. Relativity
A nonmathematical introduction to the special
and general theories of relativity as developed
by Einstein and others during the 20th century.
1 credit.
Not offered 2008-2009.
PHYS 024. The Earth and Its Climate
A study of the complex interplay of factors
influencing conditions on the surface of the
Earth. Basic concepts from geology,
oceanography, and atmospheric science lead to
an examination of how the Earth’s climate has
varied in the past, what changes are occurring
now, and what the future may hold. Includes
one laboratory every other week.
Natural sciences and engineering practicum.
1 credit.
Not offered 2008-2009.
PHYS 025. In Search of Reality
By investigating the assumptions, theories, and
experiments associated with the study of reality
in quantum physics, we will attempt to decide
whether the question of the existence of an
intelligible external reality has any meaning.
1 credit.
Not offered 2008-2009.
PHYS 026. Chaos, Fractals, Complexity,
Self-Organization, and Emergence
A study of chaos, fractals, scaling and self­
similarity, percolation, cellular automata,
iterated function systems, pattern formation,
self-organized networks, complex adaptive
systems, self-organized criticality, and
emergence with applications in the natural
sciences, social sciences, and humanities.
1 credit.
Not offered 2008-2009.

PHYS 029. Seminar on Gender and
(Physical) Science
This seminar will take a multifaceted approach
to the question: “What are the connections
between a person’s gender, race, or class and
their practice of science?” The history of
science, the education of women and feminist
pedagogy, and philosophy o f science will be
addressed. Physical science will be the principal
focus. Includes some laboratory work.
1 credit.
Not offered 2008-2009.
PHYS 050. Mathematical Methods of
Physics
A survey of analytical and numerical techniques
useful in physics, including multivariable
calculus, optimization, ordinary differential
equations, partial differential equations and
Sturm-Liouville systems, orthogonal functions,
Fourier series, Fourier and Laplace transforms,
and numerical methods, ray-optics, Jones
calculus, and Fourier optics.
Prerequisites: MATH 027 and 033.
1 credit.
Spring 2009. Boccio.
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 ongoing faculty research.
The student will present a written and an oral
report to the department.
0.5,1, or 2 credits.
Each semester. Staff.

Physics Seminars
PHYS 111. 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 equations
and variational principles; systems of particles;
collisions and cross sections; motion of a rigid
body; Euler’s equations; rotating frames of
reference; small oscillations; normal modes;
and wave phenomena.
Prerequisites: PHYS 014 and 050; MATH 033.
1 credit.
Fall 2008. Grossman.

Physics and Astronomy
PHYS 112. Electrodynamics
Electricity and magnetism using vector
calculus, electric and magnetic fields, dielectric
and magnetic materials, electromagnetic
induction, Maxwell’s field equations in
differential form, displacement current,
Poynting theorem and electromagnetic waves,
boundary-value problems, radiation and fourvector formulation of relativistic
electrodynamics.
Prerequisites: PHYS 014 and 050; MATH 033.
1 credit
Fall 2008. Crouch.
PHYS 113. Quantum Theory
Postulates of quantum mechanics, operators,
eigenfunctions, and eigenvalues, function
spaces and hermitian operators; bra-ket
notation, superposition and observables,
fermions and bosons, time development,
conservation theorems, and parity; angular
momentum, three-dimensional systems, matrix
mechanics and spin, coupled angular momenta,
time-independent and time-dependent
perturbation theory.
Prerequisites: PHYS 111 and MATH 027.
1 credit.
Spring 2009. Boccio.
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 033.
1 credit.
Spring 2009. Brown.
PHYS 130. General Relativity
Newton’s gravitational theory, special
relativity, linear field theory, gravitational
waves, measurement of space-time, Riemannian
geometry, geometrodynamics and Einstein’s
equations, the Schwatzschild solution, black
holes and gravitational collapse, and
cosmology.
Prerequisites: PHYS 111 and 112.
1 credit
Fall 2008. Boccio.
PHYS 131. Particle Physics
A study of the ultimate constituents of matter
and the nature of the interactions between them.
Topics include relativistic wave equations,
symmetries and group theory, Feynman
calculus, quantum electrodynamics, quarks,
gluons, and quantum chromodynamics, weak

interactions, gauge theories, the Higgs particle,
and some o f the ideas behind lattice gauge
calculations.
Prerequisites: PHYS 113.
1 credit.
Not offered 2008-2009.
PHYS 132. Nonlinear Dynamics and
Chaos
Nonlinear mappings, stability, bifurcations and
catastrophe, conservative and dissipative
systems, fractals, and self-similarity in chaos
theory.
Prerequisite: PHYS 111.
1 credit
Not offered 2008—2009.
PHYS 133. Atomic Physics and
Spectroscopy
Review of quantum theory, hydrogen atom,
multielectron atoms, atoms in external fields,
optical transitions and selection rules, hyperfme
structure, lasers, atomic spectroscopic
techniques: atomic beams methods, Dopplerfree spectroscopy, time-resolved spectroscopy,
and level crossing spectroscopy.
Prerequisites: PHYS 113 and 115.
1 credit.
Not offered 2008-2009.
PHYS 134. Quantum Mechanics:
Mathematical and Physical Foundations
What is measurement? Repeatable, maximal
and consecutive tests, Bayesian probability,
infinite dimensions, projection operators,
Spectral Theory for self-adjoint operators,
logical structure of classical physics, rules of
Quantum Theory, mixed states and density
matrices, time development, uncertainty
relations, quantum correlations, Schmidt
Decomposition, meaning of probability,
reduction of State Vector, quantum
entanglement, measurement problem, KochenSpecker Theorem, logic of Quantum
propositions, nonlocality, EPR and Bell
Inequalities, nonlocality versus Contextuality,
Gleason’s Theorem, and logical aspects of
inseparability are explored.
Prerequisites: PHYS 113 and 115.
1 credit.
Not offered 2008-2009.
PHYS 135. Solid-State Physics
Crystal structure and diffraction, the reciprocal
lattice and Brillouin zones, lattice vibrations
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 dynamics,
semiconductors, magnetic and optical
properties of solids, and superconductivity.

Physics and Astronomy
Prerequisites: PHYS 113,114, and 115.
1 credit.
Spring 2009. Grossman.
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 super-radiance.
Prerequisites: PHYS 113 and 115.
1 credit
Not offered 2008—2009.
PHYS 137. Computational Physics
Along with theory and experiment, computation
is a third way to understand physics and do
research. We will study concepts of scientific
computing and apply these within techniques
like Monte Carlo, Molecular Dynamics, FiniteDifference, and Fourier Transform methods.
We will explore object-oriented strategies for
scientific problem solving. Simulations relevant
to classical mechanics, electromagnetism,
quantum mechanics, and statistical physics will
be written. Students will do an independent
project of their choice.
Prerequisites: PHYS 050 and 111 and, taken
previously or concurrently, PHYS 113 and 114,
or special permission of the instructor.
1 credit
Not offered 2008-2009.
PHYS 138. Plasma Physics
An 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 (single
fluid magnetohydrodynamics, two fluid theory).
Topics may include transport processes in
plasmas (conductivity and diffusion), waves
and oscillations, controlled nuclear fusion, and
plasma astrophysics.
Prerequisite: PHYS 112.
1 credit.
Not offered 2008-2009.
PHYS 180. Honors Thesis
Theoretical or experiment work culminating in
a written honors thesis. Also includes an oral
presentation to the department. This course
must be completed by the end of, and is
normally taken in, the fall semester of the
student’s final year.
1 or 2 credits.
Each semester. Staff.

Physics Laboratory Program
PHYS 063. Procedures in Experimental
Physics
Techniques, materials, and the design of
experimental apparatus; shop practice; printed
circuit design and construction. This is a 0.5credit course open only to majors in physics,
astrophysics, or astronomy.
0.5 credit.
Fall 2008. Technical staff.
PHYS 081. Advanced Laboratory I
This is the first o f a two-semester sequence
designed to fulfill the physics major advanced
laboratory requirement. Students will perform
projects in digital electronics. They will also
perform experiments chosen from among the
areas of thermal and statistical physics, solid
state, atomic, plasma, nuclear, biophysics,
condensed matter physics, and advanced optics.
Writing course.
0.5 credit.
Each semester. Staff.
PHYS 082. Advanced Laboratory il
This is the second of a two-semester sequence
designed to fulfill the physics major advanced
laboratory requirement. Students will perform
projects in digital electronics. They will also
perform experiments chosen from among the
areas of thermal and statistical physics, solid
state, atomic, plasma, nuclear, biophysics,
condensed matter physics, and advanced optics.
When both PHYS 081 and 082 are taken,
students will receive credit for having
completed a writing (W) course.
Writing course.
0.5 credit.
Each semester. Staff.
PHYS 083. Advanced Laboratory I and II
This course is designed to fulfill the physics
major advanced laboratory requirement for
students who have already had sufficient
experience with digital electronics (ENGR 072
or the equivalent). Students will perform
experiments chosen from among the areas of
thermal and statistical physics, solid state,
atomic, plasma, nuclear, biophysics, condensed
matter physics, and advanced optics.
Writing course.
0.5 credit.
Each semester. Staff.

Astronomy Courses
ASTR 001. Introductory Astronomy
The scientific investigation of the universe by
observation and theory, including the basic
notions of physics as needed in astronomical
applications. Topics may include the

Physics and Astronomy
appearance and motions of the sky; history of
astronomy; astronomical instruments and
radiation; the sun and planets; properties,
structure, and evolution o f stars; the galaxy and
extragalactic systems; the origin and evolution
of the universe. Includes six evening labs.
Natural sciences and engineering practicum.
1 credit.
Fall 2008 and spring 2009. Heinze.
ASTR 003. The Physical Universe
This introductory course emphasizes three
major areas of modem astronomy and physics:
cosmology, Einstein’s theory of special
relativity, and astrobiology. Topics include the
birth, expansion, and fete of the universe; the
theory of special relativity and its
counterintuitive consequences for our notions
of absolute time; the formation and detection of
planets around other stars; and the prospects for
life beyond Earth. Includes six evening labs.
Natural sciences and engineering practicum.
1 credit.
Not offered 2008-2009.
ASTR 005. Spacetime, Quanta, and
Cosmology
This introductory course emphasizes three
major areas o f modem physics and
astrophysics: special relativity, cosmology, and
quantum theory. Students will explore the
counterintuitive consequences of special
relativity for our notions o f absolute time; the
birth, expansion, and fate of the universe; and
the nature of the subatomic quantum world,
where our notions of absolutes such as position
or speed of a particle are replaced by
probabilities, so that a particle can exist in
many states at once. The course focuses on how
scientists ask and answer questions about such
topics, including the development o f the
mathematical tools necessary to understand the
physical world in depth. This course is suitable
for non-majors, and also serves as the entry
point to majoring or minoring in astronomy,
astrophysics, or physics. Includes six afternoon
labs and some evening telescope observing. No
prerequisites. Cross-listed as PHYS 005.
Natural sciences and engineering practicum.
1 credit.
Fall 2008. Brown, Cohen.
ASTR 016. Modern Astrophysics
This is a one-semester calculus- and physicsbased introduction to astrophysics as applied to
stars, the interstellar medium, galaxies, and the
large-scale structure of the universe. The course
includes four evening laboratories and
observing sessions.
Prerequisites: MATH 015 and 025, PHYS
005/ASTR 005, PHYS 003 and 004, or PHYS

005/ASTR 005, PHYS 007 and 008. ( PHYS
008 may be taken concurrently.)
1 credit.
Fall 2008. Heinze.
ASTR 061. Current Problems in
Astronomy and Astrophysics
Reading and discussion of selected research
papers from the astronomical literature.
Techniques of journal reading, use o f abstract
services, and other aids for the efficient
maintenance of awareness in a technical field.
May be repeated for credit. Credit/no credit
only.
Prerequisite: ASTR 016.
0.5 credit.
Spring 2009. Cohen.
ASTR 093. Directed Reading
(See PHYS 093)
ASTR 094. Research Project
(See PHYS 094)

Astronomy Seminars
ASTR 121. Research Techniques in
Observational Astronomy
This course covers many of the research tools
used by astronomers. These include instruments I
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
projects during the semester.
Prerequisite: ASTR 016.
1 credit.
Not offered 2008-2009.
ASTR 123. Stellar Astrophysics
An overview o f physics of the stars, both
atmospheres and interiors. Topics may include
hydrostatic and thermal equilibrium, radiative
and convective transfer nuclear energy
generation, degenerate matter, calculation of
stellar models, interpretation of spectra, stellar
evolution, white dwarfs and neutron stars,
nucleosynthesis, supemovae, and star
formation.
Prerequisite: ASTR 016 (PHYS 014
recommended).
1 credit.
Spring 2009. Cohen.
ASTR 126. The Interstellar Medium
Study o f the material between the stars and
radiative processes in space, including both
observational and theoretical perspectives on
heating and cooling mechanisms, physics of
interstellar dust, chemistry of interstellar

Physics and Astronomy
molecules, magnetic fields, emission nebulae,
hydrodynamics and shock waves, supernova
remnants, star-forming regions, the multiphase
picture of the interstellar medium.
Prerequisite: ASTR 016 (PHYS 014
recommended).
1 credit.
Not offered 2008-2009.
ASTR 128. Galaxies and Galactic
Structure
Study of our own galaxy and other galaxies,
including galaxy morphology; observational
properties of galaxies; kinematics: stellar
motions, galaxy rotation, spiral density waves,
and instabilities; galaxy and star formation;
starburst galaxies; quasars and active galaxies;
galaxy clusters and interactions; and large-scale
structure of the universe.
Prerequisite: ASTR 016.
1 credit.
Not offered 2008-2009.
ASTR 180. Honors Thesis
(See PHYS 180)
1 or 2 credits.
Each semester. Staff.

Political Science
JAMES R. KURTH, Professor Emeritus
CAROL NACKENOFF, Professor
KENNETH E. SHARPE, Professor
RICHARD VALELLY, Professor3
TYRENE WHITE, Professor
CYNTHIA HALPERN, Associate Professor and Chair
KEITH REEVES, Associate Professor
BENJAMIN BERGER, Assistant Professor
AYSE KAYA, Assistant Professor
DOMINIC TIERNEY, Assistant Professor3
GEOFFREY HERRERA, Visiting Assistant Professor (part time)
MATTHEW MURPHY, Instructor
GINA INGIOSI, Administrative Assistant
DEBORAH SLOMAN, Administrative Assistant
3 Absent on leave, 2008-2009.

Course Offerings and
Prerequisites
Courses and seminars offered by the Political
Science Department deal with the place of
politics in society and contribute to an
understanding 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
politics, international politics, and political
theory. Questions about the causes and
consequences of political action and normative
concerns regarding freedom and authority,
power and justice, human dignity, and social
responsibility are addressed throughout the
curriculum.
Prerequisites
Students planning to study political science are
advised to start with two of the following
introductory courses: Political Theory,
American Politics, Comparative Politics, and
International Politics (POLS 001-004).
Normally, any two of these courses constitute
the prerequisite for further work in the
department. First Year Seminar (POLS 010)
may also be taken to fulfill the introductory
requirement.

Requirements
Major
Prerequisites and general recommendations.
Students who intend to major in political
science should begin their work in their first
year at college if possible. Completion of at
least two courses at the introductory level
(POLS 001-004) or POLS 010 is required for
admission to the major. Supporting courses
strongly recommended for all majors are
Statistical Thinking or Statistical Methods
(STAT 001 or 011) and Introduction to
Economics (ECON 001).

Course requirements fo r 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. No more than one of the courses
required for the major may be earned through
Advanced Placement credits.
Distribution requirements. All political science
majors are required to take one course or
seminar in three subfields: (1) American
politics, (2) comparative or international
politics, and (3) political theory. Completion of
any o f the following will satisfy the political
theory requirement: POLS 011,012,100, or
101. Majors may not use POLS 001 to satisfy
the theory requirement
The department recommends that majors plan
course and seminar programs that afford some
exposure above the introductory level to at least
three of the four major subfields o f political
science (listed in the introductory paragraph
earlier).
Comprehensive requirement. Majors in the
Course Program can fulfill the College
comprehensive requirement in one o f two ways.
The preferred option is the oral thesis. Students
are examined orally on a body of literature that
best captures their interests and range of
preparation within the discipline. Under the
second option, the written thesis, students
complete a written thesis based on in-depth
research into a topic of their choice. To be
eligible for this option, students must normally
have at least an A- average in their political
science courses, demonstrate the merit and rigor
of their proposal, and secure the approval of a
faculty adviser. Detailed information about
these options is available at the beginning of the
junior year.
Honors Major
To be accepted into the Honors Program,
students should normally have at least an
average of 3.5 or better inside and 3.0 (B)

Political Science
outside the department and should give
evidence of their ability to work independently
and constructively in a seminar setting.
Seminars will normally be limited to eight
students, and admission priority will go to
honors majors. Political science honors majors
must meet all current distributional
requirements for majors, including the political
theory requirement. They need 10 political
science credits. Normally, 6 of these credits will
be met with three 2-unit preparations, which
will help prepare honors majors for outside
written and oral examinations. These 2-unit
preparations will normally be either a 2-credit
honors seminar or honors thesis. O f these three
2-unit preparations, no more than 2 may be in a
single field in the department.
All prospective honors majors should have
completed one of their four honors preparations
before their senior year.
Senior honors majors satisfy the College’s
senior honors study (SHS) requirement by
revising one seminar paper for submission to
external examiners. No academic credit is
awarded for this exercise.
Honors Minor
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 subfield distribution
requirement, that is, at least one course in
American politics, in political theory, and in
comparative politics/intemational relations.
Minors may take POLS 001, POLS O il, POLS
012, POLS 100 or POLS 101 to fulfill the
theory requirement. Minors will be required to
take one of the 2-unit honors preparations
offered by the department. There is no senior
honors study requirement for honors minors.
Honors Examinations
The honors examinations will normally consist
of a 3-hour written examination in each o f the
student’s seminars and an oral examination
conducted by the external examiner.

Concentration in Public Policy
Students have the option of pursuing
interdisciplinary work as an adjunct to a major
in political science in the public policy
concentration. Comprehensive requirements
(for course majors) or the external examination
requirements (for candidates for honors) will be
adjusted to allow students to demonstrate their
accomplishments in the concentration. For
further information, consult the separate catalog
listing for public policy.

The Democracy Project
The purpose of this project is to deepen
students’ understanding of and commitment to

democratic citizenship in a multicultural society
through participation in community politics. A
central feature of the Democracy Project is
community-based learning through public
service and community organizing internships
as part of the coursework. By integrating
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 to
discover the relationship between individual
activism, social responsibility, and political
change at the grassroots level.

Advanced Placement
The department grants 1 unit of college credit to
students who have achieved a score o f 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 sciences.
Normally, students awarded AP credit will still
be expected to complete two introductory
courses at Swarthmore as a prerequisite for
more advanced work in the department.

Teacher Certification
Political science majors can complete the
requirements for teacher certification through a
program approved by the state of Pennsylvania.
For further information about the relevant set of
requirements, please contact the Educational
Studies Department director, the Political
Science Department chair, or the Educational
Studies Department Web site at
www.swarthmore.edu/educationalstudies.xml.

Courses
POLS 001. Political Theory
This course is an introduction to political theory
by way of an introduction to some of its most
important themes, problems, and texts. It seeks
to elicit understanding of theory as a way of
thinking about the world, as related to political
practices and institutions, and as a form of
politics. Different instructors and sections will
emphasize different central issues of politics
such as justice, freedom, power and knowledge,
and religion and politics.
Writing course.
1 credit.
Fall 2008. Halpem. Spring 2009. Berger.
POLS 002. American Politics
How do American institutions and political
processes work? To what extent do they
produce democratic, egalitarian, or rational
outcomes? The course examines the exercise
and distribution of political power. Topics

Political Science
include presidential leadership and elections;
legislative politics; the role of the Supreme
Court; federalism; parties, interest groups, and
movements; public policy; the politics of class,
race, and gender; voting; mass media; and
public discontent with government.
1 credit.
Writing course.
Fall 2008. NackenofF.
POLS 003. Comparative Politics
An introduction to the major themes and
methods of comparative political analysis
through a study of the history and character of
contemporary politics in various states and
regions. Contrasting comparative approaches
include the role of institutions, socioeconomic
transformation, and political culture in political
change. Course sections focus on such
questions as why are some countries democratic
and some not, how do variations among
democratic systems affect performance and
stability, when and why does violent political or
social conflict happen, why do some economies
grow faster and work better than others, and
what’s the best way to design political
institutions?
1 credit.
Writing course, Murphy section only.
Fall 2008. White
Spring 2009. Murphy
POLS 004. International Politics
This course aims to introduce the student to the
main concepts, debates, and issues in
international politics. The course will examine
international politics not only in terms of
relations between states but also between non­
state actors and states. It shall also introduce the
student to the primary analytical tools and
theories for understanding international
relations, focusing not only on theoretical
questions but also on crucial events in
contemporary international politics.
1 credit.
Fall 2008. Kaya. Spring 2009. Herrera.
POLS 010. First-Year Seminar: Reason,
Power, and Happiness
This seminar will look at what classical
theorists-particularly Plato, Aristotle, and
Hobbes-can teach us about the relationship
between reason, power, and happiness. Among
the questions we will explore are the following:
What, if anything, is the difference between
happiness and pleasure? Do we need to be
powerful in order to be happy, and, if so, what
kind of power do we need? What do we mean
by reason? It is a neutral capacity-silent about
ends or values? Is it something that we can
acquire that will simply be a tool to help us find
the best means to our ends, to break down

I

complex problems into understandable parts?
Or is reason always the servant o f powerful
interests (our own or those o f others) and thus
inevitably a tool of the powerful to manipulate
the weak? In this sense, are policy analysts,
skilled at using reason to do cost-benefit
calculations, simply hired guns, serving the
interest o f the powerful? Or is reason actually
an integral part of the daily moral choices we
make, as Aristotle argued when he wrote about
practical wisdom (phronesis)?
1 credit.
Fall 2008. Sharpe.
POLS 010D. First-Year Seminar: More
Money, More Problems
This seminar investigates how money is related
to power, freedom, and social order. What was
the world like before money, and what
economic, political, and psychological changes
has the “money economy” brought about? To
address these questions, we’ll examine the
nature of money on three levels: First is a broad
theoretical level. What does money represent,
and what is its relation to value, exchange, and
truth? Second is a micro, individual level. How
must people understand themselves, social
roles, and economic incentives for money to
function? Third is a macro, social, or global
level. How does money affect the relationship
o f the state and the economy? What is its
impact on the division of labor, the nature of
property, power, and international finance?
Course readings will span a broad range from
classical to contemporary and from political
philosophy to nuts-and-bolts economics to pop
music.
Writing course.
1 credit.
Spring 2009. Murphy.
POLS 01 OF. First Year Seminar: When
Disaster Strikes
When a natural or man-made disaster strikes,
what are the political repercussions? Using a
variety o f cases from a different historical
periods, different regions of the world, different
levels of politics (national, regional, and local),
this course will examine both the causes and
consequences of disaster. How does the trauma
of disaster influence political processes,
institutions, and leaders? Is the impact fleeting
or enduring? A different case will be examined
each week. In the final weeks of the semester,
the class will choose several cases of interest to
them that we will then investigate together.
1credit.
Spring 2009. White.
POLS 011. Ancient Political Theory:
Pagans, Jews, and Christians
This course covers the two great traditions that
feed into the Modem Age. We begin with the

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Political Science
Greeks, with tragedy and philosophy. We read
Nietzsche’s The Birth o f Tragedy, Sophocles,
Plato, and Aristotle. We contrast Greek
philosophy with the biblical traditions that gave
us history and salvation. We read from the
Hebrew Bible, Genesis, Exodus, and the great
prophets of the exile, the New Testament, and
the Gnostic Gospels and culminate in the grand
transformation of both traditions into one
foundation with Augustine’s City o f God.
1credit.
Fall 2008. Halpem.
POLS 012. Modem Political Theory
In this course, we read and discuss texts written
by some of the “modem” era’s most influential
political theorists, including Machiavelli,
Hobbes, Locke, Rousseau, Kant, American
Federalist and anti-federalists, Marx, Nietzsche,
Habermas, and Foucault. (“Modem” in this
context is a term d ’art that covers roughly 600
years, from the late Renaissance to the early
20th century.) Some of the course themes
include liberty; the development of modem
liberalism and the emergence of its critics; the
appropriate relationship between the state and
the individual; the appropriate distinction
between public and private realms; the
appropriate role of history in the study of
political philosophy; and the appropriate role of
reason, the passions, religion, and virtue in
political affairs. We will also explore the
contemporary relevance of our highlighted
thinkers and their ideas, continuously relating
political theory to the study and practice of
political science and practical politics.
1 credit
Spring 2009. Berger.
POLS 013. Feminist Political Theory
Key contributions and debates in feminist
political, philosophical, and legal theory. The
course draws on feminist psychoanalytic, poststructural, and queer theory as well as on
feminists from non-Westem societies.
1 credit.
Not offered 2008-2009.

POLS 016. Liberal Individualism
This course will explore the conceptions of
human nature that underlie liberalism in modem
society, with attention to what current research
and theory in psychology have to say about
these assumptions.
1 credit.
Not offered 2008-2009.
POLS 017. American Political Thought
American political thought and political culture
are explored in topics including national
identity; straggles of inclusion and exclusion;
individualism and community; moral cmsades;
democratic visions; race, class, ethnicity, and
gender; and the role of the state.
1 credit.
Not offered 2008-2009.
POLS 019. Democratic Theory and
Practice
What is democracy, and what does it require?
Widespread political participation? Social
connectedness? Economic equality? Civic
virtue? Excellent education? How well does the
contemporary US meet those ideal standards?
POLS 019 students read classic and recent texts
in normative political theory and empirical
political science - addressing what democracy
should do and how well the US is doing itaugmented by a participatory component that
requires several hours per week outside of class.
Students engage with civic leaders and, activists
in the strikingly different communities of
Swarthmore and Chester, and participate in a
nonpartisan voter registration project. The goal
is to understand better the ways in which social,
economic, educational and political resources
can affect how citizens experience democracy.
1 credit.
Fall 2008. Berger.

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,
environmental risk, health care, education,
abortion, surrogate motherhood, world hunger,
and the responsibilities of public officials. This
course may be counted toward a concentration
in public policy.
1 credit.

POLS 022. American Elections: Ritual,
Myth, and Substance
An examination of the role of policy issues,
candidates images, campaign advertisements,
media, polling, marketing, and political parties
in the American electoral process. We will
consider the role o f race, gender, class, and
other variables in voting behavior and look for
evidence concerning the increasing polarization
of American politics. We will examine the
impact of recent laws and practices that seek to
encourage or depress voting in the aftermath of
the 2000 election, and will explore the impact
of felony disenfranchisement. What are some of
the most important recent changes affecting
American electoral politics? Historical trends
will provide the basis for analyzing 2008. Do
elections matter, and, if so, how?
1 credit.

Not offered 2008-2009.

Fall 2008. N ackenoff and Reeves.

Political Science
POLS 23. “SI SE PUEDEI” Latino
Politics U.S.A.
As second-generation immigrants adopt a
Latino, pan-ethnic identity they are also
acquiring partisan identities and thereby
changing the calculations of elected officials as well as electing talented politicians to local,
state, and national office. Latinos are also
changing labor union politics and recasting the
political costs and benefits of anti-immigrant
backlash. Just how these unfolding dynamics
are playing out in labor markets and in state and
local jurisdictions around the U.S. and in
presidential electoral politics come in for close
scrutiny in this course. Contrasts with African
American, Asian American, and Native
American political incorporation are drawn.
Attention is paid, too, to the unique politics of
Puerto Rico.
1credit.
Not offered 2008-2009.
POLS 024. American Constitutional Law
The Supreme Court in American political life,
with emphasis on civil rights, civil liberties, and
constitutional development. The class examines
the court’s role in political agenda-setting in
arenas including economic policy, property
rights, separation of powers, federalism,
presidential powers and war powers, and
interpreting the equal protection and due
process clauses as they bear on race and gender
equality. Judicial review, judicial activism and
restraint, and theories of constitutional
interpretation will be explored.
1 credit.
Spring 2009. 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
fundamental 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, September 11th,
the 2008 presidential election and presidential
leadership. This course may be counted toward
a concentration in public policy.
Prerequisite: POLS 002 or permission o f the
instructor.
1 credit.
Fall 2008. Reeves.

POLS 30. The Struggle For Gay Rights
In American Law And Politics
The struggle for gay rights is a fundamental
rights struggle that, if successful, will
emancipate and expand American democracy though precisely what the terms of that
deepening of democracy will be are still
uncertain. Gay identity, and its political and
civic implications at the level of the individual
are explored. How and where the gay rights
struggle began in the U.S., how far it has
gotten, how far it might go in recasting public
and constitutional law, social policy, the group
system, electoral politics, and representative
institutions all come in for analysis - as do the
“defense of marriage” backlash, the role of
Biblical literalism in shoring up that backlash,
“don’t ask don’t tell” in the armed forces, and
the electoral and partisan organization and
strategic deployment of anti-gay affect in
presidential and state politics. Implications of
the case for understanding social movement
development and success are also considered.
1credit.
Not offered 2008-2009.
POLS 031. Difference, Dominance, and
the Struggle for Equality
This course examines how unequal power
relations are maintained and legitimated and
explores different strategies and routes for
achieving equality. Struggles involving gender,
race, ethnicity, religion, class, and colonial and
postcolonial relationships are compared.
1 credit.
Not offered 2008-2009.
POLS 032. Gender, Politics, and Policy
in America
Gender issues in contemporary American
politics, policy, and law. Policy issues include
the feminization of poverty, employment
discrimination, pornography, surrogate
parentage, privacy rights and sexual practices,
workplace hazards, and fetal protection.
1 credit.
Not offered 2008-2009.
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
presidency. The separation between black and
white is analyzed over time and in
contemporary politics and also in comparative
perspective with other groups. This course may

Political Science
be counted toward a concentration in public
policy.
1 credit.
Not offered 2008-2009.
POLS 034. Race, Representation, and
Redistricting in America
This course will explore the controversial
political and public policy questions
surrounding the reshaping and redrawing of
congressional districts to increase minority
black and Latino political representation in the
United States. Why was stringent and
comprehensive voting rights legislation needed
in 1965? What has been the impact of the
Voting Rights Act on minority
disenfranchisement? How have minority voters
and candidates fared in the American electoral
process? Has the Voting Rights Act evolved
into an “affirmative action tool in the electoral
realm”? How will the U.S. Supreme Court’s
developing jurisprudence of racial redistricting
alter the political and racial landscape of this
country? 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
concentrations in public policy and black
studies.
1 credit.
Not offered 2008-2009.
POLS 038. Public Service, Community
Organizing, and Social Change
Through community-based learning, this
seminar explores democratic citizenship in a
multicultural society. Semester-long public
service and community organizing internships,
dialogue with local activists, and popular
education pedagogy allow students to integrate
reflection and experience.
1 credit.
Not offered 2008-2009.
POLS 039. Faith-Based Social Policy in
the United States
Should religious institutions and organizations
be able to receive federal funding for the
delivery of social services? Does such funding
violate the Constitution? Did the Founding
Fathers intend for the realms of government and
religion to be distinct? What does the
constitutional separation of church and state
mean today, given the complex social concerns
as varied as poverty, child abuse, aging, mental
illness, and substance abuse? And is it desirable
even for religious institutions and organizations
to be social policy advocates? The course is an
exploration of these questions—and
importantly, how presidential executive orders,
legislative (in)action, judicial rulings,

government policy making, and citizen
advocacy impact the role o f faith-based
organizations in social and welfare policy.
Particular attention will be paid to the origins,
scope, and results of the White House Office of
Faith-Based and Community Initiatives. This
course may be counted toward a concentration
in public policy.
Prerequisite: POLS 002 or permission o f the
instructor.
1 credit.
Spring 2009. Reeves.
POLS 042. Congress in the American
Political System
Institutional evolution, lawmaking, and the uses
of roll-call voting information for
understanding American politics are the
primary topics. Other issues may include
House-Senate differences, how congressional
elections shape the institution, lobbying and
campaign finance, public dissatisfaction with
Congress, congressional control of the
bureaucracy, congressional intent and statutory
interpretation by federal judges, representation,
and the causes and impact o f increased
congressional office holding by women,
African Americans, and Hispanic Americans.
1 credit.
Not offered 2008-2009.
POLS 043. Environmental Policy and
Politics
Topics in environmental politics, policy, and
law. In the United States, we will focus on
environmental movements and environmental
justice; regulation and its alternatives; the role
of science in democratic policy making; the
courts and the impact of federalism, commerce
clause, and rights on regulation. The course also
considers the role of national and supranational
organizations and institutions in managing
environmental problems, with attention to
developed/developing world environmental
controversies.
1 credit.
Spring 2009. Nackenoff.
POLS 045. Defense Policy
An analysis of American defense policy, with
particular emphasis on military strategies,
foreign interventions, weapons systems, and
race and gender issues. The Iraq War will be
extensively discussed.
This course may be counted toward a
concentration in public policy.
Prerequisite: POLS 004 or the equivalent.
1 credit.
Fall 2008. Kurth.

Political Science
POLS 047. Global Policy and
International Institutions: Hunger and
Environmental Threats
Causes and proposed solutions to major global
problems—hunger, poverty, and environmental
loss—are explored. The role of government
policy, shaped by international institutions, in
food production, distribution and consumption,
and the effects on the environment are
analyzed. This course may be counted toward
the concentrations in public policy and
environmental studies.
1 credit.
Not offered 2008-2009.
POLS 048. The Politics of Population
The role of population and demographic trends
in local, national, and global politics will be
examined. Topics include the relationship
between population and development, causes of
fertility decline, the impact and ethics of global
and national family planning programs, and
contemporary issues such as population aging
and the AIDS pandemic. This course may be
counted toward programs in public policy and
environmental studies.
1 credit.
Not offered 2008-2009.
POLS 051. Socialism in Europe
This course traces more than 150 years of
socialist political efforts in Europe. Beginning
with the revolutions of 1848, we will examine
the political circumstances and theories that
made revolution possible as well as the
conditions that threatened these movements.
Students will encounter the Marxist and
Christian Socialist movements o f the late 19th
and early 20th centuries and the many Soviet
revolutionary movements after World War I—
from Moscow to Munich and from Berlin to
Budapest. We will examine the socialist
resistance to fascism in Vienna and Spain and
trace the development of Western European
leftist movements, both communist and social
democratic. The last half of the course will
compare the socialist welfare systems in
Western Europe and attempts to build socialism
with a “human face” in Eastern Europe during
the 1950s and 1960s. Finally, the course will
examine the failures of leftist terrorist
organizations and of “realized socialism.”
1 credit.
Not offered 2008-2009.
POLS 053. The Politics of Eastern
Europe: Polities in Transition
This course will examine the unique set of
political, social, and economic challenges faced
by the states of Central and Eastern Europe over
the past half-century. First, we will examine the
installation of communist regimes after World
War II and the conflicts generated by the

establishment of “real existing socialism.” This
historical foundation is integrally related to the
second section, on the causes, commonalities,
and varieties of the “transition,” or sudden
collapse of communism in the region after
1989. The course will investigate causes,
process, and consequences of these transitions
for states and citizens. The third section focuses
on contemporary political challenges in the
region, from xenophobia and nationalism, to
tensions between neoliberal and alternative
economic strategies, to the goals of
democratization and entering Europe.
1 credit.
Not offered 2008-2009.
POLS 055. China and the World
Examines the rise of China in the late 20th and
early 21st centuries. Topics include China’s
reform and development strategy, the social and
political consequences of reform, the prospects
for regime liberalization and democratization,
and patterns of governance. The course will
also examine patterns of political resistance and
China’s changing role in regional and global
affairs. This course may be counted toward a
program in Asian studies or public policy.
1 credit.
Fall 2008. White.
POLS 056. Patterns of Asian
Development
Patterns of political, social, and economic
development in Asia will be traced, with special
focus on China, Japan, North and South Korea,
Taiwan, Vietnam, and India. Topics include the
role of authoritarianism and democracy in the
development processes, the legacies of
colonialism and revolution and their influences
on contemporary politics, sources of state
strength or weakness, nationalism and ethnic
conflict, gender and politics, and patterns of
political resistance. This course may be counted
toward a program in Asian studies.
1 credit.
Spring 2009. White.
POLS 057. Latin American Politics
A comparative study of the political economy
of Mexico, Chile, Guatemala, Nicaragua,
Colombia, and Cuba. 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 and the economic impact of state
intervention; and the role o f the United States in
the region.
1 credit.
Spring 2009. Sharpe.

Political Science
POLS 059. Contemporary European
Politics
This course is about significant political
changes and conflicts in present-day Europe. It
begins by introducing important political
contexts, including variations among European
democracies and political features common to
European states, such as social democratic and
Christian democratic parties, parliaments,
coalition governments, welfare states, and of
course the European Union. With that
background, the course then focuses on some of
the most pressing current political issues:
integration, immigration & migration,
radicalism & violence, prosperity & inequality,
citizenship & identity, and external relations.
1 credit.
Fall 2008. Murphy.
POLS 061. American Foreign Policy
This course analyzes the formation and conduct
of foreign policy in the United States. The
course combines three elements: a study of the
history of American foreign relations since
1865; an analysis of the causes of American
foreign policy such as the international system,
public opinion, and the media; and a discussion
of the major policy issues in contemporary U.S.
foreign policy, including terrorism, civil wars,
and economic policy.
Prerequisite: POLS 004 or the equivalent.
1 credit.
Not offered 2008-2009.
POLS 062. The American Way of War
An analysis of the distinctive ways in which the
United States wages its wars and how these are
connected to the distinctive nature of American
society and politics. Topics of discussion will
include the origins of the American way of war
in the Civil War; its development in World War
I and II; and the challenges posed by the
Korean, Vietnam, and Iraq wars. Special
attention will be given to conventional versus
counterinsurgency wars and to industrial versus
information wars.
Prerequisite: POLS 004 or the equivalent.
1 credit.
Not offered 2008-2009.
POLS 064. American-East Asian
Relations
This course examines international relations
across the Pacific and regional affairs within
East Asia (including China, Japan, North and
South Korea, Taiwan, Vietnam and the United
States). Topics include the impact of Sept. 11
and its aftermath on regional and cross-Pacific
relationships, the significance of growing
Chinese power, tensions on the Korean
peninsula and between China and Taiwan, and
the impact of globalization on cross-Pacific

interactions. This course may be counted
toward a program in Asian studies.
1 credit.
Not offered 2008-2009.
POLS 066. Transitional Justice
This course is about struggles over justice that
occur in the context of a transition from one
regime to another. The focus is on questions of
what can be done about past injustice, what
should be done, and what the impact of this
decision involves. The course is organized
topically around important cases between
World War II and the present, including post­
war Germany, France, and Holland; post­
dictatorship Greece, Spain, and Argentina; post­
communist Eastern Europe; post-Apartheid
South Africa; and occupied Iraq. It examines
different kinds of justice, including legal,
criminal, retributive, distributive, restorative,
and political, and investigates several tools of
transitional justice, including international and
domestic criminal trials, re-education, purges,
screening, truth commissions, historical
investigation, rehabilitation, compensation, and
apology.
1 credit.
Fall 2008. Murphy.
POLS 068. International Political
Economy
(Cross-listed as ECON 053)
This course uses political and economic
perspectives to analyze the international
economy. Topics include the rise and decline of
hegemonic powers, the controversy over “free”
versus “fair” trade under the World Trade
Organization, foreign debt and default, the role
of the state in economic development,
international financial markets, and the history
o f the international monetary system. This
course may be counted toward a concentration
in public policy.
Prerequisites: POLS 004 and ECON 001.
1 credit.
Not offered 2008-2009.
POLS 69. Globalization: An Introduction
This course examines globalization along its
diverse but inter-related dimensions, including
economic, cultural, and political globalization.
Topics include: historical overview of
globalization; economic globalization and its
governance with a focus on the major
international organizations involved in the
governance of international trade and financial
flows, the World Trade Organization, the World
Bank, and the International Monetary Fund;
global inequality and poverty; cultural
globalization; political globalization and the

Political Science
state; environmental globalization; military
globalization; and global democracy.
1 credit.
Fall 2008. Kaya.
POLS 071. Special Topics: American
Politics and Immigration
Considers the current wave of immigration, and
its impact, by comparing it to previous waves.
We pay special attention to responses in all of
the major eras by political parties and
secondary associations such as unions and
churches. We also consider who makes
immigration policy and the logics of policy
design and implementation. Finally, we treat
impact on native-born African Americans and
Hispanic Americans.
1 credit.
Not offered 2008-2009.
POLS 072. Constitutional Law: Special
Topics
Students will explore in depth several recent
issues and controversies, most likely drawn
from First-, Fourth-, Fifth-, Sixth-, and/or 14thAmendment jurisprudence. Attention will also
be given to theories of interpretation. Designed
for students who want to deepen their work in
constitutional law.
Prerequisites: POLS 024 and permission of the
instructor.
1 credit.
Not offered 2008-2009.
POLS 073. Comparative Politics: Special
Topics: Comparative Capitalism
A large proportion of all political conflict
concerns the relationship between states and
economies through regulation, management,
and provision of social services. This course
explores comparative political economy, or the
study of different ways these questions have
been resolved across the world, with varying
degrees of success and stability. It complements
courses such as International Political
Economy, regional Comparative Politics
courses, American Politics, and Public Policy.
It covers topics such as the development and
crisis of welfare states, the organization of
business-government relations, the impact of
globalization on domestic politics and
economic management, and the multiple
successive models of capitalism within
advanced industrial societies.
1 credit.
Not offered 2008-2009.
POLS 074. International Politics: Special
Topics: Nationalism and International
Politics
Each year, this course will study a major topic
in international politics and examine the

development o f the topic from its historical
origins to contemporary issues.
Prerequisite: POLS 004 or the equivalent.
1 credit.
Spring 2009. Herrera.
POLS 075. International Politics: Special
Topics: The Causes of War
The causes of war is arguably one o f the most
important issues in the field of international
politics. In each week of the course, a candidate
theory will be examined, and a specific war will
be analyzed in depth to test the validity of the
theory. Topics will include revolution and war,
capitalism and war, misperception and war, and
resource scarcity and war. The course will
conclude with a discussion of the future o f war,
particularly the likelihood of conflict among the
great powers.
Prerequisite: POLS 004 or equivalent.
1 credit.
Not offered 2008-2009.
POLS 076. Theory, Method, and
Research Design in the Social Sciences
1 credit.
Not offered 2008-2009.
POLS 077. Practical Wisdom
What is practical wisdom (what Aristotle called
“phronesis”)? Is it necessary to enable people to
flourish in their friendships, loving relations,
education, work, community activities, and
political life? What is the relevance of this
Aristotelian concept for the choices people
make in everyday life, and how does it contrast
with contemporary Kantian, utilitarian, and
emotivist theories of moral judgment and
decision making? What does psychology tell us
about the experience and character development
necessary for practical wisdom and moral
reasoning? And how do contemporary
economic and political factors influence the
development of practical wisdom?
Prerequisites: Some background in philosophy
or political theory.
Enrollment is limited and by permission of the
instructor. (Applications available from
department office.)
1 credit.
Spring 2009. Sharpe.
POLS 090. Directed Readings in Political
Science
Available on an individual or group basis,
subject to the approval of the instructor.
1 credit. Staff.
POLS 092. Senior Comprehensives
Open only to senior majors completing the
comprehensive requirement.
0.5 credit. Staff.

Political Science
POLS 095. Thesis
A 1-credit thesis, normally written in the fall of
the senior year. Students need the permission of
the department chair and a supervising
instructor.
1 credit.

Seminars
The following seminars prepare for
examination for a degree with honors:
POLS 100. Ancient Political Theory:
Pagans, Jews, and Christians
This course is concerned with the two great
traditions that constitute the origins of Western
political theory and practice. We begin with the
Greeks, with tragedy and democracy as the
context out of which politics and philosophy
arose. We will start with Nietzsche’s The Birth
o f Tragedy to establish theoretical context. We
will study texts by Sophocles, Plato, and
Aristotle. We will contrast this tradition with
that of the Hebrew bible, looking first at texts
from the first five books of the bible and
secondary sources, and then looking at the three
great prophets of the period of the exile,
Jeremiah, Ezekiel and Deutero-Isaiah. These
traditions present different ways of
understanding justice, authority, suffering and
liberation, community, self, and politics from
the Greeks. We will explore how these two
traditions converged in the period of the New
Testament, looking at the synoptic gospels and
the Pauline letters and including the alternative
transformational tradition of the Gnostic
gospels. Finally, we will study the work of
Augustine as the ultimate point of convergence
for these two traditions over time, leading to the
Middle Ages and ultimately to the Modem Age.
2 credits.
Fall 2008. Sharpe.
POLS 101. Modem Political Theory
In this seminar, we will study the construction
of the modem liberal state and capitalism
through the works of Hobbes, Locke, and
Rousseau, and then, in more detail, we will
examine the greatest critics of the modem
age—Marx, Nietzsche, Freud, and Foucault.
The question of how to read and contextualize
texts, and how competing perspectives and
theories construct and reconstruct the nature of
modem politics contribute to an inquiry into the
politics of theory and practice in the modem
era, and what doing the work of political theory
means and accomplishes.
2 credits.
Spring 2009. Halpem.
POLS 104. American Political System
An intensive survey of political science
literature on national institutions, democratic

processes, citizens’ attitudes and their attention
to and knowledge of politics, the behavior of
voters and politicians, federalism, income
inequality’s political origins, and the questions
that political scientists have asked and currently
ask about these topics. Previous background in
American politics and history is helpful. The
seminar mixes the latest research with enduring
contributions in order to capture the vitality and
excitement of studying American politics and
its constituent elements.
Prerequisite: POLS 002 or an intermediate
American politics course.
2 credits.
Not offered 2008-2009.
POLS 105. Constitutional Law in the
American Polity
This seminar examines the Supreme Court in
American political life, with emphasis on civil
rights, civil liberties, and constitutional
development. The seminar explores the court’s
role in political agenda setting in arenas
including economic policy, property rights,
separation of powers, federalism, presidential
powers and war powers, and interpreting the
equal protection and due-process clauses as
they bear on race and gender equality. Judicial
review, judicial activism and restraint, and
theories of constitutional interpretation will be
included.
2 credits.
Spring 2009. Nackenoff.
POLS 106. The Urban Underclass and
Public Policy
This seminar is a critical examination of some
of the most pressing (and contentious) issues
surrounding the nation’s inner cities today and
the urban underclass: the nature, origins, and
persistence of ghetto poverty; racial residential
segregation and affordable public housing;
social organization, civic life, and political
participation; crime and incarceration rates;
family structure; adolescent street culture and
its impact on urban schooling and social
mobility; and labor force participation and
dislocation. We conclude by examining how
these issues impact distressed urban
communities, such as the neighboring city of
Chester.
2 credits.
Spring 2009. Reeves.
POLS 107. Comparative Politics: Greater
Europe
This course traces European political
development through three crucial processes:
state formation, socioeconomic modernization,
and recent attempts at integration into a
“European” political and economic unit. We
focus on Britain, France, Germany, and Poland
in order to address some of the defining

Political Science
questions of the region. We will seek answers
to these questions in the interplay o f economic
structures, cultures, institutional
experimentation, and ideological conflicts. Our
tools will be macro-historical comparison and
micro-level analysis, case studies, literature,
and films. Our goal is a nuanced understanding
of both historical and contemporary causes and
consequences of some of the defining political
conflicts in Europe, as well as deepened
understanding of some fundamental debates and
methods of comparative politics.
2 credits.
Spring 2009. Murphy.
POLS 108. Comparative Politics: East
Asia
This course examines the politics of China,
Japan, the two Koreas, Vietnam and Taiwan. It
compares pathways to development, the role of
authoritarianism and democracy in the
development process, the conditions that
promote or impede transitions to democracy,
and the impact of regional and global forces on
domestic politics and regime legitimacy. It also
explores the ideas and cultural patterns that
influence society and politics, and the role of
social change and protest in regime
transformation. This course may be counted
toward programs in public policy or Asian
studies.
2 credits.
Fall 2008. White.
POLS 109. Comparative Politics: Latin
America
A comparative study of the political economy
of Mexico, Chile, Guatemala, Nicaragua,
Colombia, El Salvador, and Cuba. 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 and the economic impact of
state intervention; and the role of the United
States in the region.
2 credits.
Spring 2009. Sharpe.
POLS 111. International Politics:
Economic and Organizational Issues
This seminar will explore selected problems in
international politics related to institutions of
state and supra-national governance. Topics
include major theories of international politics,
causes and consequences of conflict,
management of global economic issues,
political integration, provision of global public
goods, and dilemmas of global governance.

Prerequisite: POLS 004 or the equivalent.
2 credits.
Not offered 2008-2009.
POLS 112. Democratic Theory and Civic
Engagement in America
This course begins with the questions: What is
democracy, and what does it require?
Widespread political participation? Economic
equality? Good education? Civic virtue? If any
of these conditions or characteristics are
necessary, how might they be promoted? In
addition to theoretical questions, we will
investigate one of the hottest debates in
contemporary political science: whether
political participation, social connectedness,
and general cooperation have declined in the
United States over the past half-century. If so,
why? What might be done? We will consider
the potential civic impact of economic and
social marginalization in inner-city areas, the
role of education in promoting civic
engagement, the problem of civic and political
disengagement among America’s youth, and the
potential for the Internet and other
communications technology to resuscitate
democratic engagement among the citizenry.
We will close by considering some lessons
from successful community activists,
politicians, and political mobilizers.
2 credits.
Fall 2008. Berger.
POLS 113. International Politics: War,
Peace, and Security
This seminar will investigate in depth the issues
o f conflict, security, and the use of force in
contemporary international politics. The course
will begin by considering the changing meaning
of “security” and by analyzing the major
theoretical approaches including realism,
liberalism, and constructivism. The course will
then tackle some of the great puzzles of
international security including the clash of
civilizations hypothesis, the role of nuclear
weapons, civil wars and intervention, terrorism,
and human rights.
2 credits.
Not offered 2008-2009.
POLS 114. Transnationalism
Recent dramatic increases in activity by NGOs,
terrorist groups, criminal organizations and
other non-state networks and actors suggests
that the “transnational” increasingly represents
a serious alternative to the state-centric
international system. The seminar will study
rival explanations for transnationalism, its
different forms, and specific transnational
actors and processes.
2 credits.
Not offered 2008-2009.

Political Science
POLS 115. Theories of International
Relations
This seminar is intended as an introduction to
the theory of international relations. Unlike the
other empirical fields in political science
(political theory intentionally excepted)
international relations has a long and self­
consciously maintained tradition, or really
traditions, of thought. The discipline is also, as
Stanley Hoffmann put it, “an American social
science,” and so strongly reflects American
concerns and views of the world. The seminar
is thus an exploration of IR theory conceived of
as an American social-scientific project. The
weeks are arranged more-or-less
chronologically, with the contending schools in
each era facing off against each other in
successive weeks. Most of the thinkers we read
are (or were) American or wrote in an
American academic context. The core debate in
this context has been, and most likely will
remain, that between realism and idealism or
liberalism, a debate that has taken several forms
in the American academy over the course of the
20th century and into the 21st. But we will take
ample time to sample alternative approaches.
2 credits.
Fall 2008. Herrera.
POLS 116. International Political
Economy
The course studies the main historical and
contemporary approaches in international
political economy, and focuses on the primary
contemporary issues in political-economic
relations among states as well as between states
and non-state actors. Topics include: domesticinternational level interaction in the politics of
international economic relations, economic
globalization, the international financial and
monetary systems, the international trading
system, fair versus free trade, development and
aid, and offshore outsourcing. The institutions
studied include: the World Trade Organization,
the International Monetary Fund, and the World
Bank.
2 credits.
Spring 2009. Kaya.
POLS 180. Thesis
With the permission of the department, honors
candidates may write a thesis for double course
credit.

Psychology
ALFRED H. BLOOM, Professor*
FRANK H. DURGIN, Professor and Chair
DEBORAH G. KEMLER NELSON, Professor
JEANNE MARECEK, Professor*1
ALLEN M. SCHNEIDER, Professor
BARRY SCHWARTZ, Professor1
ANDREW H. WARD, Associate Professor3
DANIEL J. GRODNER, Assistant Professor
ETSUKO HOSHINO BROWNE, Assistant Professor
JODIE A. BAIRD, Assistant Professor (part time)
JANE E. GILLHAM, Assistant Professor (part time)
MICHELE REIMER, Assistant Professor (part time)
JULIA L. WELBON, Academic Coordinator
JOANNE M. BRAMLEY, Administrative Coordinator
* President of the College.
1Absent on leave, fall 2008.
3 Absent on leave, 2008—2009.

The work of the Psychology Department
concerns the systematic study of human
behavior and experience. Processes of
perception, learning, thinking, and motivation
are considered in their relation to the
development of the individual. The relations of
the individual to other persons are also a topic
of study.
The courses and seminars of the department are
designed to provide a sound understanding of
the principles and methods of inquiry of
psychology. Students learn the nature of
psychological inquiry and psychological
approaches to various problems encountered in
the humanities, the social sciences, and the life
sciences.
A special major in psychobiology is offered in
cooperation with the Biology Department.
Consult the chair of either department, the
department information brochures and the
psychology web site:
www.swarthmore.edu/psychology.xml.
A special major in psychology and education is
offered in cooperation with the Educational
Studies Department. Consult the chair of either
department, the department information
brochures and web sites:
www.swarthmore.edu/psychology.xml
(psychology) or
www.swarthmore.edu/educationalstudies.xml
(educational studies).

Requirements and
Recommendations
PSYC 001: Introduction to Psychology or
PSYC 005: Nature and Nurture serves as a
prerequisite for further work in the department.
A grade of 5 on the Advanced Placement
Psychology test may be used to qualify a
student for further work in psychology, but this
practice is not encouraged. Students with an AP
result of 5 are requested to consult the

department for guidance in selecting an
appropriate first course if they seek advanced
placement.
A course major consists of 8.5 credits for
students who meet the comprehensive
requirement by completing PSYC 98: Senior
Research Project or one of the Research
Practica: (092 Cognitive and Perception; 093
Psycholinguistics). For students who write a 2credit course or honors thesis, the minimum
number of credits to complete the major is 8.
The minimum requirement excludes courses
cross-listed in psychology that are taught solely
by members of other departments, such as
EDUC 021/PSYC 021, EDUC 023/PSYC 023
and EDUC 025/PSYC 022. Four must be core
courses (with course numbers in the 030s):
Physiological Psychology; Perception;
Cognitive Psychology; Psychology of
Language; Social Psychology; Thinking,
Judgment, and Decision Making; Clinical
Psychology; and Developmental Psychology.
Starting with the class of 2010, majors must
also complete PSYC 025: Research Design and
Analysis and are additionally required to take
STAT 011: Statistical Methods (which does not
count toward the major credits). These courses
must be taken before the senior year. Minors
are also encouraged to include these in their
programs of study. Majors may wish to take
additional courses that familiarize them with
issues in the design and evaluation of research,
such as PSYC 024: Qualitative Research
Methods or PSYC 094: Independent Research.
Students are required to meet a comprehensive
requirement in their majors. In psychology, this
may be accomplished in one of three ways.
The first way, open to all majors, is to complete
a senior research project, a substantial paper on
a topic of the student’s choice in psychology,
approved by the faculty. See PSYC 098 and the
department brochure. Students who meet the

Psychology
comprehensive requirement in the department
with the senior research project must meet the
eight course requirement for the psychology
major in addition to receiving 0.5 credit for the
project.
The second way, open to all majors, is to
complete PSYC 092 Research Practicum in
Perception and Cognition or PSYC 093
Research Practicum in Psycholinguistics during
their senior year. Students who meet the
comprehensive requirement with either of the
practica must take it for one-half credit or 1 full
credit in their senior year, and must meet the
eight course credits for the major in addition to
receiving credit for the practicum.
The third way is to complete a 2-credit senior
thesis (1 credit each semester of the senior
year). The senior thesis program is open to
students who have B+ averages both in
psychology and overall. Students must have an
acceptable proposal, an adviser, and sufficient
background to undertake the proposed work,
normally including advanced work in the thesis
area. See PSYC 096,097, and the department
brochure. Students completing a second major
or another significant project during their senior
year should consider their options carefully
with their adviser before choosing to do a
thesis.
Because the junior spring represents an
opportunity to begin to develop plans with
faculty for fulfilling senior research
requirements, majors who wish to study abroad
are encouraged to do so before the second
semester of the junior year.
A course minor consists of at least 5 credits in
psychology taken at Swarthmore. These five
courses normally include PSYC 001:
Introduction to Psychology and must include at
least two core courses.
Honors Program
The Psychology Department encourages
qualified students to participate in the Honors
Program. Students majoring in psychology in
honors will normally complete a 2-credit honors
thesis, 1 credit each semester of the senior year
as one of their preparations for external
examination. The other two major honors
preparations are constituted by two 1-credit
seminars and their prerequisite core courses. All
requirements for course majors apply to honor
majors.
The Psychology Department also offers a minor
in the Honors Program. Students with honors
minors in psychology must take at least 5
credits in psychology at Swarthmore, including
two core courses. They prepare one field for
external examination, involving a 1-credit
seminar and its prerequisite core course. A
detailed description of the program is available
in the department brochure.

Admission to the Honors Program in
psychology requires a B+ average in
psychology and overall.
Study Abroad
Psychology credit is not granted routinely for
courses taken abroad in non-English-speaking
countries. With pre-approval, up to 1 credit may
be counted toward the major. Prior completion
of PSYC 001 is normally required for
consideration o f granting Swarthmore credit.

Teacher Certification
Students who wish to pursue certification at the
secondary school level should consult faculty in
the Educational Studies Department.
Psychology majors can complete the
requirements for teacher certification in social
science. For further information about the
relevant set of requirements, please contact the
Educational Studies Department chair, the
Psychology Department chair, or the
Department of Educational Studies Web site at
www.swarthmore.edu/educationalstudies.xml.

Courses
PSYC 001. Introduction to Psychology
An introduction to the basic processes
underlying human and animal behavior—
studied in experimental, social, and clinical
contexts. Analysis centers on the extent to
which normal and abnormal behaviors are
determined by learning, motivation, neural,
cognitive, and social processes.
In addition to the course lectures, students are
required to participate in a small-group
discussion for several weeks during the
semester, each meeting for 1 hour and 15
minutes during the Monday or Wednesday
(1:15-4 p.m.), or Friday (2:15-5 p.m.) class
periods. Students will be assigned to a group
after classes begin but should keep at least one
period open.
Students also act as participants in Psychology
Department student and faculty research
projects.
PSYC 001 is a prerequisite to further work in
the department.
Social sciences.
1 credit.
Each semester. Staff.
COGS 001. Introduction to Cognitive
Science
(See COGS 001)
COGS 001 is offered in the Cognitive Science
Program. It can count toward the minimum

Psychology
required credits in a psychology major when a
member of the Psychology Department teaches
it
1 credit.
Spring 2009. Grodner.
PSYC 005. First-Year Seminar: Nature
and Nurture
An entry-level course that 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
acquisition, the perception and experience of
emotions, and human intelligence.
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: Nature and Nurture serves
as an alternate prerequisite to further work in
the department.
No prerequisite.
Social sciences.
1 credit.
Not offered 2008-2009. Kemler Nelson.
PSYC 021. Educational Psychology
(See EDUC 021)
Note; The Educational Studies Department
offers this course. It does not count toward the
minimum required credits fo r a psychology
major or minor.
Fall 2008. Renninger.
PSYC 022. Counseling
(See EDUC 025)
Note: The Educational Studies Department
offers this course. It does not count toward the
minimum required creditsfo r a psychology
major or minor.
Not offered 2008-2009.
PSYC 023. Adolescence
(See EDUC 023)
Note: The Educational Studies Department
offers this course. It does not count towprd the
minimum required credits fo r a psychology
major or minor.
Spring 2009. Smulyan.
PSYC 024. Qualitative Research
Methods
Many classic and contemporary studies in
psychology used qualitative rather than
quantitative methods. We consider several
examples of such studies and learn several
approaches to gathering and analyzing
qualitative data, including open-ended
interviewing, participant-observation, discourse
analyses, and narrative analysis.

Prerequisites: PSYC 001 and one additional
course in psychology, sociology, or
anthropology.
Social sciences.
1 credit.
Not offered 2008-2009. Marecek.
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
formulation and evaluation of theories in
psychology. The scientific model of
psychological hypothesis testing is emphasized,
including the critical evaluation of various
research designs and methodology,
understanding basic data analysis and statistical
issues, and the application of those critical
thinking skills to social science findings
reported in the media.
Students also learn to design and conduct
psychology studies, analyze data generated
from those studies, and write up their findings
in the format of a psychology journal article.
This course is required for the major prior to the
student’s senior year. Statistics 011 must be
taken prior to or concurrently with the course.
Prerequisite: PSYC 001.
Social sciences.
Writing course.
1 credit.
Fall 2008. Hoshino Browne.
Spring 2009. Baird.
PSYC 026. Prejudice and Intergroup
Relations
This course focuses on prejudice and intergroup
relations, mainly from social psychological
perspectives. Where does prejudice or an
intergroup conflict come from, and what are
possible consequences? We examine the issues
o f racism, sexism, ingroup bias, stereotyping,
stereotype threat, as well as affirmative action
and its fairness and justice issues. Not only
explicit but also implicit attitudes are
considered. We approach prejudice and
intergroup relations from two perspectives:
from the perspective o f those who hold
prejudicial attitudes and discriminate against
others and from the perspective of those who
are the target of prejudice and discrimination.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Spring 2009. Hoshino Browne.
PSYC 030. Physiological Psychology
A survey of the neural and biochemical bases of
behavior with special emphasis on sensory
processing, motivation, emotion, learning, and

Psychology
memory. Both experimental analyses and
clinical implications are considered.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Spring 2009. Schneider.
PSYC 032. Perception
Is seeing really as simple as opening your eyes?
Why don’t trees have eyes? Why do unfamiliar
languages seem to be spoken so rapidly?
Perception is sometimes assumed as the
foundation of our knowledge about the world,
but how does perception work? This course
covers the science of vision and other modes of
perception to explain how we can avoid
assuming that inside our head is a little
homunculus watching the world. Required
laboratory meets approximately every other
week.
Prerequisite: PSYC 001.
Natural sciences and engineering practicum.
1 credit.
Spring 2009. Durgin.
PSYC 033. Cognitive Psychology
An overview of the psychology of knowledge
representation, beginning from the foundations
of perception, attention, memory, and language
to examine concepts, imagery, thinking,
decision making, and problem solving.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2008. Durgin.
PSYC 034. Psychology of Language
(Cross-listed as LING 034)
The capacity for language sets the human mind
apart from all other minds, both natural and
artificial, and so contributes critically to making
us who we are. In this course, we ask several
fimdamental questions about the psychology of
language: How do children acquire it so quickly
and accurately? How do we understand and
produce it, seemingly without effort? What are
its biological underpinnings? What 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)?
Prerequisite: PSYC 001 or permission of the
instructor.
Social sciences.
1 credit.
Fall 2008. Grodner.
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 relevant theory and
research. The dynamics of cooperation and
conflict, group identity, conformity, social
influence, prosocial behavior, aggression,
prejudice, attribution, and attitudes are
discussed.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Spring 2009. Hoshino Browne.
PSYC 036. Thinking, Judgment, and
Decision Making
People in the modem world are flooded with
major and minor decisions on a daily basis. The
available information is overwhelming, and
there is little certainty about the outcomes of
any of the decisions people face. This course
explores how people should go about making
decisions in a complex, uncertain world; how
people do go about making decisions in a
complex, uncertain world; and how the gap
between the two can be closed.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Spring 2009. Schwartz.
PSYC 038. Clinical Psychology
A consideration of major forms of
psychological disorder in adults and children.
Biogenetic, sociocultural, and psychological
theories of abnormality are examined, along
with their corresponding modes of treatment.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2008. Reimer. Spring 2009. Gillham.
PSYC 039. Developmental Psychology
Do infants have concepts? How do children
learn language? These questions and others are
addressed in this survey course of cognitive,
social, and emotional development from
infancy to adolescence. The course examines
theoretical perspectives on the nature of
developmental change in addition to empirical
and applied issues in the study of children.
Topics include the formation of social
attachments; the foundations and growth of
perceptual, cognitive, and social skills;
language acquisition; and the impact of family
and culture on the development of the child.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2008. Baird.

Psychology
PSYC 041. Children at Risk
Violence, educational inequality, 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 perspectives. Special emphasis
is placed on the contributions of family and the
social environment to the child’s well-being or
distress.
Prerequisites: PSYC 001 and either PSYC 038
(Clinical) or 039 (Developmental) or
permission of the instructor.
Social sciences.
1 credit.
Not offered 2008-2009. Reimer.
PSYC 042. Human Intelligence
This course adopts a broad view of its topic,
human intelligence. One major set of subtopics
is drawn from the intelligence-testing (IQ)
tradition. Other concerns include cognitive
theories of intelligence, developmental theories
of intelligence, everyday conceptions of
intelligence, the relation between infant and
adult intelligence, and the relation between
human and animal intelligence.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2008. Kemler Nelson.
PSYC 044. Psychology and Gender
This course concerns psychological approaches
to studying gender and gender relations as well
as feminist critiques of psychological theories
and methods of inquiry. Specific topics include
gendered experiences of the body, genderlinked violence, and constructions of sexuality.
In addition, we study the ways that gender is
represented in research and clinical theories and
in popular psychology.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Spring 2009. Marecek.
PSYC 050. Developmental
Psychopathology
This course covers several psychological
disorders that often first appear in childhood
and adolescence, including autism and other
developmental disorders, attention-deficit
disorder, conduct disorder, eating disorders, and
emotional disorders. Theories about the causes
and treatment are discussed. A heavy emphasis
is on current research questions and empirical
findings related to each disorder.
Prerequisites: PSYC 001 and either Clinical
(PSYC 038) or Developmental (PSYC 039)
Psychology or permission o f the instructor.

Social sciences.
1 credit.
Fall 2008. Gillham.
PSYC 052. Perception and Embodiment
Does our perceptual experience define who we
are? Do our thoughts refer to a real world or a
constructed one? How is cognition grounded?
Recently, cognitive linguists, philosophers, and
psychologists have begun to argue that being an
embodied organism in the world is crucial to
the formation and form of our minds. In this
course we focus on understanding the role of
perception and experience in defining the kinds
of minds we have. Readings in visual
neuroscience, philosophy of perception,
evolutionary theory, and embodied psychology
are discussed. Readings also focus on the
perception and experience of space, the
interaction of perception and action, and the
nature of consciousness, viewed from a
functionalist perspective.
Prerequisite: PSYC 001.
Social Sciences.
1 credit.
Not offered 2008-2009. Durgin.
PSYC 055. Family Systems Theory and
Psychological Change
This course explores family systems
perspectives on mental illness and therapeutic
change. Theoretical readings are supplemented
by fictional and nonfictional narratives as we
critically analyze dramatic family encounters
from popular film, documentaries, and
therapeutic case histories to understand
systemic perspectives on psychological
fimctioning. Throughout, we consider concepts
of normality, gender, and power along with
ethnicity and sociocultural influences.
Prerequisites: PSYC 001 and permission of the
instructor.
Social sciences.
1 credit.
Spring 2009. Reimer.
PSYC 056. Modes of Psychotherapy
We consider mainstream psychotherapies
including cognitive-behavior therapy,
psychodynamic therapies, and narrative
therapy. We also study community-based
interventions for persons with chronic mental
illnesses and those in emergency situations such
as war, natural disasters, and refugee camps.
What works? How do we know? We also ask
how current developments such as managed
care, the burgeoning psychopharmacology
industry, and the profusion o f Web-based selfhelp materials are reshaping psychotherapy.
Prerequisite: PSYC 001.

Psychology
Social sciences.
1 credit.
Not offered 2008-2009. Marecek.
PSYC 059. Cultural Psychology
Much of psychology has been concerned with
discovering universals of human behavior.
However, people in different cultural settings
understand themselves and their social worlds
in radically different ways. Their ways of being,
emotional life, moral and ethical ideas, intimate
relationships, and idioms of psychological
distress differ radically. This course explores
psychological dimensions of culture, focusing
on South Asia (especially India and Sri Lanka)
and East Asia (especially Japan and China). We
take up issues such as the construction of
emotion, love and sexuality, and gender. We
also consider cultural-specific psychological
disorders and modes of healing.
Is culture an external force that determines
individuals’ behavior, or do people produce
culture through their everyday ways of living
and habits of language? What research tools can
help us study cultural life? What ethical issues
emerge when researchers or practitioners enter
a cultural setting different from our own?
Prerequisites: PSYC 001 and one additional
psychology course.
Social sciences.
1 credit.
Not offered 2008-2009. Marecek.
PSYC 089. Practicum in School-Based
Interventions
This course provides an opportunity for
advanced psychology students to gain
experience implementing school-based
interventions with children and adolescents. In
recent years, schools have become a major site
for psychological interventions. Most children
and adolescents who receive psychological
interventions receive them through their
schools. Through course readings and class
discussions, we explore a variety of programs
that aim to promote psychological well-being
and reduce or prevent mental health problems
(e.g., depression, substance abuse) in children
and adolescents. A major requirement for this
course is a field placement in which students
receive training in specific intervention
techniques and help to run groups for children
or adolescents. The instructor’s permission is
required for enrollment. Students applying for
this course must have at least a B average in
psychology. Consult the department for details
and an application form. It is essential to begin
planning for a placement during the advising
period prior to the semester of enrollment.
Prerequisites: PSYC 001 and one of the
following: PSYC 038 (Clinical), 041 (Children

at Risk) or 050 (Developmental
Psychopathology).
Social sciences.
1 credit.
Spring 2009. Gillham.
PSYC 090. Practicum in Clinical
Psychology
An opportunity for advanced psychology
students to gain supervised experience in offcampus clinical settings. Requirements include,
but are not limited to, 8 hours per week in an
off-campus placement, guided readings
throughout die semester, and a major term
paper. Students are expected to have “face-toface” contact with clients/patients and to have
an on-site supervisor. Students meet regularly
with the instructor for discussion of readings
and work experience. Students are responsible
for arranging a placement, in consultation with
the instructor in advance of the semester.
Students should select several possible sites,
make contact with them, and review the sites
with the instructor. The department has a file of
previous practicum sites. This helps students
identify general categories as well as specific
options. Students applying for this course must
have at least a B average in psychology.
Consult the department for details and an
application form. It is essential to begin
planning for a placement during the advising
period prior to the semester of enrollment.
Prerequisites: PSYC 001 and one o f the
following: PSYC 038 (Clinical), 041 (Children
at Risk) or 050 (Developmental
Psychopathology).
Social sciences.
1 credit.
Spring 2009. Reimer.
PSYC 091. Advanced Topics in
Behavioral Neuroscience
Current issues in behavioral neuroscience are
considered from both a clinical and an
experimental perspective. Topics include
learning and memory, with a focus on
emotional memory and its relation to anxiety
disorders; memory storage, with a focus on the
impact of brain damage; neuropsychiatric and
degenerative disorders, including
schizophrenia, clinical depression, Alzheimer’s
and Parkinson’s diseases; psychopharmacology,
with a focus on drug addiction.
Prerequisites: PSYC 001 and 030 or permission
of the instructor.
Social sciences.
1 credit.
Fall 2008. Schneider.

Psychology
PSYC 092. Research Practicum in
Perception and Cognition
This course is designed to facilitate supervised
and independent research in perception or
cognition. Students may enroll in this course
with Prof. Durgin’s permission at any time in
their college career. First-semester seniors may
enroll in this practicum as one way of meeting
the college’s comprehensive requirement. May
be taken for 1.0 credit or .5 credit.
Prerequisites: PSYC 001 and permission of the
instructor.
Social sciences.
1.0 or .5 credit.
Fall 2008. Durgin.
PSYC 093. Research Practicum in
Psycholinguistics
This course is designed to facilitate supervised
and independent research in the psychology of
language. Students may enroll in this course
with Prof. Grodner’s permission at any time in
their college career. First-semester seniors may
enroll in this practicum as one way of meeting
the college’s comprehensive requirement. May
be taken for 1.0 credit or .5 credit.
Prerequisites: PSYC 001 and permission of the
instructor.
Social Sciences.
1.0 or .5 credit
Fall 2008. Grodner
PSYC 094. Independent Research
Students conduct independent research projects.
They typically study problems with which they
are already familiar from their coursework.
Students must submit a written report of their
work. Registration for independent 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
With permission of the department, qualified
students may conduct a yearlong, 2-credit
research project in the senior year as one way to
meet the comprehensive requirement.
Admission requirements include a B+ average
in psychology and overall, an approved topic,
an adviser, and sufficient advanced work in

psychology to undertake the thesis. Such theses
must be supervised by a member of the
Psychology Department. The supervisor and an
additional reader (normally a member of the
department) evaluate the final product. Students
should develop a general plan in consultation
with an adviser by the end o f the junior year
and apply for departmental approval. Students
are encouraged to begin thesis work during the
summer preceding the senior year. By
application.
Social sciences.
1 credit each semester.
Each semester. Staff.
PSYC 098. Senior Research Project
As one means of meeting the comprehensive
requirement, each student selects a topic in
psychology with the approval of the psychology
faculty. During the fall semester of the senior
year, die student writes a substantial paper on
the topic based on library research or original
empirical research. In addition to submitting
their written reports, all students will make oral
presentations on their topics at a senior research
conference in the spring semester. One-half
credit with a letter grade will be awarded for the
written and oral work. See the department
brochure for further details.
Social sciences.
0.5 credit.
Fall semester. Staff.

Seminars
PSYC 130. Seminar in Physiological
Psychology.
An analysis of the neural bases of motivation,
emotion, learning, memory, and language.
Generalizations derived from neurobehavioral
relations are brought to bear on clinical issues.
Prerequisites: PSYC 001 and 030. By
permission of the instructor.
Social sciences.
1 credit.
Spring 2009. Schneider.
PSYC 132. Seminar in Perception and
Attention
Following up on the material of PSYC 032
Perception, in this seminar we read advanced
theoretical and empirical work on psychological
aspects of human perception. Emphasis is on
covering a few selected topics in depth and
detail. Topics vary from year to year, but often
included embodied perception, multisensory
integration, space perception, and eyemovements and attention.
Prerequisites: PSYC 001 and 032. By
permission of the instructor.

Psychology
Social sciences.
1 credit.
Not offered 2008-2009. Durgin.
PSYC 133. Seminar in Cognitive
Psychology
Examination of foundational issues and theories
in the empirical study of human cognition with
an emphasis on insights from cognitive and
biological sciences. Topics may include
thinking and deciding, memory, language,
concepts, and consciousness and perception.
The course builds on PSYC 033 Cognitive
Psychology.
Prerequisites'. PSYC 001 and 033. By
permission of the instructor.
Social sciences.
1 credit.
Spring 2009. Durgin.
PSYC 134. Seminar in Psycholinguistics
An advanced study of special topics in the
psychology of language. A research component
is sometimes included.
Prerequisites: PSYC 001 and 034. By
permission of the instructor.
Social sciences.
1 credit.
Spring 2009. Grodner.
PSYC 135. Seminar in Social
Psychology
A critical exploration of substantive topics in
social psychology and an interrogation of the
field’s perspectives and methods.
Prerequisites: PSYC 001 and 035. By
permission of the instructor.
Social sciences.
1 credit.
Fall 2008. Hoshino Browne.
PSYC 136. Seminar in Thinking,
Judgment, and Decision Making
The seminar considers in depth several of the
topics introduced in PSYC 036.
Prerequisites: PSYC 001 and 036. By
permission of the instructor.
Social sciences.
1 credit.
Not offered 2008-2009. Schwartz.
PSYC 138. Seminar in Clinical
Psychology
We take up a variety of topics in clinical
psychology, including etiology and treatments
for several major disorders, controversies
regarding psychodiagnosis and the proliferation
of new diagnostic categories, and emerging
psychotherapies and community-based
treatments. We also examine cultural and
historical differences in expressions of psychic

suffering, the social meanings attributed to such
suffering, and local healing practices.
Prerequisites: PSYC 001 and 038. By
permission of the instructor.
Social sciences.
1 credit.
Fall 2008. Gillham.
PSYC 139. Seminar in Developmental
Psychology
The seminar builds on concepts learned in
PSYC 039 and considers special topics of
interest in the field at an advanced level. An
original group research component is included.
Prerequisites: PSYC 001 and 039. By
permission o f the instructor.
Social sciences.
1 credit.
Spring 2009. Kemler Nelson.
PSYC 180. Honors Thesis
An honors thesis must be supervised by a
member of the department and must be taken as
a two-semester sequence for 1 credit each
semester. A thesis is normally required for an
honors major in psychology. Students should
develop a proposal for their senior thesis project
in consultation with a faculty adviser prior to
the fall of their senior year. When possible,
thesis students are encouraged to begin work
during the summer before their senior year.
Social sciences.
1 credit each semester.
Each semester. Staff.

Public Policy
Coordinator:

THOMAS DEE (Economics)
Cathy Wareham (Administrative Assistant)

Committee:

Erin Bronchetti (Economics)
John Caskey (Economics)
Frank Grossman (Educational Studies)
Robinson Hollister (Economics)
Ellen Magenheim (Economics)
Arthur McGarity (Engineering)
Carol Nackenoff (Political Science)
Keith Reeves (Political Science)
Richard Rubin (Political Science)
Dominic Tierney (Political Science)
Richard Valelly (Political Science/
Robert Weinberg (History)

3 Absent on leave, 2008-2009.

The Public Policy Program enables students to
combine work in several departments toward
both critical and practical understanding 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 program
encompass the development, formulation,
implementation, and evaluation of policy.

Requirements and
Recommendations
The Public Policy Program may be taken as a
course minor with a major in any field or a
minor in the Honors Program. At a minimum,
the program consists of 6 credits and an
internship. The program of each minor should
be worked out in consultation with and
approved by the coordinator of the Public
Policy Program, preferably at the same time as
majors in the course and honors programs are
planned.
The Public Policy Program consists o f 6 credits
of work. Basic academic requirements for the
program 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 later.
In addition to these three foundation courses, 3
credits must be taken from among the
substantive policy courses listed later, one of
which must be the public policy thesis. These
courses deal with substantive sectors and
institutional aspects o f 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 minors
might not be admitted. In addition, students
should consider course prerequisites when
planning their program.
Internships
Some direct experience or practical
responsibility in the field, through work in a
public, private, or voluntary agency, is required
to graduate with a minor in public policy.
Normally, students will hold internships
between their junior and senior years. The
internship program is supervised by the
coordinator for the program. Students should
plan for the internship experience 6 to 8 months
before it begins. The College has developed a
network of contacts 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 8 to 10 weeks of a
summer internship.
The College attempts to provide support for
those students with public policy minors who
are unable to fund themselves, but such support
cannot be guaranteed. Other possible sources of
support for an internship include the James H.
Scheuer Summer Internship in Environmental
and Population Studies Endowment, the J.
Roland Pennock Fellowships in Public Affairs,
the Joel Dean Awards, the Samuel L. Hayes III
Award, the Lippincott Peace Fellowships, and
the David G. Smith Internship in Health and
Social Policy. Public Policy Program funding
for internships will be limited to $3,750. Please
note that airfare will not be covered for students
traveling home for their internship. The total
award from all College sources may not exceed
$3,750. Information on these sources can be

Public Policy
obtained in the Public Policy Program Office,
105 Trotter Hall.
Public Policy Thesis
A senior thesis, which constitutes one of the
three units of substantive policy work, is one of
the requirements of the program. The thesis
requirement is designed to provide a structured
opportunity to write a substantial paper on a
public policy issue. It is especially designed to
allow those who have cultivated (through
internships and academic work) a welldeveloped understanding of some policy
question to complete research and analysis
under the supervision of the coordinator of the
Public Policy Program and one or more other
core faculty members. Paper topics may focus
on national or international policy issues and
may range widely within areas of competence.
Students writing a 1-credit thesis should register
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 program.
Honors Program
Students sitting for honors may have an honors
minor in public policy in one of three ways.
First, they may complete a 2-credit policy thesis
and submit it as their honors preparation.
Second, they may submit for external
examination course or seminar work amounting
to 2 credits in the policy program. Third, they
may combine a 1-credit thesis with a course or
seminar. In the second case, they still must do
their required public policy thesis.
Two-credit work in policy issues might
combine work in two policy courses for which a
reasonable examination can be constructed and
a suitable visiting examiner recruited. Policy
work examined as an honors minor should meet
three criteria: (1) that the policy work fit
together in some fashion ¿rat 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 Program
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 department, a
student can offer a three-unit package of
courses, two of which must be from outside the
student’s major department. Two 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
combination of work on economic development
and a history or political science class on some
region in which development issues are a

central theme. Combinations of this sort would
be developed through consultation with the
coordinator of the program, who could then
recommend them to the committee for
approval.
The requirement that public policy honors work
be done, at least in part, outside the student’s
major department is also relevant to those
students offering a 2-credit thesis for
examination. In the case of a 2-credit thesis, the
program 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., a 3hour written examination or oral examination
alone) will depend on the nature of the student’s
preparation (e.g., thesis, course, or seminar
combination).

Areas of Policy Focus
Some students may wish to focus their
substantive work in policy heavily in a
particular field (e.g., environmental studies,
food studies, welfare 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 several policy areas in
which a student can take multiple courses, often
in a variety of departments. 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 program are listed
subsequently.
Foundation Requirements
P olitical A nalysis Courses

POLS 002. American Politics or equivalent
policy analysis in political science
Econom ic A nalysis Courses

ECON 011. Intermediate Microeconomics
ECON 041. Public Finance
ECON 141. Public Finance*
Q uantitative A nalysis Courses

STAT 011. Statistical Methods
STAT 053. Mathematical Statistics
ECON 031. Statistics for Economists
ECON 035. Econometrics
ENGR 057/ECON 032. Operations Research
P olicy Courses and Sem inars (Arranged by
D epartm ent)*

PPOL 097/098. Public Policy Thesis
POLS 015. Ethics and Public Policy
POLS 023. Presidency, Congress, and Court
POLS 029. Public Opinion, Polling, and Public
Policy

Public Policy
POLS 032. Gender, Politics, and Policy
POLS 039. Faith Based: Social Policy in the
United States
POLS 041. Political Economy and Social
Policy: The United States in the 1990s
POLS 043. Environmental Politics and Policy
POLS 045. Defense Policy
POLS 048. The Politics of Population
POLS 055. China and the World
POLS 068. International Political Economy
(Cross-listed as ECON 053)
POLS 106. The Urban Underclass and Public
Policy
POLS 107. Comparative Politics: Greater
Europe*
POLS 108. Comparative Politics: East Asia*
POLS 109. Comparative Politics: Latin
America*
POLS 111. International Politics*
ECON 005. Savage Inaccuracies: The Facts and
Economics of Education in America (Crosslisted as EDUC 069)
ECON 041. Public Finance
ECON 042. Law and Economics
ECON 044. Urban Economics
ECON 051. The International Economy
ECON 053. The International Political
Economy (Cross-listed as POLS 068)
ECON 061. Industrial Organization
ECON 073. Race, Ethnicity, and Gender in
Economics
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 068. Urban Education (Cross-listed as
SOAN 020B)
EDUC 069. Savage Inaccuracies: The Facts and
Economics of Education in America (Crosslisted as ECON 005)
EDUC 141. Educational Policy
HIST 049. Race and Foreign Affairs
HIST 054. Women, Society, and Politics
LING 018. Language Policy in the United
States

SOAN 008C. Bioethics
SOAN 020B. Urban Education (Cross-listed as
EDUC 068)
SOAN 028C. The Art and Science of Survey
Methods
SOAN 058B. America by the Numbers
BIOL 210. Biology and Public Policy (Bryn
Mawr)
ENGR 066. Environmental Systems
Engineering
Descriptions of the courses listed previously
can be found in each department’s course
listings in this catalog.
* Note: Seminars are limited in size, and most
departments give priority to departmental
majors and minors, so public policy
concentrators might not be admitted.
For more information on the public policy
concentration, internships, theses, and related
topics, see www.swarthmore.edu/SocSci/
PublicPolicy.

Religion
YVONNE P. CHIREAU, Professor1
MARK I. WALLACE, Professor
STEVEN P. HOPKINS, Associate Professor and Chair
ELLEN M. ROSS, Associate Professor
TARIQ AL-JAMIL, Assistant Professor
ELLIOT A. RATZMAN, Visiting Assistant Professor
HELEN PLOTKIN, Visiting Instructor (part time)
EILEEN McELRONE, Administrative Assistant
1Absent on leave, spring 2009,

The Religion Department plays a central role in
the Swarthmore academic program. More than
one-third of the student body annually takes a
course in religion, and about 40 students in the
junior and senior classes choose to major or
minor in the discipline.
I One attraction of the study of religion is the
cross-cultural nature of its subject matter. The
discipline addresses the complex interplay of
culture, history, text, orality, performance, and
personal experience. Religion is expressed in
numerous ways: ritual and symbol, myth and
legend, story and poetry, scripture and
theology, festival and ceremony, art and music,
moral codes and social values. The department
seeks to develop ways of understanding these
phenomena in terms of their historical and
cultural particularity and in reference to their
common patterns.
Courses offered on a regular cycle in the
department present the development of
Judaism, Islam, Buddhism, Hinduism, AfroCaribbean religions, and Christianity as well as
the development of religion and religions in the
regional areas of the Indian Sub-Continent
(Hindu, Jain, Buddhist, Muslim, Sikh), Sri
Lanka and Southeast Asia (Buddhism,
Hinduism, and Islam), China (Taoist,
Confucian, spirit cults), Japan (Buddhist and
Shinto), Africa (Fon, Yoruba, and Kongo), the
Middle East (Christian, Islamic, Jewish,
Gnostic, Mandean), Jewish, Christian, and
Islamic Europe and the Americas (from New
World African traditions, Vodou and
Candomblé, to Neo Paganism and Civil
Religion in North America). Breadth in subject
matter is complemented by strong
methodological diversity; questions raised
include those of historical, theological,
philosophical, literary, feminist, sociological,
and anthropological interests. This multifaceted
focus makes religious studies an ideal liberal
arts major.

Requirements and
Recommendations
Major and Minor in the Course Program
Normally, the student who applies for a major
or minor in religion will have completed (or be

in the process of completing) two courses in the
discipline with an honor grade.
Majors successfully complete 8 credits in
religion, including the required Senior
Symposium (Religion Café) in the fall of the
senior year, to meet departmental and College
graduation requirements. Successful completion
of the symposium will be the culminating
requirement for the course major. For all
religion majors, the symposium will be a 1credit seminar and will include a term essay
assignment
Writing a thesis is an option for course students.
Those seniors who desire to complete a long
paper (1 credit) or thesis (2 credits) as part of
the major will need to obtain permission from a
faculty adviser in consultation with the
department. For majors, this exercise will not
substitute for the Senior Symposium.
Minors complete 5 credits in the Religion
Department and are not required to take the
Senior Symposium.
Up to three courses cross-listed but not housed
within the Religion Department will count
toward the major. Only one such cross-listed
course will count toward the minor. Up to two
non-Swarthmore courses (i.e., courses taken
abroad or domestically) may count toward the
major; only one such course is permissible for
the minor. The department will accept two
courses in language (Arabic, Hebrew, or other
proposed research languages) toward the major
or minor with the approval of department
faculty.
For many students, courses numbered RELG
001-013 serve as points of entry for advanced
work in the department and sometimes as
prerequisites for higher-level courses, though
this is not always the case. Students come to the
study of religion through various courses at
various levels, and the department encourages
this flexibility and diversity of entry points by
having no introductory course requirements,
nor are there required distribution courses. The
major in religion is planned in consultation with
faculty members in the department, the
individual student’s adviser, along with other
relevant faculty, who encourage curricular
breadth (close work in more than one religious
tradition) and methodological diversity in the

Religion
proposed program. Such breadth and diversity
in the program is encouraged at the beginning
in the major’s sophomore paper statement.
The curriculum in the Religion Department is
strongly comparative, thematic, and
interdisciplinary, so it is relatively easy for
students to propose programs that are crosscultural and transdisciplinary in scope. Religion
majors are encouraged to include study abroad
in their program, planned in collaboration with
the department. Often a student’s independent
study projects done while studying abroad is
expanded into a 1 or 2-credit honors or course
thesis upon return to Swarthmore.
Admission to the Major
The Religion Department considers two areas
when evaluating applications: overall gradepoint average and quality of prior work in
religion courses. Applicants are sometimes
deferred for a term, so the department can better
evaluate an application for the major. A
student’s demonstrated ability to do at least
B/B- work in religion is required for admission
to the major in course.
Admission to the Honors Program
Because of the nature of different instructional
formats (e.g., seminars) and of the culminating
exercise in the Honors Program, the department
expects applicants to this program to have at
least a B+/B average in religion courses as well
as an overall average above the College
graduation requirement for admission to the
Honors Program.
Major and Minor in the Honors Program
(External Examination Program)
All honors major and minors fulfill
requirements for the Course Program. Beyond
this step, the normal method of preparation for
the honors major will be done through three
seminars, although with the consent of the
department, single 2-credit thesis, a 1-credit
thesis/course combination, or a combination of
two courses (including attachments and study
abroad options) can count for one honors
preparation. In general, only one such
preparation can consist of nonseminar-based
studies.
In the religion major, the mode o f assessing a
student’s three 2-credit preparations in religion
(seminars or course combinations but not 2credit theses) will be a 3-hour written
examination set by an external examiner. In
addition, with the exception of a thesis
preparation, a student will submit to each
external examiner a Senior Honors Study (SHS)
paper. SHS papers will be approximately 4,000
words and will normally be a revision of the
final seminar paper or, in the event of a
nonseminar mode of preparation, a revised
course paper. A final oral examination by the
examiner follows the written examination.

Two-credit theses will be read and orally
examined by an external examiner (with no
extra SHS requirement).
In the minor, the mode of assessing a student’s
one 2-credit preparation in religion will also be
a 3-hour written examination (and the oral) set
by an external examiner, along with an SHS
paper.
Seminars and the written and oral external
exam are the hallmarks of honors. Seminars are
a collaborative and cooperative venture among
students and faculty members designed to
promote self-directed learning. The teaching
faculty evaluates seminar performance based on
the quality of seminar papers, comments during
seminar discussions, and a final paper. 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, timely submission of seminar
papers, reading of seminar papers before the
seminar, completion of the assigned readings
before the seminar, active engagement in
seminar discussions, and respect for the
opinions of the members of the seminar.
Students earn double-credit for seminars and
should expect twice the work normally done in
a course. The external examination, both
written and oral, is the capstone of the honors
experience.

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 selfunderstanding and action. The course explores
various themes and structures seminal to the
nature of religion and its study: sacred scripture,
visions of ultimate reality and their various
manifestations, religious experience and its
expression in systems of thought, and ritual
behavior and moral action. Members of the
department will lecture and lead weekly
discussion sections.
Writing course.
1 credit.
Fall 2008. Wallace.
RELG 002. Evil in Modern Thought and
Practice
What is evil and what should we do about it?
What does religious thought have to say about
the evils of alienation, racism, war, disease,
exploitation ... and the possibility of solidarity,
resistance, love, and goodness? This course is
an introduction to contemporary religious
thought and practice through the lens of “the
problem of evil.” We will read short

Religion
meditations on suffering, cruelty, tragedy, and
responsibility, keeping in mind practical
strategies for fighting evil(s). We will pay
special attention to topics in the Jewish and
Christian religious traditions.
1 credit.
Not offered 2008-2009.
RELG 002B. Religion in America
This course is an introduction to religion in the
United States, beginning with Native American
religions and European-Indian contact in the
colonial era, and moving forward in time to
present-day movements and ideas. The course
will explore a variety of themes in American
religious history, such as slavery and religion,
politics and religion, evangelicalism, Judaism
and Islam in the United States, “cults” and
alternative spiritualities, New Age religions,
popular traditions, and religion and film, with
an emphasis on the impact of gender, race, and
national culture on American spiritual life.
1 credit.
Spring 2009. Wallace.
RELG 003. Hebrew Bible and Its
Interpreters
When was the last time you read the most
important text in the West? This is an
introduction to the Hebrew Bible as a literary,
historical, political and religious document. We
will explore the use and abuse of the Hebrew
Bible by Jews and Christians, paying attention
to its role in contemporary culture, politics, and
ethics. Reading select books of the Bible, we
will emphasize issues of gender and race,
revolution and Zionism, genocide and slavery,
good and evil.
1 credit.
Fall 2008. Ratzman.
RELG 004. New Testament and Early
Christianity
A discussion-rich introduction to the New
Testament in light of recent biblical
scholarship. The class engages the issues of
authorship and redaction, purpose and structure,
and historical context and cultural setting. Some
of the particular themes that are studied include
the dynamic of canon formation, the synoptic
problem in relation to the Gospel of John, firstcentury Judaism, Greek and Roman influences,
the messianic consciousness of Jesus, the use of
epistolary literature in Paul, the problem of
apocalyptic material, and the wealth of extracanonical writings (e.g., Gospel of Thomas)
that are crucial for examining the rise of
Christianity in the years from 30 CE to 150 CE.
Novels and films inspired by the New
Testament are read and viewed as well.
1 credit.
Spring 2009. Wallace.

RELG 005B. Introduction to Christianity
This course is a selective introduction to
Christian religious beliefs and practices. This
course introduces students to the development
and diverse forms of Christianity, drawing on
categories from the study o f religion including
ritual, narrative, art, and theology.
1 credit.
Not offered 2008-2009.
RELG 007B. Women and Religion
This course will examine the variety of
women’s religious experiences in the United
States. Topics will include the construction of
gender and religion, religious experiences of
women of color, spiritual autobiographies and
narratives by women, Wicca and witchcraft in
the United States, and feminist and womanist
theology.
1 credit.
Not offered 2008-2009.
RELG 008. Patterns of Asian Religions
A thematic introduction to the study of religion
through an examination of selected texts,
teachings, and practices o f the religious
traditions of South and East Asia structured as
patterns of religious life. Materials are drawn
from the Buddhist traditions of India, Tibet,
China, and Japan; the Hindu and Jain traditions
of India; the Confucian and Taoist traditions of
China; and the Shinto tradition of Japan.
Themes include deities, the body, ritual,
cosmology, sacred space, religious specialists,
and death and the afterlife.
Writing course.
1 credit.
Spring 2009. Hopkins.
RELG 008B. The Qur’an and Its
Interpreters
This is course will include detailed reading of
the Qur’an in English translation. The first part
of the course will be devoted to the history of
the Qur’an and its importance to Muslim
devotional life. The first portion of the course
will include: discussion of the history o f the
compilation of the text, the methods used to
preserve it, styles of Qur’anic recitation, and the
principles of Qur’anic abrogation. Thereafter,
attention will be devoted to a theme or issue
arising from Qur’anic interpretation. Students
will be exposed to the various sub-genres of
Qur’anic exegesis including historical, legal,
grammatical, theological and modernist
approaches.
1 credit.
Not offered 2008-2009.

Religion
RELG 009. The Buddhist Traditions of
Asia
This course explores the unity and variety of
Buddhist traditions within their historical
developments in South, Central, and East Asia,
by way of the study of its texts The course will
be organized chronologically and
geographically, and to a lesser extent
thematically, focusing on the formations of
early Indian Buddhism (the Nikaya traditions in
Pâli and Sanskrit), the Theravada in Sri Lanka
and Thailand, Mahayana Ch’an/Zen traditions
in China and Japan, and Vajrayana (tantra)
traditions in Tibet. Themes include narratives of
the Buddha and the consecration of Buddha
images; gender, power, and religious authority,
meditation, liberation, and devotional vision;
love, memory, attachment and Buddhist
devotion; the body, and the social construction
of emotions and asceticism.
Writing course.
1 credit.
Fall 2008. Hopkins.

RELG 011B. The Religion of Islam: The
Islamic Humanities
This course will focus on the examination of
religious sources that have fundamentally
contributed to Muslim self-definitions and are
directly illustrative of recurrent themes in
Islamic religious thought and history. Through
the examination of primary texts (in translation)
the course serves as an introduction to the social
and historical processes whereby Islam
developed as a distinct religious tradition.
Course participants will be introduced to
reading primary texts as a means to develop a
framework for understanding the religious
interpretations, texts, and symbols that underlie
the diverse expressions of Islam in a wide range
o f historical, social, and cultural contexts.
Writing course.
1 credit.
Fall 2008. al-Jamil.

RELG 010. African American Religions
What makes African American religion
“African” and “American”? Using texts, films,
and music, we will examine the sacred
institutions 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 include 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.
Fall 2008. Chireau.

RELG 012. The History, Religion, and
Culture of India I: From the Indus Valley
to the Hindu Saints
A study of the religious history of India from
the ancient Indo-Aryan civilization of the north
to the establishment of Islam under Moghul
rule. Topics include the ritual system of the
Vedas, the philosophy of the Upanishads, the
rise of Buddhist and Jain communities, and the
development of classical Hindu society. Focal
themes are hierarchy, caste and class, purity and
pollution, gender, untouchability, world
renunciation, and the construction of a
religiously defined social order.
1 credit.
Not offered 2008-2009.

RELG 011. First-Year Seminar: Religion
and the Meaning of Life
“Whoever wants to save their life will lose it,
but whoever loses their life for my sake will
save it.” One of the most intriguing
contradictions in comparative religious studies
is the claim that only when one forfeits the self
can one discover genuine selfhood; the journey
to the true self begins by first abandoning one’s
assumptions about selfhood through practicing
the disciplines of self-emptying and self-giving.
In this seminar, we will analyze the collapse of
the received notions of the stable self in
classical thought and then move toward a
postmodern recovery of the self-that-is-not-aself founded on the spiritual practice of
solicitude for the other. Readings may include
Plato, Augustine, Rumi, Kierkegaard, Weil,
Nishitani, Bonhoeffer, Levinas, Thich Nhat
Hanh, and Dillard. This discussion-rich seminar
includes regular student presentations and a
community service learning component.

RELG 013. The History, Religion, and
Culture of India II: Muslim, Hindu, Sikh,
and Dalit in North India
After a survey of premodem Hindu traditions,
the course tracks the sources of Indo-Muslim
culture in North India, including the
development of Sufi mysticism; Sindhi, Urdu,
and Tamil poetry in honor of the Prophet
Muhammad; syncretism under Mughal emperor
Akbar; and the consolidation of orthodoxy with
Armad Sirhindi and his school in the 16th to
17th century. We then trace the rise of the Sikh
tradition in the milieu of the Mughals, northern
Hindu Sants and mendicant Sufis, popular
goddess worship and village piety, focusing on
several issues of religious experience. We then
turn to the colonial and post-colonial period
through the lenses of the Hindu saints, artists,
and reformers (the “nationalist elite”) of the
Bengali Renaissance, and the political and
religious thought of Mohandas Gandhi and
Dalit reformer Ambedkar. We will use

1 credit.
Fall 2008. Wallace.

Religion
perspectives of various theorists and social
historians, from Ashis Nandy, Partha
Chatteijee, Peter van der Veer, to Veena Das
and Gail Omvedt.
1credit.
Not offered 2008-2009.
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. Among
other topics, the course will consider debates
about the nature of the Divine, the person and
work of Jesus Christ, heresy and dissent, bodily
devotion, love, mysticism, scholasticism, and
holy persons. Readings may include Augustine,
Anselm, Avicenna, Abelard, Hildegard of
Bingen, Francis of Assisi, Catherine o f Siena,
Thomas Aquinas, Julian of Norwich, and John
Wyclif.
1 credit.
Not offered 2008-2009.
RELG 015B. Philosophy of Religion
(Cross-listed as PHIL 016)
Searching for wisdom about the meaning of
life? Curious as to whether there is a God?
Questioning the nature of truth and falsehood?
Right and wrong? You might think of
philosophy of religion as your guide to the
universe. This course considers AngloAmerican and Continental philosophical
approaches to religious thought using different
disciplinary perspectives; it is a selective
overview of the history of philosophy with
special attention to the religious dimensions of
many contemporary thinkers’ intellectual
projects. Topics include rationality and belief,
proofs for existence of God, the problem of
evil, moral philosophy, biblical hermeneutics,
feminist revisionism, postmodernism, and
interreligious dialogue. Thinkers include,
among others, Anselm, Kierkegaard,
Dostoevsky, Nietzsche, Kant, Wittgenstein,
Derrida, Levinas, Weil, and Abe. Recent films
Wittgenstein and Angels in America will be
viewed in class and discussed. This year, the
central theme of course is the problem of evil.
1 credit.
Not offered 2008-2009.
RELG 018B. Modern Jewish Thought
Is reason compatible with revelation?
Beginning with Spinoza, we’U examine the
giants of Jewish thought—religious reformers,
philosophers, theologians—wrestling with the
challenge of modernity, politics, and
multiculturalism. Topics will include the
essence of Judaism, the nature of law, religion
and state, God and evil, the status of women
and non-Jews, and the legacy of the Holocaust.

1 credit.
Not offered 2008-2009.
RELG 019. First-Year Seminar: Religion
and Food
Why do some people eat the body of their god?
What is soul food? Is the pig an abomination?
Is there such a thing as “devils food” and
“angel’s food”? Which is more spiritual,
feasting or fasting? All of these questions are
tied together by a common theme: They point to
the relationship between food, eating, and the
religious experiences of human beings. This
seminar will introduce students to the study of
religion, using food as an entry point. We will
investigate the significance of food across a
variety of traditions and explore such issues as
diet, sacrifice, healing, the body, ethics, and
religious doctrines concerning food. Topics will
include religious fasting, vegetarianism, eating
rituals, food controversies, purity and pollution,
theophagy and cannibalism as sacred practice.
1 credit.
Not offered 2008-2009.
RELG 020B. Prophets and Visionaries:
Christian Mysticism Through the Ages
This course considers topics in the history of
Christian mysticism. Themes include mysticism
as a way of life, relationships between mystics
and religious communities, physical
manifestations and spiritual experiences,
varieties of mystical union, and the diverse
images for naming the relationship between
humanity and the Divine. Readings that explore
the meaning, sources, and practices of Christian
mystical traditions may include Marguerite
Porete, Francis of Assisi, Julian of Norwich,
Simone Weil, Thomas Merton, and Dorothee
Soelle.
1 credit.
Not offered 2008-2009.
RELG 022. Religion and Ecology
This course focuses on how different religious
traditions have shaped human beings’
fundamental outlook on the environment in
ancient and modem times. In turn, it examines
how various religious worldviews can aid the
development of an earth-centered philosophy of
life. The thesis of this course is that the
environmental crisis, at its core, is a spiritual
crisis because it is human beings’ deep ecocidal
dispositions toward nature that are the cause of
the earth’s continued degradation. Course topics
include ecological thought in Western
philosophy, theology, and biblical studies; the
role of Asian religious thought in forging an
ecological worldview; the value of American
nature writings for environmental awareness,
including both Euro-American and Amerindian
literatures; the public policy debates concerning
vegetarianism and the antitoxics movement;

Religion
and the contemporary relevance of
ecofeminism, deep ecology, Neopaganism, and
wilderness activism. In addition to writing
assignments, there will be occasional
contemplative practicums, journaling exercises,
and a community-based learning component.
1 credit.
Spring 2009. Wallace.
RELG 022B. Jewish Messiahs: From
Jesus to East Jerusalem
Did a false Messiah usher in the Modem era?
Starting with the Jesus movement and the Bar
Kochba rebellion, we’ll examine the
phenomenon of the messiah in Jewish history.
We will selectively study texts of Jewish
mysticism, the Hasidic movement, Jewish
socialism, Zionism and consider the messianic
figures that animate these historical movements.
As well, we’ll consider the critics of
messianism, the role of the messianic, and the
reclamations of Jesus, in modem Jewish
thought and politics. What will the Jewish
messiah do? What age will he usher in? What
utopian vision do they articulate? This course
will serve as an off-beat introduction to Judaism
and Jewish texts.
1 credit.
Not offered 2008-2009.
RELG 023. Living in the Light: Quakers
Past and Present
This course explores Quaker history and
religious ideas in America from the 17th
century to the present. Topics we will study in
this course include Quakers and social reform;
Quakers and nature; Quakers and education,
with a focus on the history of Swarthmore
College; and Quaker writings about God, self,
and the world. Readings will include the work
of George Fox, Margaret Fell, William Penn,
John Woolman, John Bartram, Lucretia Mott,
Elias Hicks, Elise Boulding, and Rufus Jones.
1 credit.
Fall 2008. Ross.
RELG 024B. From Vodun to Voodoo:
African Religions in the Old and New
Worlds
Is there a kindred spirituality expressed within
the ceremonies, beliefs, music and movement of
African 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. At the end of the term, in
consultation with the professor, students will
create a Web-hased project in lieu of a final
paper.
Foreign study credit may be available.
1 credit.
Not offered 2008-2009.
RELG 025B. Black Women and Religion
in the United States
This course is an exploration of the spirituality
of African American women. We will attempt
to understand how social, cultural, and political
forces have intersected to inform black
women’s personal and collective attempts at the
definition and realization of a sacred self. We
will use a variety of disciplinàry perspectives
and sources, including history, anthropology,
theology, sociology, and literature. Major
themes that we will consider are the politics of
faith; womanist discourse, gender and religious
empowerment, folk tradition, the religious
imagination, and representations by/of black
women in music and film. Course readings will
include Delores Williams’S/iiens in the
Wilderness; Gloria Naylor’s Mama Day; bell
hooks’ breaking bread; and work by
filmmakers Michelle Parkerson (Sweet Honey
in the Rock), Julie Dash (Praise House), and
others.
No prerequisites.
1 credit.
Not offered 2008-2009.
RELG 028B. Religious Radicals: The
Religious Socialism of Martin Luther
King and the Civil Rights Movement
What was Martin Luther King (MLK) thinking?
We’ll read along with MLK, treading the
theological paths of the civil rights movement
in Christian theology (Niebuhr, Barth, and
Tillich); Jewish thought (Buber and Heschel);
and Gandhi. We’ll read MLK, hearing from
some of his critics (Baldwin, Malcolm X, and
Fanon) and explore more recent attempts by
black thinkers (Cornel West, Michael Dyson,
and James Cone) to recapture the radical core of
King’s vision. Along with theory, we’ll
consider practice, considering the role of
religious communities, organizers and clergy,
and “everyday” people in the success and
failures of the various movements of the 1960s
through today.
1 credit.
Not offered 2008-2009.

Religion
RELG 029B. Atheism in Theory and
Practice: The History, Philosophy, and
Politics of Unbelief
Rejecting the supernatural has a history and a
tradition. Modernity and the Enlightenment
have enabled skeptics to write and speak
against organized religion and question the
existence of a personal God. The varieties of
anti-religious experiences are surprising,
exciting, and provocative. In this course, we’ll
explore the skeptics and radicals of early
modem France, the deist democrats of America,
the flowering of unbelief in 19th-century
England, the rich culture of secular Judaism in
Eastern Europe and Israel, and the secular
political religions of the 20th century. We will
read classics in this tradition: Lucien, Cicero,
Hume, Spinoza, Nietzsche, Marx, Tom Paine,
Freud, Emma Goldman, John Dewey,
Santayana, Bertrand Russell as well as the
aggressive “New Atheists” Daniel Dennett,
Dawkins, Hitchens, and Sam Harris. Can God
and Faith survive the critics?
1 credit.
Not offered 2008-2009.
RELG 030B. The Power of Images: Icons
and Iconoclasts
This course is a cross-cultural, comparative
study of the use and critique of sacred images in
biblical Judaism; Eastern Christianity; and the
Hindu, Buddhist, and Jain traditions of India.
Students will explore differing attitudes toward
the physical embodiment of divinity, including
issues of divine “presence” and “absence”;
icons, aniconism, and “idolatry”; and
distinctions drawn in some traditions between
different types of images and different
devotional attitudes toward sacred images, from
Yahweh’s back and bleeding icons to Jain
worship of “absent” saints.
1 credit.
Not offered 2008-2009.

Readings will focus on scientific and natural
history treatises in dialogue with theological
texts. We will explore the writings of Christian
naturalists to study the linking of science and
religion, and we will investigate a multiplicity
of views about Christian understandings of the
relationship between the human and non-human
world. This class includes a community-based
learning component: Students will participate in
designing and teaching a mini-course on
“Nature and Chester” to students in the nearby
community of Chester. Readings include
Aristotle (critical for understanding science in
the later Middle Ages), Hildegard of Bingen,
Roger Bacon, Galileo Galilei, Charles Darwin,
Herman Melville, Ralph Waldo Emerson, John
Muir, Graceanna Lewis, Thomas Berry, Nalini
Nadkami, and Terry Tempest Williams.
1 credit.
Not offered 2008-2009.
RELG 048. The Summoned Self: Levinas
and Ricoeur
This course will ask how Paul Ricoeur and
Emmanuel Levinas use philosophical and
biblical texts to construe the project of selfhood
in terms of being called to take responsibility
for one’s neighbor. Other topics include
Christian-Jewish dialogue, rabbinic exegesis,
moral philosophy, political theory, and biblical
hermeneutics.
1 credit.
Not offered 2008-2009.

RELG 031B. Religion and Literature:
From the Song of Songs to the Hindu
Saints
A cross-cultural, comparative study of religious
literatures in Jewish, Christian, Islamic, and
Hindu traditions. How “secular” love poetry
and poetics have both influenced and been
influenced by devotional poetry in these
traditions, past and present.
1 credit.
Not offered 2008-2009.

RELG 053. Gender, Sexuality, and the
Body in Islam
An exploration of sexuality, gender roles, and
notions of the body within the Islamic tradition
from the formative period of Islam to the
present. This course will examine the historical
development of gendered and patriarchal
readings of Islamic legal, historical, and
scriptural texts. Particular attention will be
given to both the premodem and modem
strategies employed by women to subvert these
exclusionary forms of interpretation and to
ensure more egalitarian outcomes for
themselves in the public sphere. Topics
discussed include female piety, marriage and
divorce, motherhood, polygamy, sex and desire,
honor and shame, same-sex sexuality, and the
role of women in the transmission of
knowledge.
1 credit.
Fall 2008. al-Jamil.

RELG 036. Christian Visions of Self and
Nature
This course is a thematic introduction to
Christianity. Beginning with early Christian
writings and moving historically up through the
contemporary period, we will explore a wide
variety of ideas about God, self, and nature.

RELG 054. Power and Authority in
Modern Islam
This course examines some of the salient issues
of concern for Muslims thinkers dining the
modem period (defined for the purposes of this
course as the colonial and post-colonial
periods). Beginning with discussion of the

Religion
impact of colonialism on Islamic discourses, the
course moves on to address a number of
recurrent themes that have characterized
Muslim engagement with modernity. Readings
and/or films will include religious, political, and
literary works by Muslims in variety o f cultural
and linguistic settings. Topics to be discussed
will include: nationalism and the rise of the
modem nation-state, questions of religion and
gender, the Israeli-Palestinian conflict,
developments in Islam in the United States and
Canada, and case studies of reformist and
revivalist movements in the modem nation­
states of Iran, Iraq, Afghanistan, Pakistan, and
Saudi Arabia. Special attention will be paid to
contemporary Muslim responses to feminist
critiques, democracy, pluralism, religious
violence, extremism, and authoritarianism.
1 credit.
Spring 2009. al-Jamil.
RELG 055. Religious Ethics in the
Modern World
Abortion. Hunger. War. Poverty. Nationalism.
Racism. Sexuality. How do Christians and Jews
wrestle with these moral issues? What is the
role of religious ethics in a modem democracy?
This course covers the debates raging within
contemporary Christian and Jewish
communities, from the pulpits to the streets.
We’ll examine the rich traditions of Christian
and Jewish moral reasoning and consider how
“moral values” are used and abused in our
current “culture wars.”
1 credit.
Not offered 2008-2009.
RELG 057. Hebrew for Text Study I
(Cross-listed as LING 007)
In this course, you will learn the grammar and
vocabulary required to experience the Hebrew
Bible and ancient Hebrew commentaries in the
original language. You will learn to use
dictionaries, concordances, and translations to
investigate word roots and to authenticate
interpretations of the texts. In addition to
teaching basic language skills, this course offers
students the opportunity for direct encounter
with primary biblical, rabbinic, and Jewish
liturgical sources.
No experience necessary. If you already have
some Hebrew competence, contact the
instructor for advice.
Hebrew for Text Study II will be offered in
spring 2008. It is recommended, but not
required, that you plan to take both courses.
1 credit.
Fall 2008. Plotkin.

RELG 059. Hebrew for Text Study II
(Cross-listed as LING 010)
This course is a continuation of Hebrew for
Text Study I. Students who have not completed
that course will require the permission of the
instructor to enroll in this course.
This set of courses teaches the grammar and
vocabulary required to experience the Hebrew
Bible and ancient Hebrew commentaries in the
original language. You will learn to use
dictionaries, concordances, and translations to
investigate word roots and to authenticate
interpretations of the texts. In addition to
teaching basic language skills, this course offers
students the opportunity for direct encounter
with primary biblical, rabbinic, and Jewish
liturgical sources.
1 credit.
Spring 2009. Plotkin.
RELG 061. Liberation Theology: The
Praxis of Radical Christianity
The critical sermons of Jeremiah Wright are
part of a tradition of radical theological
reflection that emerged in Latin America called
liberation theology. Emerging out of the
concrete struggles of the poor, and using
Marxism as a lens, liberation theology initiated
new trends in Christian thought: feminist,
queer, Palestinian, Asian, South African and so
forth. In this course we’ll review the history of
this radicalized Christianity, reading the Bible
with “Third World eyes” while exploring the
impact of religion and theology on radical
politics. We will read classics by Gustavo
Gutierrez, James Cone, Rosemary Ruether, Paul
Farmer and others.
1 credit.
Fall 2008. Ratzman.
RELG 064. Prophetic Judaism:
Challenges to Power from Amos to postZionism
What does Judaism have to do with politics? In
this course, we will do an intensive reading of
the prophets in their historical setting,
emphasizing their moral critique of the state,
society and empire. The prophetic tradition
continues in the establishment and
interpretation of Christianity, in 19th-century
Biblical criticism, and in recent Jewish politics.
This course will survey the relationship of
Jewish communities to medieval Christendom,
to Jewish-Christian dialogue, to Zionism and to
African-American religious traditions. Readings
will include Abraham Joshua Heschel, Michael
Walzer and others.
1 credit.
Spring 2009. Ratzman.

Religion
RELG 069, Religious Existentialism:
Alienation in the Jewish and Christian
Traditions
“I have become a question to myself.” With this
the African St. Augustine begins the adventure
of the self alienated from a hostile world. In this
course, we’U answer Augustine’s question by
reading unforgettable Jewish and Christian
works on the drama of selfhood, the meaning of
existence, the nature of being human, radical
responsibility and what God has to do with it
all. This course will attend to the Russian,
feminist, and African-American currents in
existentialism. Readings include Augustine,
Pascal, Kierkegaard, Dostoevsky, Heidegger,
Tillich, Levinas, Buber, Weil, Iris Murdoch,
Cornel West and others.
2 credits.
Spring 2009. Ratzman.
RELG 093. Directed Reading
1 credit.
Staff.
RELG 095. Religion Café: Senior
Symposium
A weekly symposium for all senior majors on
seminal themes, theories, and methods in the
comparative, cross-cultural study of religion.
This course will argue for the inherently
multidisciplinary nature of religious studies by
examining various approaches to the
phenomenon of religion, from psychoanalysis
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 may
include Mircea Eliade, Victor Turner, René
Girard, Mary Douglas, Mikhail Bakhtin, Martin
Buber, Jacques Derrida, and Michel Foucault.
1 credit.
Fall 2008. al-Jamil.
RELG 096. Thesis
1 credit.
Writing course.
Staff.

Seminars
RELG 100. Holy War, Martyrdom, and
Suicide in Christianity, Judaism, and
Islam
An examination of the concepts of martyrdom,
holy war, and suicide in Islam, Christianity, and
Judaism. How are “just” war, suicide,
martyrdom presented in the sacred texts of
these three traditions? How are the different

perspectives related to conceptions o f death and
the afterlife within each tradition? Historically,
how have these three traditions idealized and/or
valorized the martyr and/or the “just” warrior?
In what ways have modem post-colonial
political groups and nationalist movements
appropriated martyrdom and holy war in our
time?
2 credits.
Spring 2009. al-Jamil.
RELG 101. Jesus in History, Literature,
and Theology
This seminar explores depictions of Jesus in
narrative, history, theology, and popular
culture. We consider Jesus as historical figure,
trickster, mother, healer, suffering savior,
visionary, embodiment o f the Divine, lover,
victorious warrior, political liberator, and
prophet.
2 credits.
Spring 2009. Ross.
RELG 102. Folk and Popular Religion
This seminar investigates the cultural
complexity of the American religious
experience through the lens of folk and popular
traditions. We will utilize historical,
anthropological, and literary approaches to
explore folk Catholicism in the United States,
local religious celebrations, 19th- and 20thcentury popular movements, and folk art and
other material representations of religion.
Topics include serpent handling in Appalachia;
American consumerism as religion; heterodox
spiritualities in America; Marian shrines and
spirit apparitions; and black Gods and racial
folk religions.
2 credits.
Not offered 2008-2009.
RELG 103. Women in Dark Times:
Philosophical Radicals and Religious
Visionaries of the 20th Century
The disasters of the 20th century have produced
the richest theological, ethical, and
philosophical literature of the West. With the
entrance of women into the traditionally male
spheres of philosophy and theology, the
confluence of religious thought and
philosophical reflection takes on an exciting
dimension as these pioneers crossed boundaries
between religions (as converts), nations (as
refugees), and disciplines (as academics).
Beginning with interwar Europe, we’ll study in
depth the towering figures and some neglected
geniuses wrestling with the phenomena of total
war and inner peace, God and godlessness, the
tragic and the good, virtue theory and legal
theory, evil and altruism, love and justice. We
will focus on the work of Simone Weil,

Religion
Elizabeth Anscombe, Iris Murdoch, Hannah
Arendt, St. Edith Stein, and Gillian Rose.
2 credits.
Not offered 2008-2009.

means to be a moral person, and the religious
evaluation of a just society.
2 credits.
Not offered 2008-2009.

RELG 108. Poets, Saints, and
Storytellers: The Poetry and Poetics of
Devotion in South Asian Religions
A study of the major forms of Hindu religious
culture through the lenses of its varied regional
and pan-regional literatures, with a focus on the
literature of devotion (bhakti), including
comparative readings from Buddhist and
Islamic traditions of India. The course will
focus on both primary texts in translation
(religious poetry and prose narratives in epic
and medieval Sanskrit, Tamil, Kannada,
Bengali, Hindi, Pali, Sinhala, Sindhi, and Urdu)
as well as pertinent secondary literature on the
poetry and poetics of religious devotion. We
will also pay close attention to specific literary
forms, genres, and regional styles, as well as the
performance (music and dance) and
hagiographical traditions that frame the poems
of Hindu saint-poets, Buddhist monks, and
Muslim mystics. Along with a chronological
and geographical focus, the seminar will be
organized around major themes such as
popular/vemacular and “elite” traditions; the
performance and ritual contexts of religious
poetry; the place of the body in religious
emotion; love, karma, caste, and family
identity; asceticism and eroticism; gender and
power; renunciation and family obligations.
2 credits.
Not offered 2008-2009.

RELG 112. Postmodern Religious
Thought
This seminar asks whether religious belief is
possible in the absence of a “transcendental
signified.” Topics include metaphysics and
theology, the death of God, female divinity,
apophatic mysticism and deconstruction, ethics
without foundations, the question of God
beyond Being, and analogues to notions of truth
in ancient Buddhist thought. Readings include
Eckhart, Kierkegaard, Nietzsche, Wittgenstein,
Derrida, Nagatjuna, Nishitani, Ricoeur, Marion,
Rorty. Loy, Taylor, Panikkar and Vattimo.
2 credits.
Fall 2008. Wallace.

RELG 109. Afro-Atlantic Religions
This seminar explores the historical experiences
of the millions of persons who worship African
divinities in the West. We will consider 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 religion and
its New World offspring, Santeria, Voodoo and
Candomble.
2 credits.
Fall 2008. Chireau.
RELG 110. Religious Belief and Moral
Action
The seminar will explore the relationship
between religion and morality. Basic moral
concepts in Buddhism, Christianity, Judaism,
Taoism, Islam and Hinduism will be studied in
relationship to their cosmological/theological
frameworks and their historical contexts. The
course will analyze concepts of virtue and
moral reasoning, the religious view o f what it

RELG 114. Love and Religion
An exploration of the concept of “love” in
selected Western, Near-Eastern, and Indian
traditions. The uses of love and sexuality, the
body and the passions, in religious discourse to
describe the relationship between the human
and divine. Sources range from Plato and the
Troubadours to Angela of Foligno and from
Bengali devotional poetry to notions of “love”
in a Tamil family. Major theoretical
questions—the culture construction of
emotions, the erotic life, the body, and
religion—will be derived from Nussbaum,
Biale, Bynum, Ramanujan, and Trawick.
2 credits.
Fall 2008. Hopkins.
RELG 119. Islamic Law and Society
A survey of the history of Islamic law and its
developments, with particular attention to the
ways in Islamic legal principles were formed,
organized, operated in practice, and changed
over time. It will focus on issues in Islamic
legal theory, methodology, constitutional law,
personal law, and family law that have had the
greatest relevance to our contemporary world.
This course functions as both a basic
introduction to the Islamic legal system in its
pre-modem and contemporary forms. The
course will also provide comparative discussion
of the contrasts between Islamic legal theory
and positive law and European and American
legal and constitutional thought.
2 credits.
Not offered 2008-2009.
RELG 124. Spirit in Ashes: The
Holocaust in Religious and Ethical
Perspectives
This seminar is an intensive survey of
historical, religious, and ethical subjects
relating to the Holocaust. We will examine

Religion
Jewish and Christian culture, theology, and
institutions before and after the Holocaust. We
will explore contested issues of rescue,
problems of evil and altruism, martyrdom and
responsibility. We will encounter Nazi religion,
Zionist resistance, Christian theology, and
Jewish renewal. We will read indispensable
works by Hannah Arendt, Primo Levi, George
Mosse, Paul Celan, Dietrich Bonhoeffer and
others.
2 credits.
Prerequisites: Relevant coursework in History
or permission of instructor.
Spring 2009. Ratzman.
RELG 126A. The Poetry and Prophesies
of William Blake
This course focuses on the lyric poems,
extended epic cycles, and illuminated books of
one of the most unique poets in English
literature, William Blake (1757-1827). We will
do a close reading of the poetry and images of
the major works of Blake, with the help of textcritical, theoretical and historical perspectives,
views of the body, innocence, experience,
sexuality, the “margins” of literature; selfhood,
self-giving, and “the gift of death” in the late
prophetic books. Along with published books of
the designs and extended commentaries on the
illuminated books by David Erdman, images,
bibliographies, and other resources from the on­
line “Blake Archive” of Eaves and Viscomi will
be used for “close reading” of Blake’s
illuminated hooks and visionary designs.
2 credits.
Not offered 2008-2009.
RELG 199. Senior Honors Study
0.5 credit.
Staff.

Sociology and Anthropology
JOY CHARLTON, Professor*
4
MIGUEL DÍAZ-BARRIGA, Professor«
MICHAEL L. MULLAN, Professor
BRAULIO MUÑOZ, Professor
STEVEN I PIKER, Professor
ROBIN E. WAGNER-PACIFICI, Professor, Acting Chair
FARHA N. GHANNAM, Associate Professor
SARAH WILLIE-LeBRETON, Associate Professor«
MICHAEL REAY, Assistant Professor
LEE A. SMITHEY, Assistant Professor
MIMI SHELLER, Visiting Associate Professor6
IVAR NIKLAS HULTIN, Visiting Assistant Professor
ROSE MAIO, Administrative Coordinator
3Absent on leave, 2008-2009.
4Absent on administrative leave, 2008-2009.
4 Spring 2009.

The Sociology and Anthropology Department
provides students with intellectual tools for
understanding contemporary social issues, such
as globalization, nationalism, race relations,
human rights, and the complex layering of
social inequalities in everyday life. The
department attracts students who seek
knowledge about societies of the world and the
opportunity to conduct independent projects
based on primary research and fieldwork.
Courses cover social theory, the
microtechnologies of social change, the
symbolic aspects of culture, and the historical
development of the disciplines. Methodology
courses both generate a firm understanding of
research design and explore the social dynamics
behind the production of texts and visual
representations. These intellectual foundations
are brought to bear, in turn, in the study of
social institutions such as religion and the
workplace and geographical areas such as the
Middle East, Latin America, Europe, Asia,
Africa, and the United States.
Because of its strong cross-cultural and
transnational orientations, the department
encourages students to study abroad. For many,
foreign study provides a basis for their senior
thesis project (see the department’s Web site at
www.swarthmore.edu/socanth for a listing of
students’ projects). The senior thesis project
allows students to develop their research
interests through working directly with a faculty
member. This combination of breadth of
knowledge, global understanding, and
independent research make sociology and
anthropology an ideal liberal arts major.

Sociology and Anthropology, and a 2-credit
Senior Thesis.
Exemplary Studies in Sociology and
Anthropology
This class introduces students to important
studies in sociology and anthropology that are
methodologically and theoretically self­
reflexive and illuminate contemporary social
issues. The optimal time to take this class is the
fall of the sophomore year.
Senior Thesis
The 2-credit senior thesis requirement, normally
completed in the fall and spring semesters of
the senior year, includes the Thesis Writers
Masters Class and a thesis tutorial in which the
student works closely with a faculty adviser.
Highly Recommended Coursework

The department strongly recommends that
students complete one mid-level theory and one
mid-level methodology course as part of their
major.
Mid-level Theory and Methods
Recommendations

Requirements

After being introduced to key methods and
theories in Exemplary Studies in Sociology and
Anthropology, it is strongly recommended that
students take at least one class in each of the
following categories:
• Theory courses include but are not limited to
Modem Social Theory; Critical Social Theory;
Human Rights and Social Theory; Political
Sociology; and Social Inequality.
• Method courses include but are not limited to
the following: Methods of Social Exploration,
Discourse Analysis, Visual Ethnography, and
several courses to be announced.

Majors are required to take eight units of work
in the department; of the eight, three are
required. Required courses include the
introductory course, Exemplary Studies in

Applying for the Major
Applicants for the major normally have
completed at least two courses in the
department, ideally one of the courses being

Sociology and Anthropology
Exemplary Studies. Courses numbered SOAN
001 to 020 serve as points of entry for students
wishing to begin work in the department and
normally serve as prerequisites to higher-level
work in the department (SOAN 021-099).
(Some higher courses may, however, with
permission of the instructor, be taken without
prerequisite.) Seminars are numbered SOAN
100 to 199. For current seminar listings, consult
the Web site at www.swarthmore.edu/socanth,
or contact the department administrative
coordinator.
Honors Major and Minor
Candidates for an honors major 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
foreign study. Minors in the Honors Program
must complete only one preparation, although
they must take additional elective work to
ensure a proper content for this preparation.
Minors must take at least two courses in the
department outside of their honors preparation.
One of these courses must be Exemplary
Studies in Sociology and Anthropology.

Certification for Secondary
School Teaching
Sociology and anthropology majors can
complete the requirements for teacher
certification through a program approved by the
state of Pennsylvania. Sociology and
anthropology majors are eligible for social
science certification. Students contemplating
teacher certification would normally schedule
their program in a semester that does not
conflict with their senior thesis. Such programs
should be developed in close consultation with
advisers in the Educational Studies Department.
For further information about the relevant set of
requirements, contact the educational studies
chair, the Sociology and Anthropology
Department chair, or the Educational Studies
Department Web site at www.swarthmore.edu/
educationalstudies.xml.

Courses
SOAN 002B. 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 Chicana feminism, working-class
sexuality, and gendered “back talking.” The
course is designed to introduce the student to
the basic concepts of both anthropology and

cultural studies for understanding cultural
“borderlands” in the United States.
1 credit.
Not offered 2008-2009.
SOAN 002C. Introduction to Latinos in
the United States
The course is an introduction to
anthropological, sociological, and literary
writing on Mexican American culture. The
course focuses on ethnic identity, covering such
topics as border ballads and folklore, inner-city
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 minor in Latin
American studies.
1 credit.
Not offered 2008—2009.
SOAN 003D. First-Year Seminar:
International Human Right/Local Culture
The global spread of human rights has raised a
complex set of issues concerning how human
rights interact with local cultures, including
What are rights, and are they culture specific?
What happens when cultural and religious
norms contradict notions of universal human
rights? Are some rights more important than
other rights—can, for example, political rights
be ignored if it would help socioeconomic
development? This course is an introduction to
international human rights from the vantage
point of anthropology and sociology. We will
examine these and other questions through
specific human rights issues (civil right’s,
torture, women’s rights, the right to
development, and others) in different parts of
the world. Readings are primarily drawn from
sociology and anthropology, but the course will
also introduce students to die relevant legal
literature, conventions, and jurisprudence to see
how human rights lawyers themselves grapple
with cultural differences.
1 credit.
Fall 2008. Hultin.
SOAN 003E. First-Year Seminar:
Anthropology of Africa
Using ethnographic texts, film, and fiction, this
seminar is an introduction to the sociocultural
complexity and diversity of Africa today. Our
focus will be on informal and formal political
processes, gender roles, aesthetics of power,
religious beliefs, popular culture, and the
impact of globalization. Case studies will be
drawn from Kenya, Cameroon, South Africa,
and other countries. We will examine how
“traditional” African beliefs, practices, and
forms of social organization help shape how
African societies cope with global issues,
including environmental degradation,

Sociology and Anthropology
urbanization, science and technology, human
rights, and HIV/AIDS.
1 credit.
Not offered 2008-2009.
SOAN 004B. First-Year Seminar:
Introduction to Contemporary Social
Thought
A general introduction to major theoretical
developments in the study of social life since
the 19th century. Selected readings will be
drawn from the work of such modem social
theorists as Marx, Weber, Durkheim, Freud,
and Simmel. Readings from contemporary
authors such as Geertz, Goffman, Adorno, and
Arendt will also be included. These
developments will be studied against the
background of the sociophilosophical climate of
the 19th century.
1 credit.
Fall 2008. Mufioz.
SOAN 005B. First-Year Seminar:
Religion in Lives and Culture
Religion is universal to human cultures; and,
everywhere, religiousness suffuses lives and
communities and history. This seminar looks at
religion as it is experienced by looking at case
materials drawn from several cultures (nonWestem, Western, modem America; nonliterate
as well as modem) as well as interpretations of
religious case materials. The biographical,
social, and psychological contexts of religion
are emphasized, as are both cultural
psychological perspectives on religion. The
dynamics of religious change are explored,
particularly with reference to contemporary
Theravada Buddhist Southeast Asia and the
modem United States. This seminar will have a
fieldwork component.
Writing course.
1 credit.
Not offered 2008-2009.
SOAN 005C. First-Year Seminar:
Learning Cultures
This course enables students to use fieldwork to
learn about how cultures work at the most local,
human level (i.e., in the context of routine,
everyday social encounters and activities) and
what these mean to natives. The topical focus of
the course will be gender definitions because
everywhere these are of fundamental
importance to local life. The work o f the course
will prominently feature the direct study of
gender, mainly through observations, in local
life situations, toward the production of field
reports, which will be reviewed and discussed
by the class as a whole. Films will be used as
cultural documents.
1 credit.
Not offered 2008-2009.

SOAN 005D. Psychological
Anthropology
The relationship between the individual and his
or her culture is psychologically mediated. This
course explores this relationship through
treatment of the following topics or issues: (1)
socialization, or the transmission of culture
from generation to generation; (2) the
psychology of meaningfulness, with special
reference to gender definitions and within this,
to misogyny; and (3) evolutionary perspectives
on human nature and cultural elaboration of the
same.
Writing course.
1 credit.
Not offered 2008-2009.
SOAN 005E. First-Year Seminar:
Evolutionary Perspectives on Human
Nature and Culture
This seminar supposes that the human species is
an evolved species, as such coordinate with all
other species. From this, it follows that
everything about us—including culturally
elaborated human behavior—is in some sense a
function, or an expression, o f our evolved
biological natures. How does our shared,
evolved, biologically grounded species nature
find expression in the great diversity of human
life ways from time to time and place to place?
Since Darwin, students of humankind
(including Darwin) have been interested in this
question. Just in the past two or three decades,
some significant progress has, finally, been
made with it. This seminar looks at the fruits of
this progress by consulting work done in a
number of fields, e.g., anthropology, biology
(and especially evolution science), primatology,
psychology, and linguistics. What emerges is a
scientifically informed-if partial-conception of
human nature which integrates our evolved
biology with cultural diversity and the symbolic
processes which enable open ended human
creativity.
Writing course.
1 credit.
Fall 2008. Piker.
SOAN 006B. Symbols and Society
This course examines the ways in which we
orient ourselves in a world of constant and
contradictory symbols. National symbols,
ideological symbols, status symbols, and others
will be analyzed with the approaches of
sociologists, semioticians, and anthropologists.
1 credit.
Not offered 2008-2009.
SOAN 006C. First-Year Seminar: Forest
of Symbols
This course takes its title from the
anthropological work of Victor Turner, The

Sociology and Anthropology
Forest o f Symbols. Turner and other interpreters
of social life have stressed the importance of
symbols in constructing our understanding of
both the social and the natural world and in
assisting their transformations. As such, the
focus will be on readings that highlight the
relation between culture and nature, including
symbolic contestations over forests, water,
islands, gardens, political territories, natural
places, and ecological values. This course may
be counted toward a minor in environmental
studies.
1 credit.
Spring 2009. Shelter.
SOAN 007B. Introduction to Race and
Ethnicity in the United States
This course uses classic ethnographies, current
race theory, and journalistic accounts to
examine the experiences of selected ethnic
groups in the United States and to investigate
theories of racism, the meaning of race and
ethnicity in the 20th century, and contemporary
racialized public debates over affirmative
action, welfare, and English-only policies. This
course may be counted toward a minor in black
studies.
1 credit.
Not offered 2008-2009.
SOAN 007C. Sociology Through African
American Women’s Writing
Interrogating the explicit and implicit claims
that black women writers make in relation to
work by social scientists, we will read texts
closely for literary appreciation, sociological
significance, and personal relevance, examining
especially issues that revolve around race,
gender, and class. Of special interest will be
where authors position their characters vis-à-vis
white supremacy, patriarchy, capitalism, and
the United States. This course may be counted
toward a minor in black studies and a minor in
gender and sexuality studies.
1 credit.
Not offered 2008-2009.
SOAN 008F. Technology and Humanity
It sometimes seems as if science and
technology tend to replace communal
understanding and human relationships.
Historical and social scientific investigations
suggest this is an illusion however; technology
has always been shaped by and embedded in
personal connections, group struggles, and
cultural understandings. The real danger in fact
lies in letting false impressions of technological
dominance create unnecessary inequality and
oppression. The class will explore this topic
using examples such as the development of
modem industry, the construction of railroads,

the risks of nuclear catastrophe, the digital
divide, and the development of online identities.
1 credit.
Fall 2008. Reay.
SOAN 009C. Cultures of the Middle East
Looking at ethnographic texts, films, and
literature 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, colonization,
gender, ethnicity, tribalism, nationalism,
migration, nomadism, and religious beliefs. We
will also analyze the local, national, and global
forces that are reshaping daily practices and
cultural identities in various Middle Eastern
countries.
Writing course.
1 credit.
Fall 2008. Ghannam.
SOAN 010C. The Social Development of
Sport
The course is designed as an introduction to the
subfield of sport sociology. The primary focus
of the course will rest on the developmental
history of the institution o f Western sport and
the principal analytical frameworks constructed
to explain its origins. Although the historical
and theoretical material is centered on European
developments, contemporary issues and debates
on the relationship of gender, race, and
ethnicity to sport will concentrate on American
society. Readings will be drawn from the work
of sociologists and historians working directly
in sport studies.
1 credit.
Not offered 2008-2009.
SOAN 010E. Statistical Methods
(See STAT O il)
1 credit.
Each semester.
Fall 2008. A. Johnson, Wang.
Spring 2009. Everson.
SOAN 01 OH. The Tribal Identity of Sport:
Nationalism, Ethnicity, and the Rise of
Sport in the Modern Era
This course focuses on the development of
modem sport of multiple levels of analysis.
First, it is a primer on the descriptive facts of
sport development in the late 19th and early
20th centuries and the social theory employed
to study it. Second, it is more detailed at the
connections between nationalism and sport, the
nexus of national, communal association with
sporting achievement as a social mechanism in
the construction of group identity.
1 credit.
Not offered 2008-2009.

Sociology and Anthropology
SOAN 010J. War, Sport, and the
Construction of Masculine Identity
The course will concentrate on the themes of
sport and war and the historical construction of
male identity. Our culturally endorsed ideals of
manhood are related to tests of skill and
physical exertion. The influence of the
sport/warrior ethic on modem sensibilities will
take us to 19th-century England and the United
States as these nations grappled with the
meaning of sport and war as markers of the
adult male. Contemporary works that challenge
stock impressions of masculinity will be read.
1 credit.
Spring 2009.
SOAN 010M. Food, Bodies, and Power
Food and eating are fundamental to cultural
processes of sociability, identity-formation,
distinction, and estrangement. This course will
examine regional and global cultures of food
production and consumption (including
growing, processing, distributing, cooking,
restaurants, dieting, health issues and new
biotechnologies) to consider how foods get
incorporated into bodies and cultures. The
course has four sections: (1) sociological and
anthropological perspectives on food, including
classic texts by Douglas and Bourdieu, feminist
theorists of food and diet, and theorists of
consumption; (2) histories of global food and
plantation systems, including how foods have
moved around the world and how global
systems have contributed to drought and
famine; (3) cultural encounters in global food
cultures, focusing on multicultural cuisine and
“eating the other”; and (4) social movements
and food futures, including forms of ethical
eating, health movements, and fair trade. The
course employs a multidisciplinary approach
that spans anthropology, history, geography,
sociology, feminist theory, and cultural studies.
1 credit.
Not offered 2008-2009.
SOAN 010P. Race and Ethnicity In the
United States
This course uses classic ethnographies,
historical studies of racial formation, current
race theory, and journalistic accounts to
examine the social construction of racial and
ethnic categories in the United States and their
ongoing salience today. We will investigate
theories of racism, the meaning of race and
ethnicity from the 19th to the 21st century, and
contemporary racialized public debates over
affirmative action, immigration, and
citizenship. This course may be counted toward
a minor in black studies.
1 credit.
Spring 2009. Sheller.

SOAN 012M. Exemplary Studies
How do sociologists approach social structures,
organizational systems, and dynamics between
groups? How do anthropologists study cultural
meanings, daily practices, and social identities?
What are the methods and theories that
sociologists and anthropologists utilize to
understand our contemporary society and other
cultures? These are some of the questions that
our class will explore through looking at studies
in anthropology and sociology that are
methodologically and theoretically
distinguished and self-reflexive. Our purpose
will be to capture the productive aspects of the
methods and theoretical framings used in these
studies. We will also seek to appreciate how
sociological and anthropological concepts,
research methods, and writing styles have
changed and shifted over time.
1 credit.
Fall 2008. Ghannam, Wagner-Pacifici.
SOAN 020B. Urban Education
(See EDUC 068)
1 credit.
Spring 2009. Jones-Walker.
SOAN 020H. Dance and Diaspora
(See DANC 025)
Writing course.
1 credit.
Spring 2009. Chakravorty.
SOAN 022B. 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
ethnography, structuralism, and postmodernism.
Most readings center on current debate in
theories about culture. This course may be
counted toward a minor in interpretation
theory.
1 credit.
Not offered 2008-2009.
SOAN 022C. Visual Anthropology
Visual anthropology looks at visual
communication both as a tool for academic
work and the object of anthropological study. In
this course, we look at the processes and
politics of representation, focusing on the use of
film and photography both “within” cultures
and by anthropologists/sociologists to convey
the complexities of cultural practices. Among
the issues covered in the class are the
relationship of documentary realism to
ethnographic film, the emergence of indigenous
media, and debate over “postmodern” forms of

Sociology and Anthropology
representation. (Note: Unlike SOAN 121, this
class does not have a production component.)
11 credit.
Not offered 2008-2009.
SOAN 022D. 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
concepts 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 development, housing,
and the dependent economy is a particular
focus. This course may be counted toward a
minor in Latin American studies.
1 credit.
Not offered 2008-2009.
SOAN 022G. Social Movements in Latin
America
During the last 50 years, a number o f social
movements have emerged in Latin America,
including urban, women’s, indigenous, and
ecological. These movements have arisen, in
some cases, as a result of the emergence of new
social and political perspectives, such as
liberation theology. In other cases, they have
formed as reactions to inequality and crises in
development, such as massive 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
understand how Latin Americans have
conceptualized their meaning and impact. This
course may be counted toward a minor in Latin
American studies and a minor in peace and
conflict studies.
1 credit.
Not offered 2008-2009.
SOAN 023B. Political and Legal
Anthropology
This course examines the interactions between
legal and political processes, social and cultural
norms, and the plurality of authorities in
contemporary societies. One such political
formation, the State, is nearly omnipresent in
today’s world, but it is a formation with its own
history and culture. Taking the idea of “the
State” as a fulcrum around which questions on
the intersection of politics, law, and culture
revolve, we will examine a series of issues
concerning the formal and informal political
and legal processes in contemporary societies

and what States actually do when they govern.
Recurring themes include the organization of
authority (or authorities), the role o f law in
solving conflict, ways of resistance and
avoiding authority, and the structure o f domains
of political activity beyond the nation-state—
ranging from the public sphere to ethnic
diasporas and “supra-states” such as the
European Union.
1 credit.
Not offered 2008-2009.
SOAN 024B. Latin American Society and
Culture
An introduction to the relationship between
culture and society in Latin America. Recent
and historical works in social research,
literature, philosophy, and theology will be
examined. This course may be counted toward
a minor in Latin American studies.
1 credit.
Not offered 2008-2009.
SOAN 024C. Latin American Society
Through Its Novel
From an interdisciplinary framework, we will
explore the relationship between society and its
representation in the Latin America novel. The
course will also help us understand the links
between fiction and reality, and the role of
literature as a form of cognition. Selected works
by Carlos Fuentes, Mario Vargas Llosa, Gabriel
García Márquez, Isabel Allende, Luisa
Valenzuela, Jose Maria Arguedas and others.
Readings, assignments, and open-dialogue class
are in English. No prior knowledge of Spanish
necessary. This course may be counted toward
a minor in Latin American studies.
1 credit.
Spring 2009.
SOAN 024D. Topics in Social Theory
This course deals with Kant’s and Hegel’s
social philosophy insofar as it influenced the
development of modem social theory. Works
by Marx, Weber, Durkheim, Freud, and critical
theorists, neo-conservatives, and
postmodernists will also be discussed.
1 credit.
Not offered 2008-2009.
SOAN 025B. Transforming Intractable
Conflict
This course will address the sociology of
allegedly intractable identity conflicts in deeply
divided societies and their potential
transformation toward peace. Northern Ireland
will serve as the primary case study, and the
course outline will include the history of the
conflict, the peace process, and grassroots
conflict transformation initiatives. Special
attention will be given to the cultural
underpinnings of division, such as sectarianism

Sociology and Anthropology
and collective identity, and their expression
through symbols, language, and collective
actions, such as parades and commemorations.
This course may be counted toward a minor in
peace and conflict studies.
1 credit.
Spring 2009. Smithey.
SOAN 026B. 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 variety of
social contexts: conversations, media reports,
and legal settings. We will analyze these speech
and writing interventions 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 minor in
interpretation theory.
1 credit.
Not offered 2008-2009.
SOAN 026C. 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 o f Marx, Weber,
Patterson, Arendt, Parsons, and Foucault. Issues
include the question of state autonomy, political
legitimacy, and the role of violence in politics.
This course may be counted toward minors in
interpretation theory and peace and conflict
studies.
1 credit.
Not offered 2008-2009.
SOAN 026D. Mapping the Modern
(See ENGL 073A)
1 credit.
Not offered 2008-2009.
SOAN 027B. The Constitution of
Knowledge in Modern Society '
This course takes classic sociology of
knowledge texts as a starting place for an
interrogation and discussion of how knowledge
is constructed in this culture. Additional texts
will be drawn from gender and sexuality
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: A course in theory,

sociology/anthropology, literature, or
philosophy.
1 credit.
Not offered 2008-2009.
SOAN 027C. Classical Theory
Through the works of Marx, Weber, Durkheim,
Simmel, DuBois, and Freud, the recurrent and
foundational themes of late 19th- and early
20th-century social theory will be examined:
capitalism, class conflict and solidarity,
alienation and loneliness, social disorganization
and community, and secularization and new
forms of religiosity.
I credit.
Not offered 2008-2009.
SOAN 028D. Deviance
The first part of this course introduces some
basic theories of why norms arise and why
some people may go against them, or be labeled
as doing so. It emphasizes the fact that
standards of normality and deviance always
involve issues of group membership, political
power, and unequal opportunity. The second
part looks at the special case of crime in the
U.S., covering explanations focused on biology,
family history, group association, physical
environment, community disorganization, and
life course patterns, illustrating once again the
central role of power, and in this case racial
inequality. The third part of the course applies
the same theories to non-criminal subgroups
and cultural resistance, with examples from
sex/sexuality/gender, youth and music, non­
orthodox religion, and extremist politics.
1 credit.
Fall 2008. Reay.
SOAN 028E. Methods of Social
Exploration
Social phenomena aren’t made up of a bunch of
transparent facts open to all; they have to be
explored using particular methods and
technologies. None of these methods are wholly
objective, reliable, or comprehensive, and none
o f them are as easy as you might think. This is
mainly because evidence of social activity can
only be obtained by way of further social
activity, such as talking and reading, becoming
involved in people’s lives, going to archives,
and interacting with other powerful
organizations. This course discusses these
issues and covers a wide range of different
methods of social exploration, including;
archival and oral history; interviews; participant
observation; analysis of interactions,
conversations, texts, and media images; use of
audio and video recording; sample surveys and
questionnaires; government and academic
databases; Geographic Information Systems,
and network mapping. With all of these options
at their fingertips researchers can hopefully use

Sociology and Anthropology
the combinations most suited to getting at what
interests them, as well as better understand,
critique, and make use of relevant past research.
1 credit.
Spring 2009. Reay.
SOAN 029B. Ethnography: Theory and
Practice
This class maps anthropological theories and
methods through reading and critically
analyzing the discipline’s flagship genre,
ethnography. We work historically by reading
classical texts that exemplify different
approaches (such as functionalism,
structuralism, symbolic anthropology, and
reflexive anthropology) used to analyze culture
and social structure. We address questions such
as: How did Malinowski understand
ethnography? How does this understanding
compare to more recent views of
anthropologists such as Geertz? How did the
meaning of fieldwork change over time? We
pay special attention to the politics of
representation and the anthropologists’
continuous struggle to find new ways to write
about culture.
Writing course.
1 credit.
Not offered 2008-2009.
SOAN 033C. Political Cultures of Africa
This course examines the diversity of political
and para-political expressions and institutions
in contemporary sub-Saharan Africa, paying
particular attention to how these are rooted in
the everyday life and cultures of the region.
Using case studies drawn from across the
continent, including such diverse locales as
Nigeria, South Africa, the Democratic Republic
of Congo, and Somalia, we will examine the
role of religious institutions and beliefs ranging
from Islam to “witchcraft” in African political
cultures; the continued vibrancy of “traditional”
forms of authority; how Africans cope with
state-directed political violence or the near­
absence of the state; the effects and meanings of
crime, illegality, and corruption; the importance
of international development agencies in
structuring African political cultures; and other
topics. Readings will be drawn primarily from
anthropology and related social sciences
(political science and sociology), and we will
also make use of films and fiction.
1 credit.
Not offered 2008-2009.
SOAN 033E. Histories and Theories of
Culture
Its current prominence notwithstanding, the
concept of culture has a fairly short history as it
evolved in tandem with the rise of anthropology
as an academic discipline in the late 19th
century. Through an examination of this

development, this course introduces a range of
approaches to the meaning and development of
“culture” in human society. The first part of the
course examines the theoretical positions of
early (roughly pre-1950s) anthropology (e.g.
cultural relativism, evolution, and structuralfunctionalism) and their precedents in 19thcentury history and social theory. The second
part o f the course considers the challenges to
these approaches from a variety of perspectives
(e.g. world systems theory, postmodernism,
sociobiology). The third and final part of the
semester focuses on recent anthropological
approaches that understand “culture” as
fundamentally contested and negotiated and
anthropology itself as a reflexive practice. The
goal is thus not simply to review the
disciplinary history of anthropology and related
fields, but to assess the presuppositions and
consequences of different ways of considering
the meaning of culture both as a subject of
academic inquiry and as a real-world
phenomenon that has been used to justify
genocide, segregationist policies, and other
social ills.
Pending writing course approval.
1 credit.
Spring 2009. Hultin.
SOAN 035B. Nonviolent Social
Movements
This course will address the sociological
literature on social movements and will cover
their emergence and maintenance and other
critical questions such as why people
participate. We will also take a strategic
perspective and investigate movements that
employ nonviolent tactics and methods. We
will explore the power in social relations upon
which collective nonviolent action capitalizes
and the effects of strategic choices within
movements. Case studies may include but are
not limited to the U.S. civil rights movement,
the Soviet bloc revolutions, People Power in the
Philippines, the Peace People in Northern
Ireland, and the Indian Freedom movement.
This course may be counted toward a minor in
peace and conflict studies.
1 credit.
Not offered 2008-2009.
SOAN 035C. Social Movements and
Strategic Action
Social Movements and Strategic Action will
address the sociological literature on social
movements, including their emergence and
maintenance. Why do people participate? We
will also take a strategic perspective and
investigate movements that employ various
tactics and methods. We will emphasize the
power in social relations upon which collective
nonviolent action capitalizes and the effects of
strategic choices within movements. Case

Sociology and Anthropology
studies might include the U.S. civil rights
movement, the Soviet bloc revolutions, People
Power in the Philippines, and the Zapatistas,
among others.
1 credit.
Fall 2008. Smithey.
SOAN 035D. Medical Aspects of Human
Adaptation
Alas, this imperfect world that we inhabit
persists in visiting diseases upon us. This course
examines this enduring and distressing
parameter of human existence from a number of
perspectives. 1) Disease, ecology, and human
evolution. 2) Epidemiology: biological and
cultural aspects of the origin and dispersal of
disease. 3) Ethnomédical systems: specific
cultural phrasings of the understanding and
experience of, and the response to, the nexus of
issues, health/illness/healing. (3) will involve
looking at the ethnomédical systems of foraging
bands, American biomedicine, and The Four
Noble Truths.
Writing course.
1 credit.
Spring 2008. Piker.
SOAN 039B. Globalization and Culture
What is globalization? Is globalization “cultural
imperialism,” Westernization, Americanization,
or McDonaldization? Our class will examine
such questions and critically analyze how
global flows (of goods, capital, labor,
information, and people) are shaping cultural
practices and identities. We will study recent
theories of globalization and transnationalism
and read various ethnographic studies of how
global processes are articulated and resisted in
various cultural settings.
Writing course.
1 credit.
Not offered 2008—2009.
SOAN 040B. Language, Culture, and
Society
(See LING 025 for description)
An investigation of the influence of cultural
context and social variables on verbal
communication. Topics covered include
dialectal varieties, creoles, languages and
gender, and language and education.
Prerequisite: At least one linguistics course.
1 credit.
Not offered 2008-2009.
SOAN 041B. Humanitarian Intervention:
Nonviolent Options
(Cross-listed as PEAC 041)
Citizens of conscience as well as democratic
states face dilemmas when widespread human
rights abuses, ethnic cleansing, and even

genocide occur in other parts of the world. Nor
is it easy to know what to do when violence
happens closer to home— even in one’s
neighborhood or down the hall in a dorm.
Participants will learn about and assess
nonviolent methods which have so far been
generated for interventionary use, and the class
will take a bold look at the “impossible cases,”
where it seems that nonviolent methods are yet
to be devised, and see if creative leaps put us
closer to developing plausible scenarios. In
addition to reading analyses and cases, students
will be invited to develop beginners’ skills in
these four methods for possible application in
conflicts in their communities. This course may
be counted toward a minor in peace and
conflict studies.
1 credit.
Not offered 2008-2009.
SOAN 042B. Nonviolent Responses to
Terrorism
(Cross-listed as PEAC 042)
Nonviolently confronting those who seek to
prevail through intimidation and terror may
seem impossible, until we analyze carefully the
variety of interests underlying the choice of
terrorist strategies and draw upon the rich
history of nonviolent counter-terrorist tactics in
many settings, including within the United
States (such as the experience of African
Americans). In this course, we will deconstruct
“terrorism,” study the dynamics of cultural
marginalization, and build on promising
nonviolent cases to construct hypotheses and
even venture into policy alternatives. This
course may count toward a minor in peace and
conflict studies.
1 credit.
Spring 2009. Lakey.
SOAN 044B. Colloquium: Art and
Society
An examination of the relationship between art
and society from a sociohermeneutical
perspective. Literary and sociotheoretical works
will be the main focus of analysis this semester.
Selected works by Plato, Nietzsche, Hegel,
Mann, Dostoevski, Kafka, Benjamin, Lukács,
Freud, Borges, Foucault, and Sontag will be
examined. This course may be counted toward
a minor in interpretation theory.
1 credit.
Not offered 2008-2009.
SOAN 043D. Africa, Human Rights, and
Social Conflict
Africa is often dismissed as a “failed” or
“hopeless” continent home to an incessant
stream of conflict and violence. At the same
time, countries such as South Africa and
Mozambique show that these conflicts are not
intractable and can be solved. This course

Sociology and Anthropology
suggests that to understand social conflict and
human rights abuses in Africa, we must pay
careful attention to the history, culture, and
society of African countries. Through in-depth
studies of specific countries and conflicts, such
as Sudan (including the conflict in Darfur),
Sierra Leone (child soldiers), Rwanda
(genocide and international intervention), and
Nigeria (conflicts over Islamic law and the right
to development), we will address the role of
human rights has played in African social
conflicts, how human rights change in
particular situations, how different actors use
the language of human rights for political
purposes, if human rights is a solution to
African social conflict, and whether or not there
is a distinctively African approach to human
rights.
1 credit.
Fall 2008. Hultin.
SOAN 044C. Colloquium: 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, Jurgen Habermas,
Michael Foucault, Anthony Giddens, Pierre
Bourdieu, Jana Sawicki, Luce Irigaray, and
Jean Baudrillar.
Prerequisite: SOAN 044E. Limited enrollment.
1 credit.
Not offered 2008-2009.
SOAN 044D. Colloquium: Critical Social
Theory
An overview of major developments of critical
social theory since the 19th century. Readings
from Marx, Freud, Nietszche, Adorno,
Horkheimer, Benjamin, Habermas, Foucault,
and Freire. This course may be counted toward
a minor in interpretation theory.
1 credit.
Spring 2009. Mufloz.
SOAN 044E. Colloquium: Modern Social
Theory
This course is an analysis of the rise and
development of modem social theory. The
introduction to the colloquium deals with works
by such social philosophers as Rousseau, Kant,
and Hegel. The core of the colloquium focuses
on selected works by Marx, Weber, Durkheim,
and Freud. The colloquium is recommended as
general background for advanced work in the
social sciences. The colloquium serves
particularly well for students interested in the
areas of sociology and anthropology and
interpretation theory. This course may be

counted toward a minor in interpretation
theory.
1 credit.
Fall 2008. Munoz.
SOAN 045B. Culture, Illness, and Health
Everything humans do is culturally constructed.
Our experiences of health, illness, and healing
are no exception. This course examines the
cultural construction of health, illness, and
healing by looking at (mainly) anthropological
treatments of these issues. Case materials will
be drawn from a number o f cultures, nonWestem as well as Western, and will treat the
intersection of non-Westem and Western
healing systems. We’ll wind up with an
anthropologically informed, social-historical
look at the biomedical model that dominates the
modem American experience o f health, illness,
and healing.
1 credit.
Not offered 2008-2009.
SOAN 045C. Religion as a Cultural
Institution
(Cross-listed as RELG 030)
The focus is primarily cross-cultural, and
religion case materials will be drawn from both
preliterate and civilized traditions, including the
modem West. The following topics will be
emphasized: religious symbolism, religious
evolution, religion as a force for both social
stability and social change, psychological
aspects of religious belief, and religious change
in modem America.
May be taken without prerequisites with
permission of the instructor.
1 credit.
Not offered 2008-2009.
SOAN 045D. Our Therapeutic Culture
During the past half century, a
psychotherapeutic ethos has risen to vast
importance in America. Those who embrace
this ethos - e.g., psychotherapists, their patients
and clients, the pharmaceutical industry propound that this development is warranted
because, a) there has been an escalating
epidemic of mental illness, or, b) advances in
medical science have revolutionized
understandings of mental illness, making them
eminently medically treatable diseases, or, both
(a) and (b). This course takes a different
approach, and looks at the triumph in our times
of the psychotherapeutic ethos from
ethnomedical and social historical perspectives:
How does the content of this ethos respond to
issues of personal well being (and its opposite)
that in all cultures are phrased by ethnomedical
systems? How does the rise to importance of
this ethos relate to other recent developments in

Sociology and Anthropology
our culture? Therapeutic fads and the claims of
the therapy industry will be critically evaluated.
1 credit.
Fall 2008. Piker.
SOAN 046B. 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
phenomenological: How are inequalities made
social, and how are they disrupted? This course
may be counted toward a minor in peace and
conflict studies.
1 credit.
Spring 2009. Wagner-Pacifici.
SOAN 048C. Sociology of Science
This class explores the wide range of work on
science as a social phenomenon. After a brief
discussion of key themes in the philosophy of
science, it looks at the various ‘internal’ aspects
of science as an institution, including its
organizational structures, work practices, status
systems, and forms of discourse. It then turns to
the ‘external’ issues of how science relates to
the rest of society, including its connection to
gender, racial, and international inequality, its
portrayal in the media, its relationship to
technology, its conflicts with religion, and its
authority as ‘objective’ truth in law and
government. Authors covered will include
Robert Merton, Karin Knorr, Bruno Latour, Ian
Hacking, Sharon Traweek, Emily Martin,
Dorothy Nelkin, and Sheila
Jasanoff. The class will also involve a field trip
to analyze The Franklin Institute Science
Museum.
1 credit.
Spring 2009. Reay.
SOAN 049B. Comparative Perspectives
on the Body
This class explores how different societies
regulate, 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
ethnographic cases and compare diverse
cultural practices that range from the seemingly
traditional practices, 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 contemporary anorexia
similar to wearing the corset during the 19th
century? Is female circumcision different from

breast implants? Furthermore, we investigate
how embodiment shapes personal and
collective identities (especially gender
identities) and vice versa. This course may be
counted toward a minor in women studies and a
minor in interpretation theory.
1 credit.
Spring 2009. Ghannam.
SOAN 049D. Transnational Islam
This class focuses on how globalization (flows
of capital, labor, discourses, images, and
commodities between different parts of the
world) shapes the articulation of Islam in
various cultural settings. We first take a quick
look at the history of Islam and its basic
concepts (such as shari’a, umma, jihad, and
sufism). Then, we explore how Muslims
negotiate their religious beliefs and cultural
identities in different societies. We look at
historically Muslim countries (such as Egypt,
Saudi Arabia, and Indonesia) and trace the
recent movement (through migration and
conversion) of Islam and Muslims to Western
countries (United States and Europe). We use
films, printed texts, and Internet material to
explore questions such as: How do Muslims
work to maintain their religious identities in
New York, Berlin, and Paris? How compatible
is Islam with modem notions such as
nationalism, democracy, feminism, and human
rights? How is Islam used to establish and
reinforce transnational (including but not
limited to political) connections?
1 credit
Not offered 2008-2009.
SOAN 055B. The Only Good Indian
The arrival of Europeans in the New World a
half a millennium (or longer) ago initiated, for
Native Americans, a litany of cultural
catastrophe that continues to this day. It also
initiated a complex process of cross-cultural
communication and mutual adaptation that
repeatedly confounded the intentions and
expectations of parties in both cultural camps.
From an anthropological perspective, this
course treats this process, as it occurred north of
the Rio Grande River, attending especially to
the issues, tradition, mutual accommodation,
resistance, revitalization, and modernity. Case
materials will be drawn from among the
following cultures: Navaho, Iroquois,
Cherokee, Creek, Nez Perce, Crow, Ojibwa,
Comanche, Pueblo, and Cheyenne.
1 credit.
Not offered 2008-2009.
SOAN 056B. Standoffs, Breakdowns,
and Surrenders
A central aim of sociology is to track the
sometimes mysterious, often disjunctive
relationship between order and disorder.

Sociology and Anthropology
Organizations and institutions as small as the
family and as large as the state experience
manifold moments of breakdown, where the
internal and external boundaries of the
designated group vibrate. This seminar explores
the phases and modes of such breakdowns via
an analysis of accidents, mistakes, negligence,
miscommunications, enmity, perfidy, and
colloquy. This course may be counted toward a
minor in interpretation theory and a minor in
peace and conflict studies.
1 credit.
Not offered 2008—2009.
SOAN 062B. Sociology of Education
(See EDUC 062)
1 credit.
Not offered 2008-2009.
SOAN 063B. Science, Technology, and
Human Rights
Adopting an approach rooted both in sociolegal studies and the anthropology and
sociology of science and technology, this
course examines the intersections of the modem
human rights regime, scientific practice, and
technological development. Specific issues to
be covered include research ethics and crosscultural variability in “informed consent,” the
search for a “gay gene” and issues of
discrimination, pollution and the right to a clean
environment, the experience of the “digital
divide,” human rights in virtual worlds, control
and surveillance in an information society, and
the impact of popular understandings of science
and technology on the legal process (the socalled “CSI effect”). Our focus will be on the
socio-cultural dimensions of these processes,
but we will also pay some attention to the
pertinent human rights standards.
1 credit.
Not offered 2008-2009.
SOAN 077B. The Visual Anthropology of
Performance
(See DANC 077B)
1 credit.
Not offered 2008-2009.
SOAN 080B. Anthropological
Linguistics: Endangered Languages
(See LING 120)
1 credit.
Spring 2009. Harrison.
SOAN 091B. Practicum in Visual
Methodologies
This practicum explores the ethnography of
visual communication, including photography
and feature file, while giving students the
chance to complete a video project. Students
will work together in a production crew while

sharpening their digital editing skills. Limited
to eight students.
1 credit.
Not offered 2008-2009.
SOAN 092. Practical Work
Faculty regulations permit up to 1 credit for
practical work done off campus, when it can be
shown to lend itself to intellectual analysis and
is likely to contribute to a student’s progress in
regular course work. In the Sociology and
Anthropology Department, this option is
intended to apply to work in which direct
experience of the off-campus world or
responsible applications of academic learning
are the primary elements.
Students who wish to register for this credit
need the advance consent of an instructor to
supervise the project and approval by the
department. They must demonstrate to the
instructor and department a basis for the work
in previous academic study. Students will
normally be required to examine pertinent
literature and produce a written report to
receive credit.
Credit is awarded CR/NC.
1 credit.
Fall 2008 and spring 2009. Staff.
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
department chair and of the instructor is
required.
0.5 or 1 credit.
Fall 2008 and spring 2009. Staff.
SOAN 096-097. Thesis
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
fieldwork.
Writing course (for SOAN 097 only).
1 credit each semester.
Fall 2008 and spring 2009. Staff.
SOAN 098. Thesis Writers Master Class
This class meets biweekly to support sociology
and anthropology students in developing the
skills necessary for writing their theses,
including conducting literature searches,
interpreting data, formulating research
questions, and writing in a way that contributes
to the disciplines. The class complements and
supports the work that students are doing with
their thesis advisers. Students who have signed
up for a senior thesis credit are automatically

Sociology and Anthropology
enrolled in the class. The class is open to only
senior thesis writers.
Fall 2008. Staff.

Seminars
SOAN 100. Modern Social Theory
An analysis of selected works by the main
founders of modem social theory. Works by
Marx, Weber, Durkheim, and Freud will be
discussed. This seminar is strongly
recommended for those students planning to
take SOAN 101: Critical Social Theory. This
course may be counted toward a minor in
interpretation theory.
2 credits.
Not offered 2008-2009.
SOAN 101. Critical 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 and
anthropology, philosophy, or political science,
or the permission of the instructor. Students are
advised to take SOAN 100: Modem Social
Theory as preparation for this seminar. This
seminar may be counted toward a minor in
interpretation theory.
2 credits.
Not offered 2008-2009.
SOAN 104. Culture and Creativity
Evolutionary perspective on the question: How
do we creatively make use of cultural resources
to construct ourselves and our life ways? Vast
diversity of human life ways argues that such
creative construction is a—perhaps the—
hallmark of human adaptation. Specific topics
include human evolution, foraging band as the
basic human pattern, speech, human
intelligence, human emotion, gender,
biography, and history. Readings include
ethnographies, novels, and native narratives.
2 credits.
Not offered 2008-2009.
SOAN 105. Global Sociology,
Postcolonial Worlds
Sociology has always had global ambitions and
world-making implications. We begin this
course by reviewing how classical sociology
explained the development of modem societies
through perspectives that explicitly contrasted
Western modernity against its Others: primitive
tribes, traditional societies, and the Orient.
Then, we turn to the ways in which macro­
sociology has explained the developing world,
the Third World, and the Global South through
studies of world systems, globalization, and
global culture. Finally, we examine

contemporary sociology’s recent attempts to
move beyond the grand narratives of Western
modernity by taking into account nonEurocentric, postcolonial, poststructuralist, and
even post-humanist perspectives. Can sociology
escape its colonial and Orientalist origins?
What kind of sociology is appropriate for a
postcolonial world? How do recent theoretical
approaches to networks, flows, fluidity,
mobilities, and complexity contribute to a new
global sociology?
2 credits.
Not offered 2008-2009.
SOAN 106. Mobilities.
This Seminar will introduce students to “the
new mobilities paradigm” in the social sciences,
encompassing both the large-scale movements
o f people, objects, capital, and information
across the world, as well as the more local
processes o f daily transportation and the travel
of material things within everyday life. New
social, cultural, and technological practices of
mobility are eliciting new research initiatives,
theoretical approaches, and public policy
concerns. Mobilities and their regulation are
centrally involved in reorganizing institutions,
generating climate change, moving risks and
illnesses across the globe, altering travel and
tourism patterns, and producing more
‘networked’ patterns of economic and social
life. This course will consider issues such as the
relation between mobility and immobility,
mobility justice and mobility rights, and how a
mobile life is sustainable into the long-term.
Readings will include sociologists, cultural
geographers, anthropologists and social
theorists o f space, urbanism, transnationalism,
and reflexive mobility.
2 credits.
Spring 2009. Shelter.
SOAN 107. 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
psychological bases for religious belief. Major
theories to be considered include those of Max
Weber, Emile Durkheim, and Sigmund Freud.
A cross-cultural perspective will be
emphasized, and attention will be paid to
religious change in modem America.
2 credits.
Not offered 2008-2009.
SOAN 109. Standoffs, Breakdowns, and
Surrenders
A central aim of sociology is to track the
sometimes mysterious, often disjunctive
relationship between order and disorder.
Organizations and institutions as small as the
family and as large as the state experience

Sociology and Anthropology
manifold moments o f breakdown, where the
internal and external boundaries of the
designated group vibrate. This seminar explores
the phases and modes of such breakdowns via
an analysis of accidents, mistakes, negligence,
miscommunications, enmity, perfidy, and
colloquy.
2 credits.
Not offered 2008-2009.
SOAN 111. Human Rights and Social
Theory
If nothing else, the current international climate
has thrown the social contingency of human
rights into sharp relief. This seminar,
accordingly, examines how different social
theorists and intellectuals of the 20th (and 21st)
century have sought to understand human rights
and their abuses as social facts, unequivocal
goods, as rooted in particular historical events
such as European colonialism or the Holocaust,
or as symptoms of—or responses to—an
ostensibly post-foundational age. Our weekly
readings are on selected theorists (including
Bauman, Agamben, Baudrillard, Gilroy, Fanon,
and others), to be read with an eye toward
elucidating the extent to which their ideas help
us understand how human rights work in the
world. Among the questions asked are: Are
human rights culture-specific? How can one
witness the “unwitnessable”? Should we extent
human rights to non-human forms of life? What
are the limits of law in addressing political
emergencies? And how ought people of diverse
backgrounds live together?
2 credits.
Spring 2009. Hultin.
SOAN 112. Cities, Spaces, and Power
This seminar explores recent interdisciplinary
insights to the analysis of spatial practices,
power relationships, and urban forms. In
addition, we read ethnographies and novels and
watch films to explore questions such as: How
is space socially constructed? What is the
relationship between space and power? How is
this relationship embedded in urban forms
under projects of modernity and postmodemity?
How do the ordinary practitioners of the city
resist and transform these forms? Our
discussion will pay special attention to issues
related to racism and segregation, ethnic
enclaves, urban danger, gendered spaces,
colonial urbanism, and the “global” city.
2 credits.
Spring 2009. Ghannam.
SOAN 114. Political Sociology
This seminar analyzes the ways in which power
emerges, circulates, and is augmented and
resisted in diverse political contexts. Readings
include Marx, Weber, Patterson Arendt,
Parsons, and Foucault. Issues include the

question of state autonomy, political legitimacy,
and the role of violence in politics. This course
may be counted toward a minor in
interpretation theory.
2 credits.
Fall 2008. 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 current
social and cultural analysis. Besides works by
Freud, works by Mitchell, Rieff, Habermas, and
Foucault will be examined.
Prerequisites: Advanced work in sociology and
anthropology, philosophy, or political science;
or permission of the instructor.
2 credits.
Not offered 2008-2009.
SOAN 119. Evolution, Culture, and
Creativity
(Cross-listed as LING 119)
Recent major syntheses harvest the fruits of
decades of productive scholarship in, for
example, the fields of anthropology, linguistics,
primatology, evolution, psychology—pertaining
to evolutionary perspectives on human nature
and cultural elaboration of same. To tap into
resources, this seminar consults the work of de
Waal, Diamond, Gould, Gardiner, Jolly, Pinker,
Sulloway, Wrangham, and evolutionary
psychologists with reference to speech and
communication, gender, biography, sociality,
emotion, and history. Human capacity for
creativity, and expression of the same in lives
and cultures, will be emphasized. The adaptive
importance of humans of this capacity will be
considered in light of ethnographic, historical,
and biographical materials. The main cultural
case will be the foraging band.
2 credits.
Not offered 2008-2009.
SOAN 121. Visual Ethnography and
Documentary Film: Theory and
Production
This seminar examines the use of film and
video by sociologist and anthropologist to
convey and communicate aspects of culture that
are visible—from rituals, performance, and
dance 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
ethnographers and filmmakers, and the
appropriateness of the conventions of
documentary film, paying special attention to
the influences of politics, economics, and
technical advances. The course will include

Sociology and Anthropology
readings on visual ethnography 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 directing their own work.
2 credits.
Not offered 2008-2009.
SOAN 122. Urban Ethnographies
Through Time and Space
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 ethnographies 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 shapes the field of cultural
anthropology. In our discussions, we also
explore important urban problems such as
poverty, gangs, violence, and homelessness.
2 credits.
Not offered 2008-2009.
SOAN 123. Culture, Power, Islam
This seminar will be an interdisciplinary
investigation into the shifting manners by which
Islam is multiply understood as a creatively
mystical force, a canonically organized religion,
a political platform, a particular approach to
economic investment, and a secular but
powerful identity put forth in interethnic
conflicts, to name only a handful of
incarnations. Though wide ranging in our
theoretical perspective, a deeply ethnographic
approach to the lived experience of Islam in a
number of cultural settings guides this study.
2 credits.
Not offered 2008-2009.
SOAN 127. Race Theories
Contemporary theories of race and racism by
sociologists such as Winant, Gilroy, Williams,
Gallagher, Ansell, Omi, and others will be
explored. Concepts and controversies explored
will include racial identity and social status, the
question of social engineering, the social
construction of justice, social stasis, and
change. The United States is the focus, but
other countries will be examined. Without
exception, an introductory course on race

and/or racism is a prerequisite. This seminar
counts toward a minor in black studies.
2 credits.
Not offered 2008-2009.
SOAN 130. Social Inequality
This seminar analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies o f both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings of such issues as the nature
and representations of work, property, body,
and mind in revealing and reproducing social
inequalities. The approach is partly
phenomenological: How are inequalities made
social, and how are they disrupted?
2 credits.
Not offered 2008-2009.
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.
Writing course.
2 credits.
Fall 2008 and spring 2009. Staff.

Theater
ALLEN KUHARSKI, Professor and Chair3
MARSHA GINSBERG, Assistant Professor (part time)
ERIN B. MEE, Assistant Professor and Acting Chair
K. ELIZABETH STEVENS, Assistant Professor (part time)
GABRIEL QUINN BAURIEDEL, Visiting Assistant Professor (part time)
ELEANOR HOLDRIDGE, Visiting Assistant Professor (part time)6
JAMES MAGRUDER, Visiting Assistant Professor (part time)6
LIZZIE OLESKER, Visiting Assistant Professor (part time)*5
ELIZABETH WEBSTER, Visiting Assistant Professor (part time)5
JONATHAN HART MAKWAIA, Visiting Instructor (part time)5
JAMES MURPHY, Visiting Instructor (part time)5
ADRIANO SHAPLIN, Visiting Instructor (part time)6
SUZANNE E. TAKAHASHI, Visiting Instructor (part time)
TEYA SEPINUCK, Associate in Performance (part time)5
LIZA CLARK, Arts Administration Intern (part time)
STEPHEN HUNGEKFORD, Production Manager/Technical Director (part time)
LAILA SWANSON, Costume Shop Supervisor, Visiting Assistant Professor (part time)
JEAN TIERNO, Administrative Assistant (part time)
3Absent on leave, 2008-2009.
5Fall 2008.
6 Spring 2009.

The theater major uses the study of all aspects
of performance as the center of a liberal arts
education. It is intended to be of broad benefit
regardless of a student’s professional intentions.
All courses in the department address the
processes of play production, especially as they
involve collaboration; all production for
performance in the department is part of
coursework.
The Theater Department emphasizes writing as
an important aspect of discursive thinking and.
communication. Most courses have a significant
writing component, the nature of which varies
from course to course.
Because all work in theater eventually issues in
a public occasion, classes are usually open to
visitors.

Requirements and
Recommendations
Planning a major or minor in theater can be
complicated. First- and second-year students
thinking about a theater major should read these
requirements and recommendations closely and
should consult with their faculty adviser or the
chair of the Theater Department early and often.
Leave schedules, a wide variety of intern and
apprentice programs, and the importance of
course sequences make long-range planning
essential.
THEA 001: Theater and Performance is a
prerequisite for most intermediate and advanced
classes and seminars.
Courses numbered 001 to 010 are introductory
and are prerequisite to intermediate courses.

Courses numbered 011 to 049 are intermediate
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.
Some advanced courses carry additional
prerequisites that are listed in the course
descriptions.
For those majors who intend a career in
professional theater, whether academic, not-forprofit, or commercial, internships in
professional theaters are strongly
recommended. Because of scheduling
difficulties, students should plan and apply for
internships, time spent off campus, and
community projects as far in advance as
possible.
Alumni guest artists such as The Pig Iron
Theatre Company are typically in residence on
campus during the summer as part of the
Swarthmore Project in Theater. Positions are
usually available in production, development,
public relations, marketing, box office, and
house or stage management. Positions are
usually not available in acting, directing, or
design.
Course Major
For graduating classes through 2010: Ten
credits of work including THEA 001 : Theater
and Performance; THEA 002A: Acting I; 1
credit in scenography (THEA 004A, 004B,
004C, 004D or 004E); THEA 015: Performance
Theory and Practice, or THEA 021: Production
Dramaturgy; either THEA 006: Playwriting
Workshop, or THEA 025: Solo Performance, or

Theater
THEA 035: Directing I; THEA 022: Production
Ensemble I or THEA 054: Advanced Design;
THEA 099: Senior Company; and THEA 106:
Theater History Seminar. In addition, each
major will choose an area of specialization and
take one additional course in that area.
Starting with the graduating class of 2011, the
Course Majors will require a minimum of 9.5
credits as a result o f the reduction in the credit
given for Acting I (THEA 002A) that will begin
in fall 2009.
Starting with the class of 2011, all course
majors and minors will be required to fulfill a
set number of hours doing technical/crew work
before the end of the junior year. Students can
obtain details on how to fulfill the
technical/crew requirement from their major
advisers, the Department Office, or from
advising forms available outside the Chair’s
office. Technical/crew hours can be arranged
directly with the Department’s Production
Manager/Technical Director or Costume Shop
Supervisor.
The areas of specialization are acting, directing,
scenography, playwriting/dramaturgy,
performance studies, and theater history.
Special arrangements will be made for students
who seek secondary school certification.
Prospective majors should consult with the
chair of the department 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; and (2) an oral
examination on the essay and related subjects
by theater faculty.
Course Minor
For graduating classes through 2010: seven
credits of work including: THEA 001: Theater
and Performance; THEA 002A: Acting I; 1
credit in scenography (THEA 004A, 004B,
004C, 004D, or 004E); THEA 015:
Performance Theory and Practice, or THEA
021: Production Dramaturgy; either THEA 006:
Playwriting Workshop, or THEA 025: Solo
Performance, or THEA 035: Directing I; and
THEA 022: Production Ensemble I or THEA
054: Advanced Design. In addition, each minor
will choose an area of specialization and take
one additional course in that area. Course
minors who complete these requirements by the
end of the junior year may petition to enroll in
THEA 099: Senior Company in the fall
semester of their senior year.
Starting with the graduating class of 2011,
course minors will be required to take a
minimum of 6.5 credits as a result of the
reduction in the credit given for Acting I
(THEA 002A) that will begin in fall 2009.
All course minors starting with the class of
2011 will need to fulfill the same

technical/crew requirement described for course
majors above.
Honors Major
General requirements include THEA 001:
Theater and Performance; THEA 002A: Acting
I; 1 credit in scenography (THEA 004A, 004B,
004C, 004D, or 004E); THEA 015:
Performance Theory and Practice, or THEA
021: Production Dramaturgy; either THEA 006:
Playwriting Workshop, or THEA 025: Solo
Performance, or THEA 035: Directing I; THEA
022: Production Ensemble I or THEA 054:
Advanced Design; THEA 099: Senior
Company; and THEA 106: Theater History
Seminar.
Starting with the graduating class of 2011, the
required credits for an honors major will be
reduced as a result of the change in the credit
given for Acting I (THEA 002A) that will begin
in fall 2009.
All potential honors majors starting with the
class of 2011 will need to fulfill the same
technical/crew requirement described for course
majors above.
In addition, each major will choose an area of
specialization and take one additional course in
that area. Honors students majoring in theater
will typically make a total of three preparations
as follows:
1. Theater History Seminar (listed earlier),
written examination, and an oral set by an
outside examiner.
2. THEA 021 and a production thesis
attachment to the course to be evaluated by an
outside examiner along with an oral.
3. A production project in one of the following
fields:
Directing

The student will, under faculty supervision,
read around a given playwright’s work, make a
director’s preparation for the entire play, and
rehearse for public presentation a locally
castable portion of the chosen play. Original
developmental projects may be proposed,
subject to the approval o f the faculty adviser for
the thesis. The department will hire a
professional collaborator (usually an actor) for a
set number of rehearsal hours in connection
with the project. The instructor will supervise
these activities appropriately, on the model of a
special project in theater. The external examiner
will visit this project several times (depending
on schedule and available funds). These visits
(to rehearsal or planning session) will not
include feedback from the examiner. The
examiner attends rehearsal 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

Theater
Acting
The student, together with their adviser, will
select and prepare a role from an appropriate
script. The program will hire a professional
director for a set number of rehearsal hours,
which the student will supplement with practice
and other acting “homework.” The adviser will
assist in this work on a regular basis. The
Scenography
external examiner will attend as many rehearsal
The student will function as the designer for a
sessions as possible to observe the student’s
production presented by the Theater
process.
The student will keep a journal (an
Department in one area of scenography. Also,
expanded version of the private “book” actors
the student will prepare all research, sketches,
keep) to support discussion with the examiner
mechanical drawings, models, and preliminary
in an extended interview immediately following
writing for this project. Because this is a
an in-house presentation of the work. During
collaborative project, a production time line
the honors weekend, the examiner will conduct
will need to be prepared and production
a second oral examination focusing on the
meetings scheduled. In addition to the
student’s reconsideration of the work after some
development of the design, the student will
time has passed.
collaborate with all relevant staff and craftsmen
One of these combinations will constitute the
during the fabrication stage, ensuring the fullnormal honors major in theater. Honors
scale scenography is executed as designed. The
students will take Senior Company in the fall of
local instructor will supervise these activities
senior year, while they are planning their
appropriately, on the model of a special project
production project. The usual schedule will be
in theater. The external examiner will receive
spring of junior year, Theater History Seminar;
copies of all materials as the student creates
fall of senior year, THEA 099 and pre-rehearsal
them and will pay close attention to the way in
thesis project preparation; and spring of senior
which the project develops under continual
year, rehearsal and performance of the thesis
revision. The examiner will attend one of the
project.
public performances and be presented with the
student’s completed project portfolio. The
Double majors taking three examinations in
examiner will question the student on the model theater will also follow that schedule.
of advanced classes in architecture.
For double majors taking one honors
Dramaturgy
examination and comps in theater, the
examination may be a production project,
This project will generally be in the form of an
depending on available resources.
attachment to the Production Dramaturgy class
(THEA 021) and consist of work with a faculty
Playwriting
or student director on a production project. This
The student will write a complete draft of a play
will typically be in connection with Junior
over the course of a semester in collaboration
Company or an honors thesis in directing. The
with a faculty member or other professional
student will create a body of writing appropriate production dramaturg. In a second semester, the
to the specific project. This will include (but is
department will hire a professional director for
not limited to) notes on production history,
a set number of rehearsal hours, which whom
given circumstances, script analysis, program
the student will work through a rehearsal and
and press-kit notes, study guide, and a grant
revision process based on the earlier work with
proposal. For a community, education, or other
the production dramaturg. The faculty adviser
project, the student, in consultation with an
and/or the production dramaturgy faculty will
instructor, will create and fulfill a protocol
continue to assist during the rehearsal/revision
suited to the work. On a production project, the
process. The external examiner will read the
student will continue work in rehearsal. The
completed first draft and attend as many
external examiner will receive all materials as
rehearsal sessions as possible and at least one
they are generated. If the work is rehearsed, the
performance to observe the student’s writing
examiner will attend as many rehearsals as
and collaborative process. The examination
possible. If the work is performed, or the
proper will consist of an extended interview
project presented in some other way, the
directly following the performance, the reading
examiner will attend. The examination proper,
of the student’s revised draft based on the
given during the honors weekend, will consist
rehearsal process and performances, and a
of an extended oral presentation similar to a
briefer oral examination during honors
design presentation.
weekend. There is also the option of a purely
Students fluent in a second language can apply
written playwriting thesis preparation, without
to do a translation of a play into or out of
the production component.
English as an honors thesis attachment to
Approval of the sophomore paper for any
Production Dramaturgy.
honors major is conditional upon the student
and a briefer oral during honors weekend. The
subject of the first interview will be the
student’s processes as he or she relates to the
production. The second oral will concern the
student’s assessment of the entire process as a
part of his or her undergraduate education and
future plans.

Theater
maintaining good academic standing through
the end of the junior year. Theater honors
majors approved for production thesis projects
in the senior year are required to notify the
department chair of their intention to drop or
change their honors program by the end o f the
junior year. An honors major in Theater must
receive the approval of their major adviser
before committing to any extracurricular or offcampus projects during the senior year in order
to avoid potential conflicts with their honors
thesis work. Students who prove unable to
fulfill the expectations of the faculty for their
honors programs in Theater may be dropped
from honors at the Department’s discretion.
Unless for reasons of health or other personal
circumstance beyond the student’s control,
leaving the Department’s Honors Program after
the end of the junior year is considered a
significant compromise of a student’s academic
performance.
Honors Minor
Seven credits of work including THEA 001:
Theater and Performance; THEA 002A: Acting
I; 1 credit in scenography (THEA 004A, 004B,
004C, 004D, or 004E); THEA 015:
Performance Theory and Practice, or THEA
021: Production Dramaturgy; either THEA 006:
Playwriting Workshop, or THEA 025: Solo
Performance, or THEA 035: Directing I; and
THEA 106: Theater History Seminar or THEA
022: Special Project in Dramaturgy. Honors
minors who complete these requirements and
complete a sequence in acting, design,
directing, or playwriting/dramaturgy by the end
of the junior year may petition to enroll in
THEA 099: Senior Company in the fall
semester of their senior year.
There is an option for students to pursue a
course major in conjunction with an honors
minor, in which case the student may be
eligible for an individual thesis project along
the lines of those described for honors majors
above. Interested students should discuss the
details of this with their major advisors before
preparing their sophomore papers.
Starting with the graduating class of 2011, the
honors minor will require a minimum of 6.5
credits as a result of the reduction in the credit
given for Acting I (THEA 002A) that will begin
in fall 2009.
All potential honors minors starting with the
class of 2011 will need to fulfill the same
technical/crew requirement described for course
majors above.
Co-curricular and extracurricular work in the
Theater Department, although not specifically
required, is strongly recommended for majors.
Opportunities include paid and volunteer staff
positions with the department, in-house projects
for various classes, production work in The

Eugene M. and Theresa Lang Performing Arts
Center, and Drama Board productions.
With 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
literatures taught in those departments will not
be considered part o f the major.
Semester Abroad in Poland
The Theater Department and the Dance
Program have jointly developed a semesterabroad program for interested Swarthmore
students in Poland in conjunction with the
Jagiellonian University of Krakow and other
institutions in the vicinity. Intensive study of
Polish while in the country will be required of
all participating students. Students participating
will be able to enroll for the equivalent of a full
semester’s credit (4 to 5 credits).
Theater majors and minors can enroll in a
semester of theater and dance related study
conducted in English either through distancelearning tutorials with Swarthmore theater
faculty and/or tutorials and classes at the
Jagiellonian University in Krakow. Directing
internships for credit at the Krakow State
Drama School or professional theaters are
typically available for qualified theater students.
Students in comparative literature and modem
languages and literatures are also welcome to
contact Professor Kuharski about possible
related programs of study at the Jagiellonian
University.
Beyond credits in theater, dance, and intensive
Polish, a menu of possible tutorials is available
in Polish literature and history, environmental
studies, film, religion, Jewish and Holocaust
studies, art history, and other fields.
Participation in the Annual International Dance
Conference and Performance Festival hosted by
Silesian Dance Theatre in June and July is
highly recommended and can be funded
completely or in part by the College in many
cases. Interested students should contact
Professor Kuharski, co-director of the Semester
Abroad Program, as early as possible for
advising purposes and updated information on
the status of the program. See course listings in
both Theater and the Music and Dance
departments for types of academic credit being
offered.
Funding support (including travel) is available
for intensive language study in Poland during
the summer before the student’s planned
semester abroad. Interested students should
contact Professor Kuharski for details.
Separate but parallel semester abroad options in
Krakow and Bytom are being offered through
the Engineering Department, Environmental
Studies, and the Dance Program. Interested

Theater
students should contact Professor Arthur
McGarity in the Engineering Department or
Professor Sharon Friedler in the Dance Program
for details.

students and may be taken without prerequisite.
Three hours per week.
0.5 credit.
Fall 2008. Makwaia.

Semester Abroad in India
The Theater Department and the Dance
Program are researching the possibility of a
semester-abroad program in India in ways that
would roughly parallel our existing programs in
Poland and Ghana. Although the initiative
remains in the planning stages, interested
students are invited to discuss prospects for
foreign study related to theater and dance in
India with either Professor Mee in Theater or
Professor Chakravorty in the Dance Program.

THEA 002C. Special Project in Acting
By individual arrangement with the directing or
acting faculty for performance work in
connection with department directing
workshops, honors thesis projects, or Senior
Company.
Prerequisite: Concurrent or past enrollment in
THEA 002A.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.

Introductory Courses

THEA 004A. Set Design
The purpose of this course is to introduce
students to the rich history and creative world
o f scenography. Students taking this course will
explore design principals and the artistry used
in taping their dramatic imagination. This
course will examine theatrical rendering,
research, model making, and computer-aided
design. Reading and class discussion provide a
theoretical basis for such creativity while the
assignments and projects provide the practice
for this artistic endeavor.
1 credit.
Fall 2008. Ginsberg.

THEA 001. Theater and Performance
Combining a survey of classical and crosscultural approaches to theatrical performance
with the hands-on study of how theater is made.
Study will include history, performance theory,
and production dramaturgy in relationship to
play scripts and videotaped or live
performances. Sessions will include exercises in
acting, design, directing, and text
adaptation/playwriting. Writing requirements
will include journal keeping, responses to
readings and performances, the student’s own
projects, and research papers.
Writing course. 1 credit.
Fall 2008. Mee. Spring 2009. Stevens.
THEA 002A. Acting I
This course is designed as a practical
introduction to some of the principles,
techniques, and tools of acting. We will use
theater games and improvisation exercises
(from Stanislavsky, Viola Spolin, Viewpoints,
and other sources) to unleash the actor’s
imagination, expand the boundaries of accepted
logic, encourage risk taking, and prepare the
actor for the creative process. We will focus on
preparing the body and voice for rehearsal and
performance and will pay special attention to
vocal and physical imagination. We will focus
on increasing “presence” on stage, developing a
character, learning how to rehearse, and
evoking a response from the audience in the
context of scene study. Six hours per week.
1 credit.
Fall 2008. Bauriedel. Spring 2009. Takahashi.
Beginning in fall 2009, Acting I (THEA 002A)
will change to .5 credits and will meet three
hours per week.
THEA 002B. Voice Workshop
Foundations of vocal technique for actors,
including work with breath, projection,
resonators, diction, and so forth are covered.
The class is strongly recommended to all acting

THEA 004B. Lighting Design
This class explores the fundamentals of lighting
design. The course objective is to introduce
lighting concepts and how to express them for
both theater and dance. It is intended to
demystify an enormously powerful medium.
Reading and class discussion provide a
theoretical basis for such creativity while the
assignments and projects provide the practice
for this artistic endeavor.
1 credit.
Fall 2008. Murphy.
THEA 004C. Costume Design
The purpose of this course is to introduce
students to the form and procedures used in
creating costume design for both theater and
dance. Students in this class will explore
costume history and develop a relationship with
their creative imagination. Reading and class
discussion provide a theoretical basis for such
creativity while the assignments and projects
provide the practice for this artistic endeavor.
1 credit.
Fall 2008. Ginsberg.
THEA 004D. Media and Technology
Design for Performance
The purpose of this course is to introduce
students to the application of various visual and
audio technologies in live theater and dance

Theater
performance. Discussion of the historical and
theoretical context of contemporary mixedmedia performance will be combined with an
orientation to the available technologies found
at Swarthmore and beyond. The class will
include the conceptualization and preparation of
a series of individual studio projects.
1 credit.
Next offered: To be announced.
THEA 004E. Sound Design
A laboratory introduction to the technical and
artistic practice of sound design for live
performance. Laboratory assignments will
include sound design for current theater and
dance performances on campus.
0.5 credit.
Next Offered: To be announced.
THEA 005. Theater of Witness
(Cross-listed as DANC 070)
Based on Teya Sepinuck’s model of the Theater
of Witness developed dining the past 15 years,
the class will focus on creating original theater
with people and communities who have not had
a voice in mainstream society. The class will be
highly experiential, with students exploring
techniques to build safe community, elicit
stories, and create theater that gives voice to
social issues. The class, open to sophomores,
juniors, and seniors, does not require prior
theater experience. Students will participate in
an intemship/apprenticeship, matched with
artists who are working in various communities
creating and/or directing Theater of Witness
projects.
1 credit.
Fall 2008. Sepinuck.
THEA 006. Piaywriting Workshop
This creative workshop course introduces
students to essential elements of dramatic
writing. In-class writing exercises and weekly
assignments lead to the development of
character monologues, scenes, and two original
one-act plays. A variety o f stylistic approaches
and thematic concerns are identified through the
reading and discussion of plays by
contemporary playwrights. Emphasis is on
finding the student’s individual, theatrical
voice; one’s own vision and experience into
other characters and onto the page.
1 credit.
Fall 2008. Olesker. Spring 2009. Shaplin.
THEA 008. Movement Theater Workshop
(Cross-listed as DANC 049)
This class will offer an orientation to
movement-based acting through various
approaches: traditional performance traditions
in Bali and elsewhere, commedia d ell’arte, the
teachings of Jacques Lecoq, and so forth.

Taught by Gabriel Quinn Bauriedel of the Pig
Iron Theatre Company in Philadelphia. The
class will require rehearsal with other students
outside of class time and will end with a public
showing o f work generated by the students. Six
hours per week.
Note: Movement Theater Workshop cannot be
taken in lieu of THEA 012 either as a
prerequisite for Acting III or by students
seeking a major or a minor with an emphasis in
acting.
Prerequisites: THEA 001 or 002A, any dance
course numbered 040-044, or consent of the
instructor.
1 credit. Graded course.
Spring 2009. Bauriedel.

Intermediate Courses
THEA 012. Acting II
In this course, we will use scene work as a tool
to sharpen the actor’s skill. The course will
include physical exercises designed to remind
the actor that acting is about give and take. We
then begin work on scenes by a variety of
playwrights as a way o f investigating what is
required o f the actor at all times vs. what is
required o f the actor in different situations and
genres. While working on these scenes, actors
will learn how to develop a character; how to
rehearse; how to interact with other actors; how
to increase their vocal, physical, and emotional
flexibility; and how to evoke a response from
the audience. Actors will also learn how to
increase their presence onstage, how to harness
their imagination, sharpen their observations,
and how to become, in Artaud’s words, an
“athlete of the emotions.” Six hours per week.
Prerequisites: THEA 002A. Interested students
may simultaneously enroll in THEA 001 if they
have not previously taken the class.
1 credit.
Fall 2008. Webster.
THEA 012A. Intermediate Special Project
in Acting
By individual arrangement with the acting or
directing faculty for performance work in
connection with department directing projects,
honors thesis projects, or Senior Company. May
be taken concurrently with THEA 008 or 012.
Prerequisite: THEA 002A, THEA 002C, AND
THEA 008 or 012 or 022.
0.5 or 1.0 credit. CR/NC
Fall 2008 and spring 2009. Staff.
THEA 014. Special Project in
Scenography, Sound, and Technology
By individual arrangement for a production
project in connection with department directing
workshops, Junior Company, honors thesis
projects, Acting III, or Senior Company.

Theater
Prerequisite: Current or past enrollment in
THEA 004A, THEA 004B, THEA 004C, or
THEA004D.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 014C. Costume Design II
Prerequisite THEA 004C
1.0 credit. Graded course.
Spring 2009. Ginsberg.
THEA 015. Performance Theory and
Practice
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 theoretical and
critical texts by nonpractitioners. The course
includes units on performance traditions and
genres outside of Europe and North America.
Weekly video screenings required.
Prerequisite: THEA 001.
This course may count toward a minor in Asian
studies.
Writing course. 1 credit.
Fall 2008. Mee.
THEA 016. Special Project In Playwriting
An independent study in playwriting taken
either as a tutorial or in connection with a
production project in the department. By
individual arrangement between the student and
department faculty.
Prerequisites: THEA 001 and THEA 006.
1 credit.
Fall and spring semesters. Staff.
THEA 021. Production Dramaturgy
This course will investigate a tripartite nature of
dramaturgy as it is currently regarded and
practiced in American theater. Structural
dramaturgy: tragedy, comedy, melodrama,
farce, the well-made play, and modem
departures thereof. Production dramaturgy:
collaborative process, methods and strategies
for historical research, note taking, script
editing, and adaptation. Institutional
dramaturgy: script evaluation, season planning,
mission statements, grant proposals, marketing
and audience outreach. Through readings,
discussions, writing assignments, and
engagement with campus productions (and
perhaps area productions), students will
sidestep the deathless—and deadly—question,
“What is a dramaturg?” to focus on how
dramaturgs think and what they do with what
they know.

Prerequisites: THEA 001.
1 credit.
Spring 2008. Magruder.
THEA 022. Production Ensemble I
Rehearsal of a full-length work for public
performance with a faculty director: ensemble
techniques, improvisation, using the audience
as part of the given circumstances. Required for
all course and honors majors in acting,
directing, and dramaturgy; also required for
course minors in acting, directing, and
dramaturgy.
Prerequisites for acting students: THEA 002A
and audition in fall semester.
Prerequisites for directing students: THEA 001,
THEA 002A, and THEA 035.
Prerequisites for dramaturgy students: THEA
001; THEA 021 or THEA 035.
1 credit.
Spring 2009. Holdridge.
THEA 024. Special Project In Stage
Management
By individual arrangement for a production
project in connection with department directing
workshops, honors thesis projects, Acting III, or
Senior Company.
Prerequisite: THEA 004B or THEA 035.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 025. Solo Performance
In Solo Performance students will investigate
the history and theory of solo performance and
performance art, while creating their own solo
work. Students will be inspired to find their
unique artistic voice, and facilitate their own
creativity and creative process. Presentations
will be given through out the semester and a
final performance of a self-generated project
will be presented at the end of the semester.
The first third of the course will be spent
studying the history of performance art and solo
performance, and will culminate with each
student creating a happening. The second third
will examine the boundaries of performance
and installation art and result in a conceptual
installation or performance event. The final
third of the course will focus on building a solo
project based on personal experience, in which
students will examine issues of representation
in popular cultural. Students will present
sections of their piece every week in class for
feedback.
Prerequisite: THEA 001, THEA 002A, or by
permission.
1 credit.
Fall 2008. Takahashi.

Theater
THEA 035. Directing I: Directors’ Lab
This course focuses on the theater 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 001 and 002A.
1 credit.
Fall 2008. Stevens.
THEA 042. Production Ensemble II
Available by audition or consent of instructor to
students who have successfully completed
THEA 022.
Prerequisites for acting students: THEA 002A,
022, and audition in fall semester.
Prerequisites for directing students: THEA 001,
002A, 022, and THEA 035.
Prerequisites for dramaturgy students: THEA
001.021 or THEA 035,022.
1 credit.
Spring 2009.

Advanced Courses
THEA 051. Special Project in Production
Dramaturgy
Production dramaturgy in connection with a
production completed on or off campus. To be
taken concurrently with or following THEA
021: Production Dramaturgy. By individual
arrangement between the student and the
department faculty.
Prerequisites: THEA 001 and 021.
1 credit.
Fall and spring semesters. Staff.
THEA 052. Production Ensemble lit
Available by audition or consent of instructor to
students who have successfully completed
THEA 022 and 042.
Prerequisites for acting students: THEA 002A,
022,042, and audition in fall semester.
Prerequisites for directing students: THEA 001,
002A, 022, THEA 035, and 042.
Prerequisites for dramaturgy students: THEA
001.021 or THEA 035,022, and 042.
1 credit.
Spring 2009.
THEA 054. Special Project: Advanced
Design
For the student, this course is an advanced
study in set or costume design. This special

project will examine complex forms and
techniques of scenography applied in actual
production. Students will develop the design of
the sets and costumes for Production Ensemble
as assistants under the mentorship of the faculty
resident designer.
Prerequisites: THEA 004A or THEA 004C.
1 credit.
Spring 2009. Swanson.
THEA 054B. Special Project: Advanced
Lighting Design
For the student, this course is an advanced
study in lighting design. This project will
examine complex forms and techniques of
lighting design applied in actual production.
Students will develop the design of the lights
for Junior Company as assistants under the
mentorship of a faculty lighting designer. By
individual arrangement between the student and
the department faculty.
Prerequisites: THEA 004B.
1 credit.
Fall and spring semesters. Murphy.
THEA 055. Directing II: Advanced
Directing Workshop
Directing II requires students to apply the
exercises from THEA 035: Directing I to a
variety of scene assignments. These will
address a variety o f theatrical genres (farce,
epic theater, verse drama, etc.) and various
approaches to dramatic text (improvisation,
cutting, and/or augmentation of play scripts,
adaptation of nondramatic texts for
performance, etc.). Projects will usually be
presented for public performance.
Prerequisites: THEA 001,002A, 015, THEA
035, and any class in design.
1 credit.
Spring 2009. Stevens.
THEA 062. Production Ensemble IV
Available by audition or consent of instructor to
students who have successfully completed
THEA 022,042, and 052.
Prerequisites for acting students: THEA 002A,
022,042,052, and audition in fall semester.
Prerequisites for directing students: THEA 001,
002A, 022,035,042, and 052.
Prerequisites for dramaturgy students: THEA
001,021 or 035,022,042, and 052.
1 credit.
Spring 2009.
THEA 064. Advanced Special Project in
Scenography, Sound, and Technology
A portfolio design or other design project in
connection with a production completed on or
off campus. To be taken concurrently or
following THEA 054 or THEA 054A. By

Theater
individual arrangement between the student and
the department faculty.
Prerequisites: Any course in the THEA 004
group, THEA 014, THEA 054 or 054A.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 072. Advanced Special Project in
Acting
By individual arrangement with the acting or
directing faculty for performance work in
connection with department directing projects,
honors thesis projects, or Senior Company.
With faculty approval, acting in a production
off campus may qualify for this credit.
Prerequisites: THEA 002A, THEA 002C,
THEA 008 or 012 or 022, THEA 012A.
0.5 or 1 credit. CR/NC.
Fall 2008 and spring 2009. Staff.
THEA 075. Advanced Special Project in
Directing
By individual arrangement with the directing
faculty. With faculty approval, directing or
assistant directing off campus may qualify for
this credit.
Prerequisites: THEA 001, THEA 015 or THEA
021, THEA 022, THEA 035, THEA 106:
Theater History Seminar.
THEA 076. Polish Theater and Drama
Available to students participating in the
Semester Abroad Program in Poland. No
reading knowledge of Polish required.
By arrangement with Allen Kuharski.
Prerequisite: THEA 001.
1 credit.
THEA 092. Off-Campus Projects in
Theater
Residence at local arts organizations and
theaters. Fields include management, financial
and audience development, community
outreach, and stage and house management.
Prerequisites: THEA 001 and appropriate
preparation in the major.
1 credit.
Fall and spring semesters. Staff.
THEA 093. Directed Reading
1 credit.
Fall and spring semesters. Staff.
THEA 094. Special Projects in Theater
1 credit.
Fall and spring semesters. Staff.
THEA 099. Senior Company
A workshop course emphasizing issues of
collaborative play making across lines of
specialization, ensemble development of
performance projects, and the collective

dynamics of forming the prototype of a theater
company. Work with an audience in
performance of a single project or a series of
projects.
This course is required of all theater majors in
their senior year and will not normally be taken
for external examination. Class members will
consult with the instructor during spring
semester of their junior year, before
registration, to organize and make preparations.
Course and honors minors may petition to
enroll, provided they have met the prerequisites.
Prerequisites: THEA 001; 002A; any design
class; 015; 016,021, or 035; 022 and the
completion of one three-course sequence in
theater.
1 credit.
Fall 2008. Stevens.

Seminars
THEA 106. Theater History Seminar, The
Act of Spectatorship
This course examines die way in which staged
action (broadly conceived) engages specific
visual practices in order to train spectators in
particular world views and behaviors. We will
examine how theater, ritual, and film positions
viewers (how it pacifies, animates, and/or
manipulates them, and to what end) by
examining theories of identification, voyeurism,
witnessing, percepticide, and darshan alongside
particular case studies. Readings will be taken
from Aristotle, Plato, Berger, Lacan, Mulvey,
Irigaray, Fuss, Debord, Sontag, Taylor, Boal,
Brecht, Eck, Jenkins, Phelan, and others. Case
studies will include Calderon’s auto
sacrimentales, Kamad’s Hayavadana, the noh
play Kanton, Renaissance masques, The Couple
in the Cage by Coco Fusco and Guillermo
Gomez-Pena, Fires in the Mirror by Anna
Deavere Smith, the ritual theyyattam, images
from Abu Ghraib, television fan culture,
presidential campaign appearances, and
governmental surveillance.
Prerequisites: THEA 001 and 015.
Writing course.
2 credits.
Spring 2009. Mee.
Spring 2010. Kuharski.
Spring 2011. Kuharski.
THEA 180. Honors Thesis Preparation
Credit either for honors attachments to courses
or for honors thesis projects in directing,
scenography, acting, and so on. By arrangement
with the student’s faculty adviser in theater.
Fall and spring semesters. Staff.

Theater
THEA 181. Honors Thesis Project
Credit for honors thesis projects in directing,
scenography, acting, and so on. By arrangement
with the student’s faculty adviser in theater.
Fall and spring semesters. Staff.

Directions to Swarthmore College
Swarfhmore College is located 11 miles southwest from the city of Philadelphia in the borough
of Swarthmore, Pennsylvania. The college is just a 30 minute drive from Philadelphia. New
York and Washington, D.C. are about two hours away.
DRIVING
From the NORTH (New Jersey Turnpike or 1-95)
Take the New Jersey Turnpike to Exit 6 (1-276 West/Pennsylvania Turnpike). Follow 1-276
West to Exit 20 (1-476 South, toward Philadelphia/Chester). Take 1-476 South to Exit 3,
Media/Swarthmore. At bottom o f exit ramp turn left onto Baltimore Pike. (Directions continue
below)
From the SOUTH (1-95)
Follow 1-95 North to Exit 7 (in Pennsylvania), 1-476 North/Plymouth Meeting. Take 1-476 to
Exit 3, Media/Swarthmore. At the bottom of the exit ramp turn right onto Baltimore Pike.
(Directions continue below)
From the EAST (via the Pennsylvania Turnpike)
From Exit 333, Norristown, follow signs for 1-476 South. Stay on 1-476 approximately 17 miles
to Exit 3, Media/Swarthmore. At the bottom of the exit ramp turn left onto Baltimore Pike.
(Directions continue below)
From the WEST (via the Pennsylvania Turnpike)
From Exit 326, Valley Forge, Take 1-76 East, Schuylkill Expressway, about 4 miles to 1-476
South. Take 1-476 approximately 12 miles to Exit 3, Media/Swarthmore. At the bottom of the
exit ramp turn left onto Baltimore Pike. (Directions continue below)
From the AIRPORT
Take 1-95 South. Continue to exit 7,1-476 North/Plymouth Meeting. Take 1-476 North to Exit 3,
Media/Swarthmore. At bottom of exit ramp turn right onto Baltimore Pike. (Directions continue
below)
Continue to the Visitor’s Center
Stay in the right lane and in less than 1/4 mile turn right onto Route 320 South. At the first light
turn right to stay on 320. Proceed through second light at College Avenue to the first driveway
on your right to visitor parking at the Benjamin West House. The Benjamin West House is the
College’s visitor center and has someone there to hand out maps and directions 24 hours a day.
Continue to the Admissions Office
Stay in the right lane and in less than 1/4 mile turn right onto Route 320 South. At the first light
turn right to stay on 320. At the next light turn right onto College Avenue. On College Avenue
take your first right onto Cedar Lane. At the next stop sign turn left onto Elm Avenue. Turn left
onto Whittier Place, marked by stone pillars. Proceed to the end of Whittier Place and turn right
into the Dupont parking lot, beside the Science Center. After parking in the DuPont parking lot,
it’s a short walk to the Admissions Office in Parrish Hall. Follow the path to the left of the
Science Center, continue past Kohlberg Hall, and you will see the back entrance of Parrish
straight ahead. The Admissions Office is on the second floor.
TRAIN
The College is readily accessible from Philadelphia by train. Amtrak trains from New York and
Washington arrive hourly at Philadelphia’s 30th Street Station. From 30th Street Station, the
SEPTA Media/Elwyn Local (R3) takes approximately 23 minutes to reach the Swarthmore
station, which is adjacent to campus.
AIR
An express train runs from the Philadelphia International Airport to 30th Street Station, where
you can take the SEPTA Media/Elwyn Local (R3) train directly to the Swarthmore campus.
Taxi service is also available.

Swarthmore College
M a p o f th e c a m p u s
College entrances
Visitor Parking
Faculty/staff Parking

1 Parrish Hall

2 Kohlberg Hall and Cosby
Courtyard
3 Eugene M. and Theresa Lang
Performing Arts Center
4 Martin Hall
5 Lang Music Building
6 Cornell Science and Engi­
neering Library
7 Science Center

»ALE AVENUE

HARVARD ÀVENOE"

•i

Mary Lyon Residence Hall detail

50 South Entrance

8 Science Center Parking
(Visitors)
9 Beardsley Hall
10 Hicks Hall
11 Papazian Hall
12 Lang Center for Civic and
Social Responsibility
13 North Entrance

14 Swarthmore Friends Meet­
inghouse
15 Pearson Hall

16 Trotter Hall
17 Dean Bond Rose Garden
18 Cunningham House (Scott
Arboretum Offices)
19 McCabe Library
20 Sharpies Dining Hall
21 Clothier Memorial Hall
22 Scott Building (staff lounge)
23 Sproul Alumni House
24 Sproul Observatory
25 Phi Omicron Psi House
26 Delta Upsilon House
(Sharpies IV)

27 Kitao Student Art Gallery
(Sharpies III)
28 Women’s Resource Center
and OldeClub
29 Faulkner Tennis Courts
30 Wharton Residence Hall
31 Scott Amphitheater
32 Crum Woods
33 Hallowed Residence Hall
34 Dana Residence Hall
35 Crum Ledge
36 Squash Court Building
37 Ware Pool
38 Mullan Tennis Center
39 Clothier Fields
40 Lamb-Miller Field House
41 Heating Plant
42 Tarble Pavilion
43 Mary Lyon Residence Hall
44 Roberts Residence Hall
45 Pittenger Residence Hall
46 Palmer Residence Hall
47 Bam
48 Field House Parking (Visitors)

51 Swarthmore SEPTA Train Sta­
tion (R3 Media/Elwyn)
52 Alice Paul '05 Residence Hall
53 David Kemp Residence Hall
54 Mertz Residence Hall
55 Old Tarble
56 Worth Health Center
57 Benjamin West House
58 Benjamin West Parking
(Visitors)
59 Cunningham Field
60 Cunningham Parking
61 M ain Entrance

62 Worth Residence Hall
63 Bond Memorial Hall and
Lodges
64 W illets Residence Hall
65 Robinson House
(Black Cultural Center)
66 Courtney Smith House
67 Ashton House
68 Hallowed House
69 Woolman Residence Hall
70 Dan and Sydney West House
71 Kyle House (student resi­
dence)
72 Hicks Parking (Faculty-Staff)
73 Water Tower Parking
(Faculty-Staff)

Index
Absence from examinations, 9.4
Academic misconduct, 7.1.2
Academic support, 7.7.2
Administration and staff, 17
Administrative divisions, 17.1
Admissions, 4
Admissions procedure, 4.1
Application dates, 4.3
Scholastic Aptitude and Achievement Tests,
4.1
School subjects recommended, 4.2
Advanced Placement, 4.5
Advanced standing, 4.5
Advancement Information Systems, 17.1,
17.7.1
Advancement Services, 17.1,17.7.1
Advising, 7.7
Alumni and Gift Records, 17.1,17.7.1
Alumni Association officers, 15
Alumni Council, 15
Alumni Relations, 7.11,17.1,17.7.4
Alumni, total, 7.11
Annual Giving, 17.1,17.7.3
Associate dean for academic affairs, 17.1,17.5
Associate dean for multicultural affairs, 17.1,
17.5
Associate dean for student life, 17.1,17.5
Associate provost, 17.1,17.4
Athletics, 7.9.5
Attendance at classes, 9.1
Auditing courses, 9.3
Automobiles, regulations, 7.1.6
Awards and distinctions, awarded, 20
Awards and prizes, described, 11
Bachelor of arts degree, 10.1
Bachelor of science degree, 10.1
Bequests, 2.1
Black Cultural Center, 7.4.2,17.1,17.5
Board of Managers, 14
committees of, 14.1
Bookstore, 2.3.1,2.3.4,7.4.1,17.1,17.8
Business Office, 17.1,17.12
Calendars, see preface
Capital Giving, 17.1,17.7.6
Career Services, 7.7.3,17.1,17.9
Center for Social and Policy Studies, 2.3.1,
17.1,17.10
Chester, Pa., outreach, 2.3.1,7.10.1
Cocurricular activities, 7.9
Code of Conduct, 7.1
College entrance examinations, 4,1
Communications Office, 7.12,17.1,17.11
Community-based learning, 7.10.1
Comprehensive examinations, 8.1, 8.4,10.1
Computing services, see Information
Technology Services, 2.3.1,7.1.2,17.1,
17.23
Controller’s Office, 17.1,17.12
Cooper (William J.) Foundation, 2.4,7.9.2,
7.9.3,7.9.4
Cooperation with neighboring institutions, 8.12

Cornell Science and Engineering Library, 2.2,
17.1,17.28.2
Corporate, Foundation, and Government
Relations, 17.1,17.7.5
Corporation, officers of, 13
Course-numbering system, 22
Courses of instruction, 22
Creative arts, 8.11
Credit/no credit, 9.2.3
Cross-listed course rules, 8.2
Curriculum, 8.1
Dean of Admissions and Financial Aid’s
Office, 17.1,17.2,17.6.1
Dean o f the College’s Office, 17.5
Degree requirements, 10
Degrees conferred, 19
Degrees offered, 10
Development, 17.1,17.7.6
Dining hall, 7.3.2
Dining Services, 7.3.2,17.1,17.14
Directed reading, 8.8.1
Directions for correspondence, see preface
Directions for reaching the College, see endnote
Disability services, 17.1,17.5
Distribution requirements, 8.2
Divisions and departments, 16.3
Divisions for distribution requirements, 8.2
Domestic exchange, 8.13
Drama, 7.9.4
Drop/add, see registration, 9.3
Education abroad, 5.1.1,8.14
Emeriti faculty, 16.1
Endowed chairs, 3
Endowment, 2.1
Enrollment in courses, see registration, 9.3
Enrollment statistics, 21
Environmental Services, 17.1,17.17
Equal Opportunity Office, 17.1,17.15
Equal Opportunity statement, see preface
Examination regulations, 9.4
Exceptions to the four-year program, 8.6
Exchange programs, 8.13
Exclusion from the College, 9.8
Expenses, 5
Extracurricular activities, 7.9.6
Facilities management, 17.1,17.17
Faculty advisers, 7.7
Faculty members, 16.2
Faculty regulations, 9
Fees (tuition, residence, etc.), 5
Fellowships, 12
Fellowships and prizes, 17.1,17.5
Final examinations, 9.4.1
Financial aid, 6
Footnote key, 22
Foreign language requirement, 10.1
Foreign students, 4.6,21
Foreign study (see study abroad), 5.1.1, 8.14,
17.1,17.19
Foreign Study Office, 17.1,17.19

Index
Formats of instruction, 8.8
Fraternities, 7.4.2
Friends Historical Library, 2.2.1,17.1,17.28.4
Gender education, 7.1.4,17.1,17.5
Geographic distribution of students, 21
Ghana Program, see Dance
Gifts, 2.1
Grades, 9.2
Graduate study, 10.2
Graduation requirements
(see also distribution requirements), 8.2,10
Grenoble Program, 8.14
Grounds, 2.3.5,17.1,17.17
Health care, 7.6
Health Sciences Advisory Program, 8.10,17.20
Health Sciences Office, 17.1,17.20
Health Services, 7.6.2,17.1,17.21
Honors examiners, 8.5,18
Honors Program, 8.5
Housing, 7.3
Human Resources, 17.1,17.22
Incomplete grade policies, 9.2.2
Independent study, 8.8.1
Information Technology Services, 2.3.1,17.1,
17.23
Institutional research, 17.1,17.24
Insurance, 7.6.3
Intercultural Center, 7.4.2,17.1,17.5
Interdisciplinary work, 8.9
International admissions, 4.6
Investment Office, 17.1,17.25
Judicial bodies, 7.2
Kohlberg Hall, 2.3.1
Lang Center for Civic and Social
Responsibility, 7.10.1,17.1,17.26
Lang Music Building, 2.3.2
Lang Performing Arts Center, 2.3.2, 17.1,17.27
Leaves of absence, 9.5.1
Libraries, 2.2,17.1,17.28
List Gallery, 2.3.2,17.29
Loans to students, 6.2
Madrid Program, 8.14
Maintenance, 17.1,17.17
Map of College grounds, see endnote
Master’s degrees, 10.2
McCabe Library, 2.2,17.1,17.28.1
Media Services, 17.23
News and Information Office, 7.12.1,17.11
Normal course load, 8.7
Observatory, 2.3.1
Occupational and environmental safety, 17.1,
17.16
Office Services, 17.1,17.12
Orchestra, 7.9.2

Outreach programs, 7.10
Papazian Hall, 2.3.1
Parents programs, 17.1,17.7.6
Parrish Hall, 2.3.1
Pass/fail, see credit/no credit, 9.2.3
Payroll, 17.1,17.22
Physical education requirements, 9.7
Plagiarism, 7.1.2
Planned Giving, 17.1,17.7.6
Planning and Construction, 17.1,17.17
Poland Program, 8.14, see also Engineering,
Environmental Studies, Music and Dance,
and Theater
Post office, 17.1,17.30
Practical work, 8.8.2
Premedical advising, 8.10
President’s Office, 17.1,17.3
Primary distribution courses (PDC), 8.2
Prizes, awarded, 20.5
Prizes, described, 11
Program o f study, 8
First-year and sophomore students, 8.2
Honors Program, 8.5
Juniors and seniors, 8.3
Provost’s Office, 17.1,17.4
Psychological Services, 7.6.4
Public Safety, 7.8, 17.1,17.31
Publications, College, 7.12.2
Publications Office, 7.12.2,17.1,17.11
Publications, student, 7.9.7
Quaker matchbox, 7.11
Readmission to the College, 9.5.3
Registrar’s Office, 17.1,17.32
Registration, 9.3
Religious advisers, 7.5
Repeated course rules, 9.2.4
Requirements for admission, 4.1
Research, 8.4, 8.5, 8.8
Residence halls, 7.3.1
Residence, regulations, 7.3.1
Residential life, 7.3.1, 17.1
Scholarships, 6.1
Scholastic Aptitude Test, 4.1
Scott Arboretum, 2.3.5, 17.1,17.33
Security policies and procedures, 7.8
Sharpies Dining Hall, 2.3.4,7.3.2
Social Affairs Committee, 7.4.1,7.9.1
Social centers, 7.4
Special major, 8.4
Sproul Observatory, 2.3.1
Standing committees of the faculty, 16.4
Stewardship, 17.1,17.7.1
Student accounts, 5.1,17.1,17.12
Student activities, 7.9,17.1,17.5
Student conduct, 7.1
Student Council, 7.9.1,7.9.6
Student employment, 6.3
Student exchange programs, 8.13
Student judicial system, 7.2

Index
Student Right to Know, 8.15
Student rights, 7.1
Student-run courses, 8.8.2
Study abroad, 5.1.1,8.14
Submission of the same work in more than one
course, 7.1.2
Summer programs, 17.1,17.17
Summer school work, 9.6
Swarthmore College Peace Collection, 2.2.1,
17.1,17.28.5
Swarthmore Foundation, 7.10.2
Tarble Social Center, 7.4.1
Teacher certification, see Educational Studies
Theater, 7.9.4
Transfer, application for, 4.7
Transfer credit, 9.6
Tuition and other fees, 5.1
Twenty-course credit rule, 8.2
Underhill Music and Dance Library, 2.2,17.1,
17.28.3
Vice President for Development and Alumni
Relations’ Office, 17.1,17.7
Vice President for College and Community
Relations and Executive Assistant to the
President, 17.1,17.3
Vice President for Facilities and Services’
Office, 17.1,17.16
Vice President for Finance and Treasurer’s
Office, 17.1,17.18
Vice President for Human Resources’ Office,
17.1,17.2,17.22
Visiting examiners, 8.5,18
Vocational advising, 7.7.3
Withdrawal from the College, 5.3,9.5.2
Withdrawal from courses, 9.2,9.3
Women’s Resource Center, 7.4.2
Work done elsewhere, 9.6
Worth Health Center, 7.6.1
Writing Center, 7.7.2

Swarthmore College
500 College Avenue
Swarthmore PA 19081-1390
(610) 328-8000