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SWARÌÌ IMOR H
COLLEGE
BULLETIN
2005-2006
S w art h m ore
College Bulletin 2005-2006
Volume CIII, Number 1
Catalog Issue August 2005
Directions for Correspondence
SWARTHMORE COLLEGE, 500 COLLEGE AVENUE, SWARTHMORE PA 19081-1390
Alfred H. Bloom
COLLEGE LEADERSHIP
President
ACADEMIC POLICY
Constance Cain Hungerford
STUDENT SERVICES
Robert J . Gross
ADMISSIONS AND CATALOGS
FINANCIAL AID AND OPTIONS
Provost
Dean of the College
James L . Bock III
Dean of Admissions and Financial Aid
Laura Talbot
Director of Financial Aid
Martin 0. Warner
RECORDS AND TRANSCRIPTS
Registrar
Ban C. West
DEVELOPMENT AND GIFTS
CAREER SERVICES
PUBLIC RELATIONS
ALUMNI RELATIONS
FACILITIES
FINANCE
Vice President
Nancy Burkett
Director of Career Services
Tom Krattenmaker
Director of News and Information
Lisa Lee
Director of Alumni Relations
C. Stuart Hain
Associate Vice President of Facilities and Services
Suzanne P. Welsh
Vice President and Treasurer
Maurice G. Eldridge
COLLEGE AND COMMUNITY RELATIONS
HUMAN RESOURCES
Vice President
Melanie Young
Associate Vice President
Swarthmore College does not discriminate in
education or employment on the basis sex, race,
color, age, religion, national origin, marital sta
tus, sexual orientation, veteran status, medical
condition, pregnancy, disability, or any other
legally protected status. This policy is consistent
with relevant governmental statutes and regula
tions, 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 CHI, number 1,
is published in August, September, December,
March, and June by Swarthmore College, 500
College Avenue, Swarthmore PA 19081-1390.
This Bulletin contains policies and program de
scriptions as of July 15,2005, and should be used
solely as an informational guide. The College re
serves the right to alter or amend at any time the
policies or programs contained in the Bulletin.
Students are responsible for informing them
selves of current policies and meeting all rele
vant requirements.
Phone (610) 328-8000
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.
© 2005 Swarthmore College
Printed in U.S.A.
Table of Contents
COLLEGE CALENDAR 5
INTRODUCTION 10
EDUCATIONAL RESOURCES 11
ENDOWED CHAIRS 23
ADMISSIONS 27
EXPENSES 31
FINANCIAL AID 33
III
IV
V
VI
COLLEGE LIFE 52
EDUCATIONAL PROGRAM 72
FACULTY REGULATIONS 83
DEGREE REQUIREMENTS 88
AWARDS AND PRIZES 90
FELLOWSHIPS 96
COURSES OF INSTRUCTION
A rt 100
Asian Studies 110
Biology 117
Black Studies 124
Chemistry and Biochemistry 127
Classics 133
Cognitive Science 140
Comparative Literature 142
Computer Science 145
Economics 153
Educational Studies 159
Engineering 167
English Literature 180
Environmental Studies 201
Film and Media Studies 204
Francophone Studies 207
German Studies 210
History 212
Interpretation Theory 228
Latin American Studies 231
Linguistics 233
Mathematics and Statistics 241
Medieval Studies 252
Modem Languages and Literatures 254
Music and Dance 292
Peace and Conflict Studies 315
Philosophy 318
Physical Education and Athletics 324
Physics and Astronomy 326
Political Science 334
Psychology 345
Public Policy 355
Religion 359
Sociology and Anthropology 370
Theater 386
Women’s Studies 395
THE CORPORATION and BOARD OF MANAGERS 399
ALUMNI ASSOCIATION OFFICERS and ALUMNI COUNCIL 403
FACULTY 405
ADMINISTRATION 422
VISITING EXAMINERS 2004 436
DEGREES CONFERRED 438
AWARDS AND DISTINCTIONS 443
ENROLLMENT STATISTICS 447
INDEX 448
SWARTHMORE COLLEGE CAMPUS MAP 452
DIRECTIONS FOR REACHING SWARTHMORE COLLEGE 454
3
Sun Mon Tue Wed Thu
1
5
6
7
8
4
11 12 13 14 15
18 19 20 21 22
25 26 27 28 29
2007
JANUARY
MAY
2005
SEPTEMBER
Fri Sat
2
3
9 10
16 17
23 24
30
Sun Mon Tue Wed Thu
1
2
3
4
9 10 11
7
8
14 15 16 17 18
21 22 23 24 25
28 29 30 31
Fri
5
12
19
26
Sat
6
13
20
27
Ri
2
9
16
23
30
Sat
3
10
17
24
Sun Mon Tue Wed Thu
1
5
6
8
4
7
11 12 13 14 15
18 19 20 21 - 22
25 26 27 28 , 29
Ri
Sat
1
8
15
22
29
Sun Mon Tue Wed Thu
Sun Mon Tue Wed Thu Fri Sat
1 f; 2
3
6
4 | 5
8
9 10 11 12 13
7
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
JUNE
OCTOBER
Sun Mon Tue Wed Thu
2
9
16
23
30
3
10
17
24
31
4
11
m
25
5
12
19
26
6
13
20
27
Fri
7
14
21
28
Sat
Ii
8
15
22
29
Sun Mon Tue Wed Thu
1
6
8
5
7
4
11 12 13 14 15
18 19 20 21 22
25 26 27 28 29
FEBRUARY
JULY
Sun Mon Tue Wed Thu
1
2
3
6 > 7
8
9 10
13 14 15 16 17
20 21 22 23 24
27 28 29 30
MARCH
Sun Mon Tue Wed Thu
NOVEMBER
Fri Sat
4 .5
11 12
18 19
25 26
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
3
10
17
24
m
4
11
18
25
AUGUST
DECEMBER
Sun Mon Tue Wed Thu
1
5
6
6
■: 4
7
11 12 13 14 15
18 19 20 21 22
25 26 27 28 29
Fri
2
9
16
23
30
Sat
3
10
17
24
31
Sun Mon Tue Wed Thu
1
2
3
6
7
8
9 10
13 14 15 16 17
20 21 22 23 24
27 28 29 30 31
5
12
19
26
Sun Mon Tue Wed Thu
1
2
3
5
4
8
9 10 11 12
15 16 17 18 19
22 23 24 25 26
29 30 31
Sun Mon Tue Wed Thu
Fri
6
13
20
27
Sat
7
14
21
28
FEBRUARY
Sun Mon Tue Wed Thu
1
2
5
6
7
8
9
15
12 13 14
16
19 20 21 22 23
26 27 28
Fri Sat
3
4
10 11
17 18
24 25
MARCH
Sun Mon Tue Wed Thu
1
2
5
6
8
9
7
12 13 14 15 16
19 20 21 22 23
26 27 28 29 30
Fri Sat
3
4
10 11
17 18
24 25
31
3
10
17
24
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
Fri
Sat
8
15
22
29
9
16
23
30
Sun Mon Tue Wed Thu
II if 2
5
9
8
7
12 13 14 15 16
19 20 21 22 23
26 27 28 29 30
APRIL
Sun Mon Tue Wed Thu
2
9
16
23
30
4
3
10
17
24
4
11
18
25
5
12
19
26
6
13
20
27
Fri
7
14
21
28
Sat
i
8
15
22
29
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
9
16
23
30
Fri
6
13
20
27
Sat
7
14
21
28
Fri
3
10
17
24
Sat
4
11
18
25
Fri Sat
5 ' 6
12 13
19 20
26 27
MAY
Fri Sat
3
4
10 11
17 18
24 25
31
JUNE
DECEMBER
Sun Mon Tue Wed Thu
Fri Sat
APRIL
Sun Mon Tue Wed Thu
'P
2
3
4
?
8
9 10 11
18
14 15 16 17
21 22 23 24 25 ■'
28 29 30
NOVEMBER
Sun Mon Tue Wed Thu
1
2
8
9
5
6
7
12 13 14 15 16
19 20 21 22 23
26 27 28 29 30
7
14
21
28
Sat
5
12
19
26
OCTOBER
Sun Mon Tue Wed Thu
1
2
3
5
4
9 10 11 12
8
15 16 17 18 19
22 23 24 25 26
29 30 31
6
13
20
27
Fri
4
11
18
25
SEPTEMBER
2006
JANUARY
Fri Sat
2
3
9 10
16 17
23 24
Fri Sat
1
2
9
8
15 16
22 23
29 30
Sun Mon Tue Wed Thu
2
9
16
23
30
iS p
10
17
24
4
11
18
25
5
6
12 13'
19 20
26- 2-7-
Fri
7
14
21
28
Sat
1
18
15
22
: 29
JULY
Sun Mon Tue Wed Thu
2 > 3
4
I
9 TO 11
8
7
14 15 16 17 18
21 22 23 ,24 ’25
28 29 30 31
Fri Sat
6
5
12 13
19 20
26 27
AUGUST
Sun Mon Tue Wed Thu
1
6
'7
8
5
4
11 12 13 14 15
18 19 20 21 22
25 26 27 28 29
Fri Sat
2 iId
9 10
16 17
23 24
30 31
College Calendar
2005
Fall Semester
Aug. 23
Aug. 23--28
Aug. 25
Residence halls open for new students.
Orientation and placement days.
Advising begins. All-adviser meeting in morning. Individual advising begins in
afternoon.
Aug. 26
Residence halls open for returning students. Meal plan starts at dinner for
returning students.
Aug. 27
Aug. 29
Sept. 5
Registration, 2 p.m. until finished (about 90 minutes).
Classes and seminars begin.
Labor Day—classes in session.
Sept. 9
Drop/add ends. Last day to delete a course from or add one to permanent
registration, and last day to declare CR/NC grading option.
Board of Managers meeting.
Sept. 23-■24
Oct. 1
Oct. 7
Oct. 17
Nov. 1
Nov. 4
Nov. 7—17
Nov. 21-■23
Nov. 23
Nov. 28
Dec. 1
Dec. 2-3
Dec. 5-6
Dec. 6
Dec. 8
Dec. 9
Dec. 9-1 ;
Dec. 15
Dec. 17
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 withdraw from a course with the notation “W” or to return to regular
grading from a CR/NC option.
Schedule of courses and seminars for next semester available in print on campus.
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 830 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 be able to leave until after finals.
Seminars end.
Final examinations end at noon.
Residence halls close at 6 p.m. Meal plan ends at lunch.
5
College Calendar
2006
Spring Semester
Jan. 14
Ja n .15
Jan. 16
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 and last day to declare CR/NC grading option.
Jan. 27
Feb. 24-25
March 3
March 13
March 15
March 24
March 27
March 31
April 3—13
April 7-9
April 17-19
April 19
April 28
May 4
May 5-6
May 13
May 14
May 15
May 15-16
May 18-20
May 27
May 28
May 29
June 2—4
6
Board of Managers meeting.
Spring vacation begins at end of last class or seminar.
Spring vacation ends at 8:30 a.m.
Note: All accounts must show a zero or positive balance for students to enroll
and select a room for the fall semester.
Last day to withdraw from a course with the notation “W ” or to return to regular
grading from a CR/NC option.
Schedule of courses and seminars for next semester available on-line.
Schedule of courses and seminars for next semester available in print on campus.
Advising period.
Family Weekend.
Pre-enrollment for fall semester.
Pre-enrollment ends at 4 p.m.
Classes and seminars end.
Final course and written honors examinations begin.
Board of Managers annual meeting.
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.
2006
Fall Semester
Aug. 29
Residence halls open for new students.
Orientation and placement days.
Aug. 29-Sept. 3
Aug. 31
Advising begins. All-adviser meeting in morning. Individual advising begins in
afternoon.
Sept. 1
Residence halls open for returning students. Meal plan starts at dinner for
returning students.
Sept. 2
Sept. 4
Registration, 2 p.m. until finished (about 90 minutes).
Classes and seminars begin.
Labor Day—classes in session.
Sept. 15
Drop/add ends. Last day to delete a course from or add one to permanent
registration, and last day to declare CR/NC grading option.
Board of Managers meeting.
Sept. 29-30
Oct. 1
Oct. 13
Oct. 23
Nov. 7
Nov. 10
Nov. 13-22
Nov. 22
Nov. 27
Nov. 27-29
Nov. 29
Dec. 1
Dec. 1—2
Dec. 11-12
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 withdraw from a course with the notation “W ” or to return to regular
grading from a CR/NC option.
Schedule of courses and seminars for next semester available in print on campus.
Advising period.
Thanksgiving vacation begins at end of last class or seminar.
Thanksgiving vacation ends at 8:30 a.m.
Pre-enrollment for spring semester.
Pre-enrollment ends at 4 p.m.
Note: All accounts must show a zero or positive balance to enroll or select a
room for spring semester.
Board of Managers meeting.
Dec. 12
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.
Dec. 15
Final examinations begin.
Dec. 15-22
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 be able to leave until after finals.
Seminars end.
Lottery for spring housing.
Dec. 21
Dec. 22
Final examinations end at 5 p.m.
Meal plan ends at supper.
Dec. 23
Residence halls close at noon.
7
College Calendar
2007
Spring Semester
Jan. 20
Jan. 21
Jan. 22
Feb. 2
Residence halls open at noon.
Meal plan starts at dinner.
Classes and seminars begin.
Drop/add ends. Last day to delete a course from or add one to permanent
registration and last day to declare CR/NC grading option.
Feb. 23-24*
March 9
March 15
Board of Managers meeting.
Spring vacation begins at end of last class or seminar.
Note: All accounts must show a zero or positive balance for students to enroll
and select a room for the fall semester.
March 19
March 30
Spring vacation ends at 8:30 a.m.
Last day to withdraw from a course with the notation “W ” or to return to regular
grading from a CR/NC option.
Schedule of courses and seminars for next semester available on-line.
Schedule of courses and seminars for next semester available in print on campus.
Apri13
April6
April 9-19
April 13-15
April 23—25
April 25
May 4
May 10
May 4-5*
May 19
May 20
Advising period.
Family Weekend.
Pre-enrollment for fall semester.
Pre-enrollment ends at 4 p.m.
Classes and seminars end.
Final course and written honors examinations begin.
Board of Managers Annual meeting.
Course examinations end.
Meal plan ends at dinner for all but seniors.
May 21
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.)
May 21-22
May 24-26
Senior comprehensive examinations.
June 2
June 3
Baccalaureate.
Commencement.
Residence halls close to seniors at 9 a.m.
June 4
June 8-10
"Tentative dates.
8
Oral honors examinations.
Alumni Weekend.
I
Introduction to
Swarthmore College
Educational Resources
Endowed Chairs
9
Introduction to Swarthmore College
Swarthmore College, founded in 1864 by membets 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, Pennsylvania. It is a small college by de
liberate policy. Its present enrollment is approx
imately 1,500 men and women students. The
Borough of Swarthmore is a residential suburb
within half an hour’s commuting distance of
Philadelphia. College students are able to enjoy
both the advantages of nearby rural settings and
the opportunities offered by Philadelphia. The
College’s location also makes possible coopera
tion with three nearby institutions, Bryn Mawr
and Haverford colleges and the University of
Pennsylvania.
OBJECTIVES AND PURPOSES
Swarthmore students are expected to prepare
themselves for full, balanced lives as individuals
and as responsible citizens through exacting in
tellectual study supplemented by a varied pro
gram of sports and other extracurricular activi
ties. 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 insti
tutions, each school, college, and university
seeks to realize that purpose in its own way.
Swarthmore seeks to help its students realize
their fullest intellectual and personal potential
combined with a deep sense of ethical and social
concern.
VARIETIES OF EDUCATIONAL EXPERIENCE
Education is largely an individual matter, for no
two students are exactly alike. The Swarthmore
College curriculum is designed to give recogni
tion to this fact and seeks to evoke the maximum
effort and development from each student. The
Swarthmore College Honors Program offers ad
ditional enriching and exciting intellectual ex
periences to students who choose to prepare for
evaluation by examiners from other colleges and
universities. Throughout the curriculum, op
tions for independent study and interdisciplinary
work offer opportunities for exploration and de
10
velopment over a wide range of individual goals.
These opportunities typically include consider
able flexibility of program choices from semester
to semester, so that academic planning may be
responsive to the emerging needs of students.
THE RELIGIOUS TRADITION
Swarthmore College was founded by members of
the Religious Society of Friends (the Quakers).
Although it has been nonsectarian in control
since 1908, and although Friends now compose
a 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 individ
ual’s responsibility for seeking and applying truth
and for testing whatever truth one believes one
has found. As a way of life, Quakerism empha
sizes hard work, simple living, and generous giv
ing 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, en
courage ethical and religious concern about such
matters and continuing examination of any view
that may be held regarding them.
TRADITION AND CHANGE
A college draws strength from tradition and en
ergy 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.
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 re
sources play an important supportive role.
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, col
lections of art and literature, and permanently
endowed professorships, scholarships, awards,
book funds, and lectureships. T heir gifts to
Swarthmore have not only provided the physical
plant but also have created an endowment fund
of $1,080 million at market value on June 30,
2004. Swarthmore ranks 13th in the country in
endowment per student. Income from the en
dowment during the academic year 2003-2004
contributed approximately $30,000 to meet the
total expense of educating each student and pro
vided about 41 percent of the College’s operat
ing revenues.
The College’s ability to continue to offer a high
quality of education depends on continuing vol
untary support. Swarthmore seeks additional
gifts and bequests for its current operations, its
permanent endowment, and its capital develop
ment programs to maintain and strengthen its
resources. The vice president in charge of devel
opment 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 annu
al income during his or her lifetime.
LIBRARIES
The library is an active participant in the in
structional 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 stu
dents in the effective use of the library and its
collections. Although the library’s collections
are geared primarily toward undergraduate in
struction, the scope, nature, and depth of stu
dent and faculty research require a greater quan
tity of source materials than is typically found in
undergraduate libraries. Additional needs are
met through interlibrary loan, document deliv
ery, and other cooperative arrangements.
Swarthmore, Haverford, and Bryn Mawr col
leges link th eir 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 http://www.swarthmore.edu/library. The
Tri-College Library Consortium takes advantage
of a long history of 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 formulat
ing research strategies and in accessing the in
formation and materials contained in the li
brary’s vast electronic and print collections. The
library provides a considerable digital collection
of electronic journals in all disciplines and of ci
tation and full-text research databases that sup
port 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 exten
sive print and electronic reserve readings and
honors collections.
Swarthmore College library holdings amount to
approximately 750,000 volumes w ith some
20,000 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 cat
alogs them in Tripod. The library also houses an
extensive interdisciplinary audiovisual collec
tion, including 5,000 videotapes and DVDs,
more than 13,000 classical and jazz music record
ings, and 1,400 spoken word recordings of dra
matic 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. andjeannette L. McCabe Library is the
center of the college library system and is home
11
Educational Resources
to the major portion of the collections, extensive
public computing resources, a wide variety of
reading and study areas, and a video classroom.
A recent renovation has added a small coffee
bar, which is located near daily newspapers and
light reading materials.
The Cornell Library of Science and Engineering in
the new science center houses 60,000 volumes
and serves the curricular and research needs of
students and faculty in the sciences.
The Daniel Underhill Music 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 collec
tions of relevant materials are located in the
Black Cultural Center and the Beit Midrash.
Special Library Collections
The College library contains certain special col
lections: 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 li
brary by Edwin H. Wells; the works of Seamus
Heaney, winner of the Nobel Prize for Literature,
1995; the W.H. Auden Collection commemorat
ing the English poet who taught at Swarthmore
in the mid-1940s; and the Bathe Collection of the
history of technology donated by Greville Bathe.
W ithin the McCabe Library building are two
special libraries that enrich the academic back
ground of the College:
The Friends Historical Library, founded in 1871 by
Anson Lapham, is one of the outstanding col
lections 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 be
longing 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. A dditional
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
W hittier Collection (first editions and manu
scripts of John Greenleaf Whittier, the Quaker
poet), the Mott manuscripts (more than 500 let
12
ters 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 pam
phlets by and about Friends. More than 200
Quaker periodicals are currently received. The
library also has an extensive collection of pho
tographs of meetinghouses and pictures of repre
sentative Friends and Quaker activities as well as
a number of oil paintings, including The Peace
able Kingdom by Edward Hicks. It is hoped that
Friends and others will consider the advantages
of giving to this library any books and family pa
pers that may throw light on the history of the
Society of Friends. Visit the web site http://www.swarthmore.edu/library/ffiends.
The Swarthmore College Peace Collection is of spe
cial interest to research students seeking the
records of the peace movement. The records of
the Women’s International League for Peace and
Freedom and the personal papers of Jane Addams
of Hull-House, Chicago, formed the original nu
cleus of the Collection (1930). Over the years,
other major collections have been added includ
ing 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 A m erican Peace
Society, A Quaker Action Group, Center on
Conscience and War, Central Committee for
Conscientious Objectors, Fellowship of Recon
ciliation, Friends C om m ittee on N ational
Legislation, T he G reat Peace March, Lake
Mohonk Conferences on International Arbitra
tion, National Council for Prevention of War,
SANE Inc., United for Peace and Justice, War
Resisters League, W omen Strike for Peace,
World Conference of Religion for Peace, and
many others. The Peace Collection serves as the
official repository for the archives of many of
these organizations. 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 coun
tries. 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 http://www.swarthmore.edu/library/peace.
PHYSICAL FACILITIES
When Swarthmore College opened in the fall of
1869, it consisted of one building— Parrish
Hall—set on farmland and serving 199 students.
Today, it encompasses more than 40 buildings
used by approximately 1,500 students on 357
acres.
The College provides an impressive range of
modern facilities for students’ intellectual
growth, cultural enrichment, and physical and
social development. A t the same time, it main
tains an intimate campus exemplifying the con
cept of academic study in an idyllic setting.
Intellectual Growth
Parrish Hall, the original College building, still
lies at the heart of the campus with classroom
buildings clustered around it. The second oldest
building on campus, Trotter Hall, was completely
renovated and reopened in 1997. Today, in a
building that respects the past but embraces
modem technology and design, Trotter provides
the space for the History, Political Science, and
Classics departments; the Center for Social and
Policy Studies; programs in women’s studies,
black studies, and Asian studies; the Writing
Center; and several classrooms and seminar
rooms. A t the center of the building is the Tarble
Atrium, an inspiring wooden staircase crafted
from cherry and birch with expansive landings
on each level that function as student lounges
and are supplied with seating and computer
hookups. Views from this building overlook the
Rose G arden to the south and th e N ason
Garden and Outdoor Classroom to the north.
Kohlberg Hall, an entirely new academic building
completed in 1996, features spaces for use by the
entire College community on the ground floor,
including a lounge complete with a coffee bar
and fireplace; the Scheuer Room, a popular
place for lectures and gatherings with a window
wall and modem audiovisual equipment; and
the Cosby Courtyard, a dramatic outdoor space
with a lawn panel and stone sitting walls that
double as an outdoor classroom. O n the upper
two floors are modem classrooms and intimate
seminar rooms, a language resource center, and
faculty offices. Kohlberg Hall—home to the
Modem Languages and Literatures, Economics,
and Sociology and A nthropology depart
ments—demonstrates that a new building with
award-winning architectural design can be inte
grated into an established campus.
Next door to Kohlberg lies the Lang Performing
Arts Center, home to the English, Dance, and
Theater departments. A lthough most of the
spaces in this building provide for cultural en
richment (more about that later), classrooms
and offices are found on the second and third
floors.
Hicks, Beardsley, and Pearson halls are clustered
together on the north end of the academic cam
pus, forming with Trotter Hall a quadrangle now
known as the Nason Garden. Hicks is home to
the Engineering Department and contains labo
ratories, with several equipped for computer-as
sisted and -controlled experimentation. Beards
ley, renovated in 1990, houses the Art Depart
ment; Pearson, renovated in 1998, is home to the
Linguistics, Education, and Religion depart
ments. Completing the cluster of north campus
academic buildings is Papazian Hall, which houses
the Psychology and Philosophy departments.
The new science center completed in 2004, phys
ically links the departments of Biology, Chem
istry, C om puter Science, M athem atics and
Statistics, and Physics and Astronomy and the
Cornell Science Library to foster interaction and
exchange among faculty and student scientists.
The center offers an 80-seat lecture hall, a 120seat auditorium, and the Eldridge Commons
area. The project was designed and was con
structed using criteria developed by the U.S.
Green Building Council to produce a sustainable
design that will provide opportunities for educa
tion about the environment and environmental
responsibility. For further information about the
science center and to view recent photographs,
visit the project Web site at http://sciencecenter.swarthmore.edu.
In 1999, the Martin Greenhouse was renovated,
so it can support a broader research program.
Sproul Observatory, with its 24-inch visual re
fracting telescope, is the center of fundamental
research in multiple star systems, and a 24-inch
reflecting telescope on Papazian Hall is used for
solar and stellar spectroscopy.
In the management, design, and construction of
all physical facilities, the College recognizes the
im portance of employing environm entally
sound practices and acknowledges its commit
ment to current and future societies. An exam
ple of Swarthmore’s commitment to sustainabil
ity is th e biostream bed, located betw een
McCabe Library and Willets Hall and designed
to filter runoff from upper-campus building roofs.
13
Educational Resources
►
►
Information Technology Services (ITS), with of
fices in Beardsley Hall, provides computing and
telecommunication resources and support to all
faculty, registered students, and College staff
members. Academic computing resources com
prise several components: a number of UNIX
servers managed by the Computing Center, a
network of SUN Sparc workstations in the
Computer Science Department, a network of
HP workstations in the Engineering Depart
ment, a Power Macintosh lab in the Mathe
matics Department, and software servers in the
Chemistry and the Physics and Astronomy de
partments. A specialized multimedia facility in
Beardsley gives the faculty a place to try out new
technology and create presentations and multimedia projects for their courses. Servers running
Oracle and SCT Banner are used for the Col
lege’s administrative data management needs.
Fiber optic cabling ties these components to
gether into a campuswide network. The campus
network is linked to the Internet, allowing com
munication and data access on a global scale.
Power Macintosh computers are available in
public areas in Beardsley, DuPont, Kohlberg, and
McCabe and Cornell libraries. Virtually every
administrative and faculty office is equipped
with computers. Students may connect Macin
tosh or Windows computers to the campus net
work from their rooms. Any Macintosh con
nected to the network can be used to gain access
to electronic mail, bulletin boards, the World
Wide Web, Tripod (the library system shared
with Bryn Mawr and Haverford colleges), and a
variety of software programs. Windows comput
ers connected to the campus network from resi
dence hall rooms have access to the World Wide
Web, electronic mail, and Tripod.
Copies of several commonly used commercial
software packages are available on a restricted
basis on the public-area hard drives or on file
servers connected to the network. Some of these
file servers also contain an assortment of share
ware and public domain software.
A computer repair service is located in Beards
ley. The College Bookstore sells a variety of soft
ware at very reasonable prices. The repair service
provides on-campus repair services for studentowned computers.
The Telecommunications Department of the
Com puting C enter provides telephone and
voice-mail services to faculty, staff, and students.
Every student residing in a college dormitory
14
room is provided with a private telephone and
personal telephone number as well as a voicemail account. Long-distance calling is available
to students.
Assistance with the use of the College’s comput
ing resources is available on several levels.
Students may seek help from student consultants
who are available most of the day and night,
seven days a week. Faculty members may seek as
sistance through a Help Desk or through ITS
staff assigned to their respective division for cur
ricular support.
Housed in Trotter Hall, the Center for Social and
Policy Studies is an interdisciplinary applied re
search and policy initiative at the College.
Established in 1972, the center undertakes and
supports research addressing the complex, dy
namic, 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 academ
ic 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 ac
tivities, students have an opportunity to put into
practice the convictions of “ethical intelligence”
as they work with residents in the Chester com
munity. The center’s faculty director is Political
Science Associate Professor Keith Reeves ’88.
I 1
v I
rfl
*
cl
Cultural Enrichment
The Lang Music Building, opened in 1973, con
tains an auditorium seating nearly 400 while
providing an expansive view into the Crum
Woods. It also is home to the Daniel Underhill
Music Library, classrooms, practice and rehearsal
rooms, and an exhibition area. It is the central
facility for the Music Department and for musi
cal activities at the College.
Greatly enhancing performance venues, the
Eugene M. and Theresa Lang Performing Arts
Center (LPAC) opened in 1991. The building
contains Pearson-Hall Theater, with a seating ca
pacity of 825. The theater can be divided with a
40-ton movable soundproof wall, which is raised
and lowered hydraulically. W hen 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
►
1
►
►
J
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 Witky
Boyer Dance Studio and Dance Lab. This building
also provides an elegant facility for changing art
exhibits, student art exhibitions, and a display of
holdings of Swarthmore College’s permanent art
collection in its List Art Gallery.
^V
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, and baseball. Track
sports are supported by both an outdoor track
around the Clothier Field and indoor track in the
Lamb'Miller Field House, which also provides in
door basketball courts and exercise rooms. Next
to the field house lies the Stjuash Court building
and Ware Pool, with a 50-meter pool. Twelve
outdoor tennis courts are supplemented with the
newly opened Mulian Tennis Center, an indoor
tennis and fitness pavilion. Ample open lawn
areas, an integral part of the Swarthmore
College campus, accommodates and inspires a
range of informal and spontaneous physical ac
tivity from Frisbee throwing to water sliding.
►
Physical Development
Social Development
►
f
\
Several residence halls are close to the core of
the campus. 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 stu
dents have the opportunity to interact regularly
at mealtimes. Small dining rooms within the
dining hall are frequently used for special-inter
est groups such as language discussion groups.
Other student activity and organization space on
campus includes Parrish Parlors in the heart of
campus; Parrish Commons a level up; Tarble in
Clothier, with a snack bar, game room, the col
lege bookstore, a large all-campus space used for
dances and other events and Paces, a student cof
feehouse; the Intercultural Center, with both pri
vate 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; and Olde Club, the party
place.
Scott Arboretum
About 357 acres are contained in the College
property, including a large tract of woodland and
the valley of Crum Creek. Much of this tract has
been developed as a horticultural and botanical
collection of trees, shrubs, and herbaceous plants
through the provisions of the Scott Arboretum,
established in 1929 by Mrs. 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 ex
amples of the better kinds of trees and shrubs
that are hardy in the climate of eastern Penn
sylvania and suitable for planting by the average
gardener and to beautify the campus. All collec
tions are labeled and recorded. There are excep
tionally fine displays of hollies, Japanese cher
ries, flowering crabapples, magnolias, tree pe
onies, lilacs, rhododendrons, azaleas, and daf
fodils. Choice specimens from the collections
are displayed in several specialty gardens includ
ing the Terry Shane Teaching Garden, the
Theresa Lang Garden of Fragrance, the Dean
Bond Rose Garden, the Isabelle Bennett Cosby
’28 Courtyard, the Nason Garden and outdoor
classroom, and the Metasequoia Allée. Many in
terested donors have contributed generously to
the collections, and the arboretum is funded pri
marily by outside grants and restricted endow
ment funds with a combined market value of $21
million as of June 30, 2004.
The arboretum conducts applied research on or
namental plants and serves as a test site for three
plant evaluation programs: the Gold Medal
Award of Garden Merit through the Pennsyl
vania Horticultural Society, the performance of
hollies through the American Holly Society, and
the National Crabapple Evaluation Program.
The arboretum offers horticultural educational
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 in
terested public groups.
Aiding the arboretum’s staff, in all of its efforts,
are the Associates of the Scott Arboretum. This
membership organization provides not only fi
nancial support but also assistance in carrying
out the myriad operations that make up the ar
boretum’s total program, such as plant propaga-
15
Educational Resources
tion, public lectures, and tours to other gardens.
More than 100 arboretum assistants aid in cam
pus maintenance on a regular basis by volunteer
ing. Student memberships are available. The ar
boretum’s newsletter, Hybrid, publicizes their ac
tivities and provides up-to-date information on
seasonal gardening topics. Maps for self-guided
tours and brochures of the arboretum’s plant col
lections 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, sig
nifying its professional standards of operation as
an arboretum.
SPECIAL FUNDS AND LECTURESHIPS
The Catherine G. ’72 and Ernest B. Abbott ’72
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 Abbott endowment is distrib
uted to Partners in Ministry to help provide for
the compensation of the religious adviser and
supporting staff of the Swarthmore Protestant
community.
The Stanley Adamson Summer Internship for
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 departm ent, gives great
promise of excellence and dedication in the field.
The Monroe C. Beardsley Research Fellowship and
Internship Fund was established in 2004 to sup
port students in the humanities by providing
grants to encourage and facilitate research, orig
inal scholarship, and professional development
in the areas of art, classics (literature), English
literature, modern languages and literature,
music and dance, philosophy, religion, and the
ater. N amed after renowned contem porary
philosopher Monroe C. Beardsley, a professor of
philosophy at Swarthmore for more than 20
years, the fund is administered by the Division of
the Humanities and the Provost’s Office.
The Jonathan Leigh Altman Summer Grant is
given in memory of this member of the Class of
1974 by Shing-mei P. Altman ’76. It is awarded
16
by the A rt Department to a junior who has
strong interest and potential in studio arts. It
provides support for purposeful work in the stu
dio arts during the summer between junior and
senior year.
The Janice Robb Anderson '42 Junior Faculty
Research Endowment was established by Janice
Robb Anderson ’42 in 2001. The Anderson en
dowment supports faculty research, with prefer
ence for junior faculty members in the humani
ties whose research requires study abroad.
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 prefer
ence for students interested in working with
children in grades K—12. Preference will also be
given to students participating in the WOW
program in the city of Chester.
Paul and Catherine Armington Endowment was es
tablished in 2003 to support student internship
and/or study in Africa by Swarthmore students
interested in socioeconomic development. It is
administered by the Provost’s Office.
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 activ
ity 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 or
chestral scores and other musical literature, and
to provide scholarships for students in the Music
Department who show unusual promise_as in
strumentalists 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 Jean
nette Streit Rohatyn ’46 Fund. It was created by
Jeannette Streit R ohatyn ’46 in 2000. It is
named after one of her favorite poets and is con
ferred each semester upon a Swarthmore student
participating in the Swarthm ore College
Program in Grenoble. Recipients are chosen by
members of the French faculty, with preference
for students who show strong academic promise.
The Monroe C. Beardsley Research Fellowship and
Internship Fund was established in 2004 by
Ramon L. Posel ’50 to support students in the
humanities by providing grants to encourage and
facilitate research, original scholarship, and pro
fessional development in the areas of art, classics
(literature), English literature, modem lan
guages and literature, music and dance, philoso
phy, religion, and theater. Named after re
nowned contemporary philosopher Monroe C.
Beardsley, a professor of philosophy at Swarthmore for more than 20 years, the fund is admin
istered by the Division of the Humanities and
the Provost’s Office.
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 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 Boclc 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 Depart
ment from 1937 to 1964. The fund supports vis
iting 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 Swarth
more College. The income of the Brest Endow
ment is for unrestricted use.
The Philip A . Bruno Fine Arts Endowment was
created by Philip A. Bruno in 1988. The fund
supports the acquisition of artwork for the
Swarthmore College collections.
The Barbara Weiss Cartwright Fund for Social
Responsibility was created in 1993 by a gift from
Barbara W. Cartwright ’37 and Dorwin P. Cart
wright ’37. The fund supports new or existing
programs that encourage involvement in address
ing 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 for
Women’s Studies. Established in 1998 by Aimee
Lee and William Francis Cheek, the frond sup
ports student and/or programming needs of the
Women’s Studies Program, including the cap
stone seminar for honors and course students.
The fund shall be spent at the direction of the
women’s studies coordinator.
The 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 bene
fit low-income families in the area. The fund is
administered by the Swarthmore Foundation.
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 CHereto Family Information Technology Fund
was established in 2002 by Alexander P. Cilento
’71 as an expression of gratitude and apprecia
tion for the Engineering Department at Swarth
more College. The fund supports teaching inno
vations in information science, with preference
for computer science, engineering, and related
disciplines. The fund is administered by the
Provost’s Office.
The Richard W. Conner ’49 Partners in Ministry
Fund was created in spring 2000 by Richard W.
Conner ’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 th e 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 fund
ing for a varied program of lectures, exhibits, and
concerts, which enriches the academic work and
cultural experience of the College and the com
munity. The foundation was established by
William J. Cooper, a devoted friend of the Col
lege whose wife, Emma Mcllvain Cooper, served
17
Educational Resources
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 ac
quaintance with matters of world [interest].”
The Cooper Foundation Committee, composed of
students, faculty members, and staff members,
works with members of all campus constituen
cies to arrange lectures, exhibitions, and perfor
mances of College-wide interest as well as to
bring to the College speakers of note who will re
main 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 aus
pices 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 Deborah A . DeMott ’70 Student Research and
Internship Fund was established by Deborah A.
DeMott ’70 in 2004. The fund is awarded to stu
dents following their second or third years on the
recommendation of the Provost’s Office in con
junction with an advisory panel of faculty. The
recommendation is based on the caliber and po
tential of the student project proposals.
The Michael J. Durkan Memorial Fund was estab
lished by family and friends of Michael J. Dur
kan, librarian emeritus, to support library collec
tions and to help bring Irish writers to campus.
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 histo
ry from 1947 to 1984, to support lectures by vis
iting scholars on the history of the U nited
States.
The James A. Field Jr. Memorial Fund was estab
lished by family and friends of James A. Field Jr.
Clothier Professor Emeritus of history, to support
library collections.
The David E. Fisher '79-Arthur S. Gabinet ’79
Summer Internship for 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 sup
18
ports students working in life sciences or public
service who exemplify Fisher’s and Gabinet’s
values, pursuing studies out of love of learning
and devotion to the improvement of the human
condition.
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 Gertrude S. Friedman Research Fund was es
tablished in 1992 to support travel and research
of biology faculty members with preference to
those studying in the area of physiology and re
lated subspecialties. Grants are awarded at the
discretion of the chair of the Biology Department.
The Mary Josephine Good ’70 Endowment was cre
ated in her memory by her father, Richard A.
Good. The fund was created in 2004 and sup
ports th e Partners in M inistry program at
Swarthmore College.
The David R. Goodrich ’71 Endowment for Islamic
Studies was established in 2003 to support the
Islamic Studies program at Swarthmore College.
The fund will be administered by the Provost’s
Office.
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 develop
ment, alumni, and public relations from4990 to
1997. The fund supports the professional devel
opment of members of the division;
The Edward F. Green ’40 scholarship was estab
lished in 1999 and is awarded on the basis of aca
demic merit and financial need;
The Merritt 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 stu
dent career exploration, vocational counseling,
identification of skills, interests, and values to
develop an individual’s personalized career op
tions; electronic and print resources; alumni net
working and mentoring; and extern opportuni
ties. The fund is administered by the Office of
Career Services.
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 sup
port for the academic program, with special con
sideration given to chemistry. Bruce Hannay was
a research chemist with Bell Laboratories and re
ceived 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 par
ents, 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 es
tablished 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 Endowment for Public
Policy and Social Change was established by J ames
Hormel ’55 to support faculty in the Political
Science Department.
The James C. Hormel ’55 Endowment for Student
Services was established by James Hormel ’55 to
support staffing and programs related to student
services and activities, including student in
volvement in volunteering and programs to en
courage greater understanding of, sensitivity to,
and incorporation into the great society of dif
ferences in culture, sexual orientation, or race.
The William L. Huganir Summer Research Endowment is awarded each spring by the chairs of 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 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 pro
fessor of history and international law at Swarth
more 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 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 pursu
ing engineering research during the summer.
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 in
volved at the College.
The List Gallery Exhibit Fund, established
through the generosity of Mrs. Albert List, sup
ports exhibits in the List Gallery of the Eugene
M. and Theresa Lang Performing Arts Center.
The Joanna Rudge Long ’56 Conflict Resolution
Endowment was created in 1996 in celebration of
the donor’s 40th reunion. The stipend is award
ed 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 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. T he Judy Lord
Endowment is awarded to academic departmen
tal 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.
The Julia and Frank L. Lyman ’43 Partners in
Ministry Endowment was created in February
2000 in recognition of the importance of a dis
tinctive ecumenical program of spiritual nurture
serving the entire community of Swarthmore
College. Income from this endowment will help
provide for the compensation of the religious ad
viser and supporting staff of the Swarthmore
Protestant Community.
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 re
ceiving recommendations from members of the
faculty involved with peace and conflict studies.
The Penelope Mason Endowment for Asian Studies
was created via the estate of Penelope E. Mason
’57. The fund supports courses taught in the de
partments of art, modem languages, economics,
history, music and dance, political science, reli
gion, and sociology/anthropology.
19
Educational Resources
The Thomas B. McCabe Memorial Fund was es
tablished with gifts from alumni and the McCabe
Family to support an annual lectureship that
brings to campus each fall individuals with dis
tinguished careers in fields such as public service,
business, government, education, or medicine.
The Norman Memkoth 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 advisor
to students at Swarthmore College, where he
was professor of biology for 31 years and chair
man 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 fund will be ad
ministered by the Provost’s Office.
The James H . Miller ’58 Partners in Ministry
Endowment was created in recognition of the im
portance of a distinctive ecumenical program of
spiritual nurture serving the entire Swarthmore
College community. Income from the Miller en
dowment is distributed to Partners in Ministry to
help provide for the compensation of the reli
gious adviser and supporting staff of the Swarth
more 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 Col
lection 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 gen
erations of Swarthmore students, is awarded to
support the program of the Classics Department.
A t the discretion of the department, it shall be
used to fund annually the Helen F. North Dis
tinguished Lectureship in Classics and, as in
come permits, for a conference or symposium
with visiting scholars; summer study of Greek or
Latin or research in classics-related areas by stu
dents 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 broad
20
en and enrich the experience of a Swarthmore
student. The grant shall be awarded with prefer
ence to a domestic student who is studying in a
major that may not inherently offer an interna
tional opportunity.
The Gene D. Overstreet Memorial Fund, given by
friends in memory of G ene D. O verstreet
(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.
The Pasahow Family Student Research Grant in
Political Science was established in 2004 by the
Pasahow family. The grant supports students en
gaged in full-time summer research in the area of
political science. The award is administered by
the Department of Political Science and the
Provost’s Office.
The Penrose International Service Fund provides a
stipend to support participation in a project to
improve the quality of life of a community out
side 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 Penrose International Service
Fund will be administered by the Lang Center
for Civic and Social Responsibility.
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 lessoris 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 com
petitive. Other students may challenge and com
pete for a place in the quartet at the beginning of
any semester.
Project Pericles Fund of the Board of Managers was
created in 2005 to support student projects of
significant dimensions. The endowment would
be contributed by the board of Managers for ad
ministration by the Lang Center.
The Promise Fund, established anonymously by
an alumnus on the occasion of his graduation, is
administered by The Cooper Foundation Com
mittee. 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 Sager Fund of Swarthmore College was es
tablished in 1988 by alumnus Richard Sager ’73,
a leader in San Diego’s gay community. To com
bat 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 fund is ad
ministered by a committee of women and men
from the student body, alumni, staff, faculty, and
administration.
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. G rants are
awarded at the discretion of the chair of the
Biology Department.
The Scheuer-Pierson Fund, established in 1978 by
Walter and Marge Scheuer ’48, supports the
Economics Department.
The Science Center Endowment was established
by numerous donors to support the operation of
the renovated science center and related acade
mic programs.
The Starfield Student Research Endowment was es
tablished 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 delivery/health policy and social, demographic, and
geographic equity. Starfield and Leboy estab
lished the fellowships to honor their parents,
Martin and Eva Starfield, educators who in
stilled a love of learning and social justice in
their daughters.
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 m eant 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 w hich th e G il and Mary Roelofs S to tt
Resident Student Artist will perform.
The Mary and Gilmore Stott Honors Philosophy
Seminar Endowment was created in 1998 by
W illiam G. S to tt ’75 and by C hristopher
Niemczewski ’74. The fund supports a seminar
offered by the Philosophy Department. It was es
tablished in honor of the parents of William G.
S to tt’75.
The Swarthmore Chapter of Sigma Xi lecture series
brings eminent scientists to the campus under its
auspices throughout the year. Local members
present colloquia on their own research.
The Thatcher Fund provides individualized assis
tance 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 de
sirable choice for prospective students with dis
abilities. The fund was established in 1997.
The Phoebe Anna Thome Memorial Endowment
was created by a Thome family member in 1911.
T he endow m ent supports the faculty of
Swarthmore College.
The Pat Trinder Endowment was established by
alumni and friends of Patricia E. Trinder, a mem
ber 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 place
ment at Swarthmore College. It specifically sup
ports alumni participation in the recruiting,
placement, and mentoring efforts for students.
The P. Unwood Urban Jr. Partners in Ministry
Endowment was created in recognition of the im
portance of a distinctive ecumenical program of
spiritual nurture serving the entire Swarthmore
College community. Income from the Urban en
dowment is distributed to Partners in Ministry to
help provide for the compensation of the reli
gious adviser and supporting staff of the
Swarthmore Protestant community.
The Benjamin West Lecture, made possible by gifts
from members of the Class of 1905 and other
friends of the College, is given annually on some
phase of art. It is the outgrowth of the Benjamin
West Society, which built up a collection of
paintings, drawings, and prints, which are exhib-
21
Educational Resources
ited, as space permits, in the buildings on cam
pus. 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 Wister Memorial Endowment was established
in 2000 by John C. and Gertrude Wister to sup
port the Scott Arboretum.
Kenneth R. Wynn '74 Fund for Interdisciplinary
Programs was created in 1998 to support inter
disciplinary, language-based programs that em
brace a more global view of language learning
than traditional sources.
The Neil Yelsey ’80 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 Swarth
more College radio station, WSRN.
22
Endowed Chairs
The Edmund Allen Professorship of Chemistry was
established in 1938 by a trust set up by his daugh
ter 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 Frank
lin 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 of 1896 in honor
of his wife, Edna Pownall Buffington, Class of
1898.
The Darwin P. Cartwright Professorship in Social
Theory and Social Auction was created in 1993 by
Barbara Weiss Cartwright ’37, to honor her hus
band, Dorwin P. Cartwright ’37. The professor
ship shall be awarded for a period of five years to
a full professor who has contributed to and has
the promise of continuing major contributions
to the understanding of how social theory can be
brought to bear on creating a more humane and
ethically responsible society.
Centennial chairs. Three professorships, unre
stricted as to field, were created in 1964 in honor
of Swarthmore’s centennial from funds raised
during the Centennial Fund Campaign.
The Isaac H. Clothier Jr. Professorship of Biology
was established by Isaac FI. Clothier Jr. as a trib
ute of gratitude and esteem to Dr. Spencer
Trotter, a professor of biology from 1888-1926.
The Isaac H. Clothier Professorship of 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 en
gineering. Clothier later approved its being a
chair in Latin, and in 1912 he approved its pre
sent designation.
The Morris L. Clothier Professorship of 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 se
mester 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 of
English Literature was established in 1911 in
honor of Alexander Griswold Cummins, Class
of 1889, by Morris L. Clothier, Class of 1890.
TheHowardN. and Ada J . Eavenson Professorship
in Engineering was established in 1959 by a trust
bequest of Mrs. Eavenson, whose husband grad
uated in 1895.
The James H. Hammons Professorship was estab
lished in 1997 by Jeffrey A. Wolfson ’75, to rec
ognize the inspiring academic and personal guid
ance provided by James H. Hammons, professor
of chemistry, who began his distinguished teach
ing career at Swarthmore in 1964. The profes
sorship 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 scholar
ship stimulate increased concern for and under
standing of social justice issues, including those
pertaining to sexual orientation.
The Howard M. and Charles F. Jenkins Professor
ship of Quakerism and Peace Studies was endowed
in 1924 by Charles F. Jenkins H’26 and a mem
ber 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 William R. Kenan Jr. Professorships were es
tablished in 1973 by a grant from the William R.
Kenan Jr. Charitable Trust to “support and en
courage 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 contribu
tion to the undergraduate community.”
The Eugene M. Lang Research Professorship, es
tablished in 1981 by Eugene M. Lang ’38, a
member of the Board of Managers, normally ro
tates every four years among members of the
Swarthmore faculty and includes one year de
voted entirely to research, study, enrichment, or
writing. It carries an annual discretionary grant
for research expenses, books, and materials.
23
Endowed Chairs
The Eugene M. Lang Visiting Professorship, en
dowed in 1981 by Eugene M. Lang ’38, brings to
Swarthmore College for a period of one semester
to three years an outstanding social scientist or
other suitably qualified person who has achieved
prominence and special recognition in the area
of social change.
The Jane Lang Professorship m Music was estab
lished by Eugene M. Lang ’38, to honor his
daughter, Jane Lang ’67. The Jane Lang Profes
sorship is awarded to a member of 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 of 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
five years to a member of the faculty whose
teaching or professional activity promotes excel
lence in the performing arts at Swarthmore.
The Sara Lawrence Lightfoot Professorship was cre
ated 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 of Modem
and Classical Languages was endowed in 1911
through a bequest from Susan W. Lippincott, a
member of the Board of Managers, a contribu
tion from her niece, Caroline Lippincott, Class
of 1881, and gifts by other family members.
The Edward Hicks Magill Professorship of Mathe
matics and Natural Sciences was created in 1888
largely by contributions of interested friends of
Edward H. Magill, president of the College from
1872 to 1889, and a bequest from John M. George.
The Charles and Harriett Cox McDowell Professor
ship of 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 th at of her husband, Dr. Charles
McDowell, Class of 1877.
The MariS. Michener Professorship was Created by
the College in 1992 to honor Mrs. Michener,
wife of James A. Michener ’29, and in recogni
tion of his unrestricted gift.
The Gil and Frank Mustin Professorship was estab
lished by Gilbert B. Mustin ’42 and Frank H.
Mustin ’44 in 1990. It is unrestricted as to field.
24
The Richter Professorship of Political Science was es
tablished in 1962 by a bequest from Max Richter
at the suggestion of his friend and attorney,
Charles Segal, father of Robert L. Segal ’46 and
Andrew Segal ’50.
The Scheuer Family Chair o f Humanities was
created in 1987 through the gifts of James H.
Scheuer ’42; W alter and Marge Pearlman
Scheuer ’44; and their children, Laura Lee ’73,
Elizabeth Helen ’75, Jeffrey ’75, and Susan ’78
and joined by a challenge grant from The
National Endowment for the Humanities.
The Howard A. Schneiderman '48 Professorship in
Biology was established by his wife, Audrey M.
Schneiderman, to be awarded to a professor in
the Biology Department.
The Claude C. Smith T4 Professorship was estab
lished in 1996 by members of the Smith family
and friends of 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 of the Political
Science or Economics departments.
The Swarthmore Professorship was established in
2002 by Eugene M. Lang ’38 in honor of Presi
dent 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, C la i
of 1905, served as members of the Board of
Managers of Swarthmore College, as officers of
the corporation, and as members of various com
mittees. 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 current board
member. Howard Turner ’33, son of J. Archer
Turner, has also been very active as past chair and
member of the Board of Managers over the years.
The J. Archer and Helen C. Turner Professorship
was established in 1998 by the Turner family.
Henry C. Turner ’93 and J. Archer Turner, Class
of 1905, served as members of the Board of
Managers of Swarthmore College, as officers of
the corporation, and as members of various com
mittees. 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 current board mem
ber. Howard Turner ’33, son of ]. Archer Turner,
has also been very active as past chair and a mem
ber of the Board of Managers over the years.
The Henry C . and). Archer Turner Professorship of
Engineering was established with their contribu
tions and gifts from members of the Turner fam
ily in 1946 in recognition of the devoted service
and wise counsel of Henry C. Turner, Class of
1893 and his brother, ]. Archer Turner, Class of
1905. Both were members of th e Board of
Managers.
The Daniel Underhill Professorship of Music was
established in 1976 by a bequest from Bertha
Underhill to honor her husband, Class of 1894
and a member of the Board of Managers.
The Marian Snyder Ware Professorship of Physical
Education and Athletics was established in 1990
by Marian Snyder Ware ’38. It is to be held by the
chair of the Physical Education and Athletics
Department.
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 of Civil and
Mechanical Engineering was endowed in 1888 by
a gift from Isaiah V. Williamson.
25
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.
GENERAL STATEMENT
In the selection of students, the College seeks
those qualities of character, social responsibility,
and intellectual capacity that it is primarily con
cerned to develop. It seeks them not in isolation
but as essential elements of the whole personali
ty of candidates for admission.
Selection is important and difficult. No simple
formula will be effective. The task is to choose
those who give promise of distinction in the
quality of their personal lives, in service to the
community, or in leadership in their chosen
fields. Swarthmore College must choose its stu
dents on the basis of their 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 fouryear secondary school program. Under some cir
cumstances, students who have virtually com
pleted the normal four-year program in three
years will be considered for admission, provided
they meet the competition of other candidates
in general maturity as well as readiness for a rig
orous academic program. Home-schooled stu
dents 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
A CT with writing component, or the SAT I
or ACT without writing and three SAT II/
subject tests, one of which must be the SAT II
writing test.
4. Applicants considering a major in engineer
ing 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. Co-curricular and extracurricular activities.
Applicants must have satisfactory standing in
school and standardized tests as well as strong in
tellectual interests. The College is also interest
ed 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 th at varied interests and back
grounds can bring to the community.
PREPARATION
Swarthmore does not require a set plan of sec
ondary school courses as preparation for its pro
gram. 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 lan
guage in reading, writing, and speaking.
2. Comprehension and application of the prin
ciples of mathematics.
3. The strongest possible command of one or
two foreign languages. The College encour
ages students to study at least one language for
four years, if possible.
4. Substantial coursework in history and social
studies; literature, art, and music; and mathemat
ics and the sciences. Variations of choice and
emphasis are acceptable, although some work in
each of the three groups is recommended.
27
Admissions
Those planning to major in engineering should
present work in chemistry, physics, and four
years of mathematics, including algebra, geome
try, trigonometry, and calculus.
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 materi
als, 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 differ
ent 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 the applica
tion should be submitted as early as possible to
create a file for the candidate to which support
ing material will be added up to the deadline.
The Early-Decision plans are designed for candi
dates who have thoroughly and thoughtfully in
vestigated Swarthmore and other colleges and
found Swarthmore to be an unequivocal first
choice. O n applying to Swarthmore College,
Early-Decision candidates may not file an earlydecision 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 candi
dates, or a denial of admission, which withdraws
the application from further consideration. If
one of these determinations is made, the appli
cant is free to apply to other institutions.
Application under any plan must be accompa
nied by a nonrefundable application fee of $60 or
fee waiver (which must be approved by the sec
ondary school counselor). Timetables for the
plans are the following:
Fall Early Decision
Postmark application deadline
Notification of candidate
28
Nov. 15
by Dec. 15
W inter 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
May1
Under certain circumstances, admitted students
may apply in writing to defer their admission for
one year. These requests must be received by
May 1 and approved in writing by the dean of ad
missions, and students must confirm their plans
for the year by June 1. The dean of admissions
may choose to review other requests on a caseby-case basis. Students granted deferment may
neither apply to nor enroll at another degreegranting college/university program.
Swarthmore College places strong emphasis on
academic achievement and personal character.
Ah offer of admission to Swarthmore College is
dependent on a student maintaining his or her
standard of academic achievement before en
rolling at the College. A n offer of admission is
also dependent on a student’s continued demon
stration of character and high standards for per
sonal conduct. Lapses in either category may be
grounds for rescinding an offer of admission.
For U.S. citizens and permanent residents apply
ing as first-year or transfer students, admission to
Swarthmore is determined without regard to fi
nancial need. Information concerning financial
aid is on pp. 33-50.
THE INTERVIEW
An admissions interview with a representative
of the College is a recommended part of the firstyear application process. (Applicants for transfer
are not interviewed.) Prospective first-year ap
plicants should take the initiative in arranging
for this interview. On-campus interviews are
available to rising seniors from June through
early December. Students are encouraged to
complete the interview before submitting an ap
plication 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 fall 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 inter
views can be made by writing to the Office of
Admissions or by calling (610) 328-8300 or
(800) 667-3110. Directions for reaching the
College can be found on p. 454.
stance, students may be required to take a place
ment examination at Swarthmore to validate
their previous work.
INTERNATIONAL ADMISSIONS
ADVANCED PLACEMENT
Enrolled first-year students with special creden
tials may be eligible during the first semester for
advanced placement (placement into courses
with prerequisites) and/or credit toward gradua
tion from Swarthmore (32 credits are required).
All decisions are made on a subject-by-subject
basis by the registrar in consultation with indi
vidual 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 Examina
tion Board, higher-level examinations of the
International Baccalaureate, certain other for
eign certifications (such as British A-Levels or
the German Abitur), or courses taken at another
college. Every effort is made to place students at
the appropriate level, but no department is re
quired to give credit for work done elsewhere.
Credit is denied or revoked if a student chooses
to take a course at Swarthmore that the Swarth
more department says essentially repeats the
work covered by the credit. Departmental APcredit policies are posted on the registrar’s Web
site under “Policies.”
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, in
tend 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 ad
vanced placement or credit must provide an of
ficial transcript from the institution attended as
well as written work (papers, examinations); syl
labi; and reading lists in order that the coursework may be evaluated by the department con
cerned. Such requests for credit must be made
within the first year at Swarthmore. Depart
ments may set additional requirements. For in
The College is deeply committed to a strong in
ternational presence on campus. The applica
tion 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 finan
cial aid places the student in the most selec
tive subgroup of the total application pool re
gardless of the parental contribution.
2. Demonstrated proficiency in English is re
quired 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. A l
though not required, an interview on campus
or with a College admissions representative
overseas is considered to be very helpful.
3. Required SAT-I and SAT-II tests are waived
for those who live in countries where such test
ing 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 applica
tions from foreign nationals who require fi
nancial aid.
APPLICATIONS FOR TRANSFER
The College welcomes well-qualified transfer
applicants. Applicants for transfer must have
had an outstanding academic record in the insti
tution attended and must present transcripts for
both college and secondary school work, includ-
29
Admissions
ing an official statement indicating that the stu
dent is leaving the institution attended in good
standing. Students who have completed the
equivalent of two or more semesters of universi
ty-level work must apply for transfer admission.
Admission status for students who have com
pleted 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 A CT if one of
these tests has not been taken previously.
Four semesters of study at Swarthmore College
constitute the minimum requirement for a de
gree, two of which must be those of the senior
year. Applications for transfer must be filed by
April 1 of the year in which entrance is desired.
Swarthmore does not have a midyear transfer ap
plication process. Need-based financial assis
tance is available for transfer students who are
LJ.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.
30
Expenses
STUDENT CHARGES
Total charges for the 2005—2006 academic year
(two semesters) are as follows:
Tuition
$31,196
Room
5,006
Board
4,758
Student activities fee
320
$41.280
These are the annual charges billed by the Col
lege. Students and their parents, however,
should plan for expenditures associated with
books, travel, and other personal items. In addi
tion, 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 tu
ition. If the student is away from the College for
a full semester, no charge for room and board will
be made. However, if a student is away for only a
part of a semester, the above 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 lot
tery, graduate, or obtain a transcript.
The regular College tuition covers the normal
program of four courses per term as well as varia
tions 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 addition
al course ($3,899.50) or half-course ($1,949.75),
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.
Study Abroad
Students who wish to receive Swarthmore cred
it for study abroad must, for the semester or year
abroad, pay the full Swarthmore charges (ex
cluding the student activities fee). Financial aid
is normally applicable to study abroad, with the
approval of die Foreign Study Office. Students
contem plating study abroad should contact
Steven Piker, foreign study adviser, well in ad
vance for academic and administrative planning.
PAYMENT POLICY
Semester bills are mailed in July and December.
Payment for the first semester is due by Aug. 12,
2005, and for the second semester by Jan. 13,
2006. 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, Swarth
more offers a monthly payment plan, which pro-
WITHDRAWAL POLICY
Charges for tuition and fees will 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:
For Students Who Withdraw
Tuition and Fees Reduced
Board Reduced
Room Reduced
Before start of classes
To$0
To$0
To $500
During first 2 weeks of classes
To $200
To $100
To $500
During week 3
By 90 percent
By 90 percent
To $500
During week 4
By 80 percent
By 80 percent
To $500
During week 5
By 70 percent
By 70 percent
To $500
During week 6
By 60 percent
By 60 percent
To $500
During week 7
By 50 percent
By 50 percent
To $500
During week 8
By 40 percent
By 40 percent
To $500
During week 9 and beyond
No further reduction on tuition, fees, board, or rooms
31
Expenses
vides for payment in installments without inter
est charges. Information on the plan is mailed to
all parents in April 2005.
Tuition payments may also be made by credit
card through a third-party service provider,
PhoneCharge 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 their Web site www.paybyintemet.com/swarthmore. This plan does not re
place the monthly payment plan, although pay
ment-plan payments may be made by credit card
through this program.
HOUSING FINES
Any time you select a room in the lottery that
you do not use, the minimum fine is $100. Other
fines follow:
Fall Semester
If you select a room in the lottery and
1. Choose to live off-campus but are still
enrolled, you will be assessed:
a. A $500 penalty unless everyone in the
space notifies the Residential Life Office
by June 1 that they will not be 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 eighth week of classes.
c. No room refund when notice is given
after the eighth week.
2. Take a leave of absence and notify the
Dean’s Office, you 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 eighth week of classes.
c. No room refund after the eighth week.
32
Spring Semester
If you select a room in the December lottery or
already have a room from fall semester and
1. Choose to live off campus but are still
enrolled, you will be assessed:
a. A $250 penalty unless everyone in the
unit leaves this space and notifies the
Residential Life Office by Dec. 1.
b. A $500 penalty each if notice is given
between Dec. 1 and the eighth week of
classes.
c. No room refund if notice is received after
the eighth week.
2. Take a leave of absence and notify the
Dean’s Office, you 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 eighth week of classes.
d. No room refund after the eighth week.
INQUIRIES
All correspondence regarding payment of stu
dent charges should be addressed to Linda
Weindel, student accounts manager, or phone
(610) 328-8396.
Financial Aid
I _____________
The College strives to make it possible for all ad
mitted students to attend Swarthmore, regard
less of their financial circumstances and to en
able them to complete their education if finan
cial reversals take place. About 50 percent of the
total student body currently receives aid from
the College. About 99 percent of the financial
aid awarded by the College is based on demon
strated financial need and is usually a combina
tion of scholarship, loan, and campus employ
ment. The College is committed to meeting all
demonstrated financial need, and demonstrated
need is assessed by a careful review of families’ fi
nancial circumstances. In 2005-2006, Swarth
more students need an average of $29,500. Thus,
to meet that need, our average award is $29,500.
Although admission and financial aid decisions
are made separately, they are made at the same
time. A prospective student should thus apply
for aid and outside assistance when applying for
| admission to Swarthmore. Instructions for filing
| an aid application are included in the admissions
I application instruction booklet or can be found
under Admissions on the College’s Web site,
http://www.swarthmore.edu. Financial assis
tance 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 ex
penses, medical expenses, siblings’ undergradu
ate tuition expenses, and so forth. Family contri
butions also include a $1,450 to $1,890 summer
earnings contribution as well as a portion of the
student’s personal savings and assets.
For 2005-2006, the College charges, which in
clude tuition, room, board, and a student activi
ty fee, will be $41,280. This activity fee covers
not only the usual student services—health, li
brary, laboratory fees, for example—but admis
sion to all social, cultural, and athletic events on
campus. The total budget figure against which
aid is computed is $41,352. This allows adding
$1,006 for books and supplies, and $986 for per
sonal expenses. A travel allowance is added to
the budget for those who live in the United
States but more th a n 100 miles from the
College. It is this larger total that we use when
determining a student’s need for our help.
In keeping with our policy of basing financial aid
upon demonstrated need, the College reviews
each student’s family financial situation annual
ly. Students who would like to be considered for
S
I
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 normal-length undergraduate pro
gram (eight semesters) and only if a student
earns 4 credits each semester and makes satisfac
tory academic progress. These limitations are
also applied in our consideration of a sibling’s
undergraduate educational expenses. Students
who choose to live off campus will not receive
College scholarship or College loan assistance in
excess of their College bill. However, the cost of
living off campus will be recognized in the calcu
lation 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.
U.S. students 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 par
ents is expected equal to the contribution they
would have made were the student single.
The College has, by action of our Board, reaf
firmed its need-blind admission policy and the
related practice of meeting the demonstrated fi
nancial need of all admitted or enrolled students.
Eligibility for federal aid funds is now limited to
those who are able to complete and submit to us
the Statement of Registration Compliance, but
additional funds have been made available for
those who are unable to accept need-based fed
eral aid because they have not registered with
the Selective Service.
Financial support for foreign citizens is limited
and must be requested during the admission
application process. 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 re
quest a copy from our Admissions Office. You
may also find the answers to most of your finan
cial aid questions on our Web site, http://financialaid.swarthmore.edu.
33
Financial Aid
SCHOLARSHIPS
For the academic year 2005-2006, the College
awarded more than $16 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 on pp. 35-50. It is not neces
sary to apply for a specific College scholarship.
The College decides who is to receive endowed
scholarships, and others are helped from general
scholarship funds. Although the qualifying crite
ria for awarding most endowed scholarships re
main general, some donors have established ex
plicit guidelines that closely mirror the interests
of the individual for whom the scholarship is
named. Financial need, however, is a require
ment for all College scholarships unless other
wise indicated except the regional McCabe
Scholarship. Federal Pell Grants and federal
Supplemental Educational Opportunity Grants
are also available to eligible students.
LOAN FUNDS
The College is able to meet the financial needs
of each student through long-term, low-interest
loan funds with generous repayment terms com
bined with Swarthmore’s scholarship programs.
Although most offers of support from the College
include elements of self-help (campus work and
borrowing opportunities), the College strives to
keep each student’s debt at a manageable level.
Aided students are expected to meet a portion of
their demonstrated need (from $1,000 to about
$4,500 each year) through the federal Stafford
Loan, the federal Perkins Loan, or the Swarth
more College Loan programs. The College de
termines which source is appropriate for which
student. Each of these programs allows the bor
rower to defer repayment until after leaving
school, and each allows further deferment of the
debt if the borrower goes on to graduate school.
Up to 10 years may be taken to repay Stafford,
Perkins, or Swarthmore College Loans.
Parents who wish to borrow might consider the
federal PLUS Loan. Up to $41,280 per year is
available at a variable interest rate, and repay
ment may be made over a 10-year period.
For more information about these loan pro
grams, read our financial aid brochure (available
from our Admissions Office).
34
The College also maintains the following special
loan funds and eligibility is determined by our
financial aid office:
The Jay and Sandra Levine Loan Fund
The Thatcher Family Loan Fund
The Swarthmore College Student Loan Fund
STUDENT EMPLOYMENT
Student employment on the Swarthmore cam
pus is coordinated by the Student Employment
Office, which is under student direction. Jobs are
available in such areas as our libraries, academic
and adininistrative offices, information technol
ogy services, the post office, and the student-run
coffeehouse. Our students manage and give touts
and tutor and write and coordinate and provide
support throughout the campus. Placements can
be arranged when students arrive in the fall. Oncampus hourly rates of pay run from $7.47 to
$8.01. Students receiving financial aid are usual
ly offered the opportunity to earn up to $1,600
during the year and are given hiring priority, but
there are jobs available for others who wish to
work on campus. Students are encouraged not to
work no more than about 7 or 8 hours weekly.
Students are generally able to carry this moder
ate working schedule without jeopardizing their
academic performances.
The Student Employment Office also publicizes
local off-campus and temporary employment
opportunities.
Off-campus placements in public or private,
nonprofit agencies in the local or Philadelphia
area can be arranged through the Financial Aid
Office during the academic year or nationwide
during the summer (when federal funds are suffi
cient) for students who qualify under the federal
College Work-Study Program. Hospitals, schools,
museums, and social service agencies, and local,
state, or federal government agencies are suit
able employers.
ENDOWED SCHOLARSHIPS
All students who demonstrate financial need are
offered scholarship aid, some of which is drawn
from the following endowments. However, stu
dents should not worry if they do not fit the spe
cific 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 requirement for all scholarships
unless otherwise indicated 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 acade
mic 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 estab
lished 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 scholar
ship 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.
Almy ’68 Scholarship in 2003. The fund supports
financial aid for needy students at Swarthmore
College, with preference given to students inter
ested in international careers, especially in de
veloping 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.
The Alumni Council Scholarship was established
by the Alumni Council of Swarthmore College.
It is awarded based on academic merit and fi
nancial need and is renewable.
The John R. ’53 and Joyce B. '55 Ambruster Schol
arship was created in 2001. It is awarded on the
basis of academic merit and financial need.
The Evenorr Armington Scholarship is given each
year to a worthy student with financial need in
recognition of the long-standing and affection
ate connection between the Armington family
and Swarthmore College.
The Frank and Marie Aydelotte Scholarship is
awarded to a new student who shows promise of
distinguished intellectual attainm ent 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 Swarth
more, and of Marie Osgood Aydelotte, his wife.
The David Baltimore '60 Scholarship was estab
lished by an anonymous donor in 2000. It is
awarded with preference given to a junior or se
nior majoring in biology or chemistry. The
scholarship 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 re
newable. Preference is given to women with in
terest in the sciences and, in particular, in the
environment.
The Philip H. Barley Memorial Scholarship, estab
lished in memory of Philip H. Barley ’66, by his
family and friends and the Class of 1966, which
he served as president, provides financial assis
tance for a junior or senior who has demonstrated
outstanding leadership qualities at Swarthmore.
The Franklin E. Barr Jr. '48 Scholarship is award
ed to a first-year student who has broad academ
ic and extracurricular interests and who shows
promise of developing these abilities for the bet
terment 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. and A .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 cre
ated in her memory by her husband, Monroe
35
Financial Aid
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 estab
lished 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 Blough and Locksley Family Scholarship was
established in 2003 by Stephen Blough 7 9 and
Sally Locksley 7 9 and is awarded on the basis of
academic merit and financial need. The scholar
ship is renewable.
The Jeanne Cotteti Blum ’40 Scholarship was es
tablished in 2003 by Jeanne Cotten Blum and is
awarded on the basis of academic merit and fi
nancial need. The scholarship is renewable.
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 annu
ally to a junior or senior whose qualities of mind
and character indicate a potential for humani
tarian service such as Curtis Bok himself ren
dered 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 Frank R. Borchert Jr. ’58 and Thomas K.
German 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 educa
tional excellence, and each devoted his profes
sional life to this cause. The scholarship is
awarded on the basis of academic merit and fi
nancial need and is renewable.
The Winifred Cammack Bond ’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 leader
ship abilities who is the first member of his or her
family to attend a college.
The Edward S. Bower Memorial Scholarship, es
tablished by Mr. and Mrs. Ward T. Bower in
memory of their son, Class of ’42, is awarded an
36
nually to a man or woman student who ranks
high in scholarship, character, and personality.
The Elinor Jones Clapp ’46 Scholarship was estab
lished in 2003 and is awarded on the basis of aca
demic merit and financial need with preference
given to students who are U.S. citizens residing
abroad. The scholarship is renewable.
The George and Josephine Clarke Braden Scholar
ship, 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 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 Swarthm ore College. The
scholarship is renewable.
The William A. BradfordJr. ’66 Scholarship was es
tablished by William Bradford to provide finan
cial 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 aca
demic merit.
The Daniel Walter Brenner Memorial Scholarship,
established by family and friends in memory of
Daniel W. Brenner 74, is awarded to a senior ma
joring in biology who is distinguished for scholar
ship and an interest in plant ecology, wildlife
preservation, or animal behavior research. The
recipient is chosen with the approval of the biol
ogy and classics faculty.
The Malcolm Campbell Unitarian Scholarship, es
tablished by Malcolm Campbell ’44 on the oc
casion of his 50th reunion, is awarded to a stu
dent who is an active Unitarian Universalist
w ith financial need and a strong academic
record. The scholarship is renewable.
The Chang/Hawley ’58 Scholarship was estab
lished 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 of finan
cial need and academic merit.
The William and Eleanor Stabler Clarke Scholar
ships, established in their honor by Cornelia
Clarke Schmidt ’46 and W. Marshall Schmidt
’47, are awarded to two worthy first-year students
with need. Preference is to be accorded to mem
bers of the Society of Friends. These scholarships
are renewable.
The Class of 1925 Scholarship was created on the
occasion of 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 of its 60th reunion. It is
awarded alternately to a woman or a man on the
basis of sound character and academic achieve
ment, with preference given to those who exer
cise leadership in athletics and community ser
vice. The scholarship is renewable.
The Class of 1932 Scholarship, established on the
occasion o f the class’s 70th reunion, is awarded
on the basis of academic merit and financial
need. The scholarship is renewable.
The Class o f 1938 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 of the Carrolls’
longstanding service to the College. The schol
arship is awarded on the basis of academic merit
and financial need. The scholarship is renewable.
The Class of 1939 Scholarship was established at
the 50th reunion of the class in fond memory of
Frank Aydelotte, president of the College from
1921 to 1940, and his wife, Marie Aydelotte. It is
awarded to a worthy student with need and is
renewable.
The Class of 1941 Scholarship was created in cel
ebration of the 50th reunion of the class. It is
awarded on the basis of merit and need and is
renewable.
The Class of 1943 Scholarship, established to
honor the 50th reunion of that class, is awarded
to a student in the sophomore class on the basis
of sound character and academic achievement,
with preference given to those participating in
athletics and community service. The scholar
ship is renewable through the senior year.
The Class of 1946 Scholarship was established on
the occasion of the class’s 50th reunion in recog
nition of the Swarthmore tradition that so influ
enced its members.
The Class of 1949 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 of 1950 Scholarship, established on the
occasion of the class’s 50th reunion, is awarded
to one or more deserving students. The scholar
ship is renewable.
The Class of 1952 Evans H . Bum Memorial
Scholarship, established on the occasion of 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 re
newable.
The Class o f 1954 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 of 1956 Scholarship was established on
the occasion of the class’s 25th reunion. It is
awarded on the basis of academic merit and fi
nancial need.
The Class of 1963 Scholarship is awarded on the
basis of merit and need and is renewable through
the senior year. The scholarship was created in
honor of the class’s 25th reunion.
The Class of 1969 Scholarship was established at
the 25th reunion of the class in honor of the
contributions made by Courtney Smith, presi
dent of Swarthmore College from 1953 to 1969.
The scholarship was given with bittersweet
memories of the campus turmoil of the 1960s
and with confidence in the power of open dis
cussion 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 fi
nancial need.
The Beatrice R. and Joseph A. Coleman Foun
dation 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 of 1912 Scholarship
Fund is awarded every year to a deserving student
who is in need of financial assistance, in accor
dance 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 litera
ture major, and is renewable. Both scholarships
37
Financial Aid
are endowed by J. Perry Ruddick in memory of
his parents.
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 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 scholar
ship. This endowment is in memory of Mrs.
Dannenberg, who was the mother and grand
mother of six 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 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 perform
ing research overseas in Europe.
Edward L. Dobbins ’39 Memorial Scholarship.
Established by Hope J. Dobbins in memory of
her husband, the Dobbins scholarship is award
ed to a worthy student who demonstrates a com
mitment to the betterment of society through
involvement in community or environmental
activism. The scholarship is renewable. Pref
erence 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 fi
nancial 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’O lier 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, estab
lished in 2000 by her daughter, Christine M.
Doty ’70, is awarded each year with a preference
38
given to students majoring in Asian studies. The
scholarship is renewable.
The Faith and Ross Eclder Scholarship was estab
lished in 2002 by A. Ross ’50 and Faith Wood
ward 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
com m itm ent to comm unity service, and is
renewable.
The Marjorie VanDeusen ’38 and], 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 stud
ies. The scholarship is renewable.
The Maurice G. Eldridge ’61 Scholarship is one of
several created by an anonymous donor in recog
nition of outstanding administrators at Swarth
more College. The Eldridge Scholarship was es
tablished in 1999 to honor Maurice G. Eldridge
’61, vice president of college and community re
lations and executive assistant to the president.
The Eldridge fund is awarded to a student with
merit and need who has demonstrated a com
mitment 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 die College fac
ulty from 1932 to 1970, is awarded annually to a
worthy student with an interest in the study of
biological problems in a natural 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 out
standing in leadership, intellectual curiosity,
community service, and athletic participation.
The scholarship is awarded to members of the
fiist-year class and is renewable annually. It pro
vides a summer-opportunity grant as well as in
ternship, mentoring, networking, and alumni
opportunities.
The Michael S. Fedak ’82 Scholarship was estab
lished in 2003. It is awarded on the basis of aca
demic merit and financial need with preference
given to students from New Jersey majoring in
economics or mathematics. The scholarship is
renewable.
The Samuel and Gretehen Vogel Feldman Scholarship is awarded to a student interested in pursu
ing a teaching career. It is awarded on the basis
of need and is renewable.
The Samuel M. and Gretehen 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 Polly and Gerard Fountain Scholarship has
been established in their honor by Rosalind
Chang Whitehead ’58 in appreciation of their
kindness and support during her college years. It
is awarded to a first-year student with need and
merit and is renewable.
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 en
rolled in an approved program of academic study
outside the boundaries of the U nited States.
Preference will be given to students studying in
Asian, Middle Eastern, and African countries.
The Marianne Durand Frey ’57 Scholarship was es
tablished 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 at
tended a public high school.
The Theodore and Elizabeth Friend Scholarship is es
tablished as an expression of respect and appreci
ation 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 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 aca
demic excellence. Preference is given to students
of Asian descent. The scholarship is renewable.
The John and Gail Gaustad Scholarship was estab
lished 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 excel
lence. It is renewable.
The Martha Salzmann Gay ’79 Scholarship was
created in 2000 by M artha S. Gay ’79. The
award assumes both academic excellence and fi
nancial need and is awarded to a first-year stu
dent who shows great promise. The scholarship
is renewable.
The Joyce Merit 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 po
tential to contribute to the College and the com
munity 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 of Barbara Entenberg
Gimbel ’39 by her husband, Dr. Nicholas S.
Gimbel. The scholarship is awarded on the basis
of need to a worthy student, with preference to a
black candidate.
The Barbara Nugent Glouchevitch Scholarship was
established by Michel Glouchevitch ’77 in mem
ory 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 activities.
This scholarship is awarded on the basis of merit
and need to students showing distinction in aca
demics, 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 needbased scholarship awarded annually to a music
major beginning in his or her junior year. Mrs.
Goldsmith was a music lover and patroness of
the Settlement Music School. Preference will be
given to a student who has attended the Settle
ment 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 NeilR. 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.
39
Financial Aid
The Sarah Maurer Graham ’77 Scholarship was
established by Sarah’s husband, R obert 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 prefer
ence given to students interested in classics stud
ies. The scholarship is renewable.
The Mary Lippincott Griscom Scholarship was es
tablished 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 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 prefer
ence 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. Pref
erence is given to students who have demon
strated 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 first-year student
with financial need who is distinguished for in
tellectual promise and leadership. It is renewable.
The Margaret Johnson Hall Scholarship for the
Performing Arts is the gift of Margaret Johnson
Hall ’41 • It provides financial assistance based on
merit and need, with preference to students in
tending to pursue a career in music or dance.
The Helene and Mark Hankm ’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 fi
nancial 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 first-year student,
40
renewable through the senior year. Preference is
given to a deserving international student re
flecting 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 first-year student, with a
preference for children of members of the Reli
gious Society of Friends or to Native American
students. The scholarship is renewable.
The William Randolph Hearst Scholarship Fund for
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 encourage
ment of nontraditional educational pathways.
The scholarship is awarded on the basis of merit
and need, with preference given to students in
terested in both art and science and a commit
ment to improving their communities through
their work. The scholarship is renewable.
The E. Dyson and Carol Hogeland Herring ’38
Scholarship was created in 1999 by Eugene M.
Lang ’38. The scholarship is awarded with pref
erence given to a junior or senior woman major
ing in political science who plans to attend law
school. The scholarship is renewable.
The Holland Family Scholarship was established in
2002 by Jim Holland ’71 and Nancy Holland ’72
and is awarded on the basis of academic merit and
financial need. The scholarship is renewable.
The Stephen B. Hitchnerjr. ’67 Scholarship was es
tablished in 1990 by the Board of Managers in
memory of Stephen B. Hitchner Jr. with grati
tude for his strong leadership of the Student Life
C om m ittee and his previous service to the
College. Recipients of this need-based scholar
ship will be selected from the junior class for
their interest in a career in the public or non
profit sectors and is renewable.
The Betty Stem Hoffenberg Scholarship, estab
lished in 1987 in honor of this member of the
Class of 1943, is awarded to a junior or senior
w ith m erit 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 Everett L. Hunt Scholarship, endowed by the
Class of 1937 in the name of its beloved emeritus
professor and dean, provides an unrestricted schol
arship to be awarded annually by the College.
The Betty P. Hunter Scholarship Fund. Betty P.
Hunter ’48, one of the first black students to at
tend 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 scholar
ship is renewable.
The William Y. Inouye ’44 Scholarship was estab
lished 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 metropol
itan 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 scholar
ship was designated with preference for gradu
ates of Strath Haven High School, graduates
from Delaware County high schools, or Pennsyl
vania high schools, respectively. Edmund A.
Jones was the son of Adalyn Purdy Jones, Class
of 1940, and Edmund Jones, Class of 1939, long
time residents of Swarthmore.
The Benjamin Kalkstein ’72 Scholarship, estab
lished by his family in 2002, is awarded to a firstyear 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 cre
ated by an anonymous donor in recognition of
outstanding administrators at Swarthmore Col
lege. The Keith Scholarship was established in
2000 to honor Jennie Keith, professor of anthro
pology, who served as provost from 1992 to 2001.
The scholarship is awarded to a student who
shares the donor’s and Jennie Keith’s commit
ment 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 aca
demic merit and financial need and is renewable.
The Alexander Kemp Endowed Scholarship was es
tablished in 2001 by Giles Kemp ’72 and Barbara
Guss Kemp. This renewable scholarship is
awarded on the basis of financial need and acad
emic merit.
The Kennedy Scholarship is given in honor of the
parents and w ith thanks to th e 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-around student
with strong interests in academic achievement,
athletics, and interests in debating and other as
pects 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 engineer
ing. It is renewable.
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 Pennsy
lvania, 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 Paul and Mary Jane Kopsch Scholarship Fund,
established through a gift of Paul J. Kopsch of the
41
Financial Aid
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 person
ality 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 leader
ship capability, made significant contributions to
the life of the College, and demonstrated the
need for financial assistance.
The Laurence Lafore '38 Scholarship was estab
lished in his memory in 1986 by family, friends,
classmates, and former students. Professor
Lafore, author of numerous books and essays,
taught history at Swarthmore from 1945 until
1969. This scholarship is awarded to a needy stu
dent 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 stu
dent in the junior class whose major is in the
arts, preferably in music, who ranks high in
scholarship and has financial need. It is renew
able. 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 entering students
who are selected by a special committee on the
basis of distinguished academic and extracurric
ular 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 academicyear community service support while an under
graduate, 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.
(This grant is under review.)
The Ida and Daniel Lang Scholarship, established
by their son, Eugene M. Lang ’38, provides finan
cial assistance for a man or woman who ranks
high in scholarship, character, and personality.
42
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 en
dowed by the family of Stephen Girard Lax ’41,
who was chairman of the Board of Managers of
Swarthmore College from 1971 to 1976.
The Stephen Girard Lax Scholarship, established
by family, friends, and business associates of
Stephen Lax ’41, is awarded on the basis of fi
nancial need every two years to a student enter
ing the junior year and showing academic dis
tinction, leadership qualities, and a definite in
terest in a career in business.
The Dorrie and Henry Leader Family Scholarship
was established in recognition of their many
family members who attended Swarthmore col
lege including their children, Martha ’71 and
Elizabeth ’73. It is awarded on the basis of aca
demic merit and financial need.
The Beryl and Leonard Levine Scholarship was es
tablished by th eir daughter, Susan Brauna
Levine ’78, in 2005 and is awarded on the basis
of academic merit and financial need.
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 fi
nancial need with preference to students major
ing in mathematics. The scholarship ¡»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. T he scholarship is
renewable.
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 award
ed 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 pref
erence 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 Lloyd-Jones
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 schol
arship 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 scholar
ship 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 occa
sion of his 50th reunion in 1993. It is awarded to
a student who is a member of the Religious
Society of Friends or whose parents are members
of the Religious Society of Friends, on the basis
of need, and is renewable.
The Leland S. MacPhail Jr. Scholarship, given by
Major League Baseball in recognition of 48 years
of dedicated service by Leland S. MacPhail Jr.
’39, will be awarded annually to a deserving stu
dent on the basis of need and merit.
The Thomas B. McCabe Awards, established by
Thomas B. McCabe, Class of 1915, are awarded
to entering students. Regional McCabe Scholar
ships will be awarded to a few students from the
Delmarva Peninsula and from southeastern Penn
sylvania (Chester, Montgomery, and Delaware
counties). These awards provide a minimum an
nual scholarship of full tuition, ot 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 consider
ation but rather are selected from among all ad
mission candidates. In making selections for the
McCabe Scholarships, the committee places
emphasis on ability, character, personality, and
service to school and community.
The Cornelia Dashiell and Dino Enea Petech
McCurdy, M.D. ’35 Family Scholarship was en
dowed by Cornelia and Dino E.P. McCurdy,
M.D. ’35. It is awarded each year to a wellrounded student with need who demonstrates
academic and extracurricular interests based
upon sound character and healthy personality
traits, with preference given to graduates of
George School.
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 re
newable. It has been endowed by Charlotte
McCurdy ’20.
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 re
newable. It is the gift of the McDiarmid family in
commemoration of their close association with
Swarthmore College.
The Marcia McGill Scholarship, established in
2003 in loving memory by her husband, George
R. Tyler, is awarded on the basis of academic
merit and financial need with a preference for
minority students. The scholarship is renewable.
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 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 Peter Mertz Scholarship is awarded to an en
tering first-year student outstanding in mental
and physical vigor, who shows promise of spend
ing these talents for the good of the College
community and of the larger community out
side. 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.
43
Financial Aid
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 intemational backgrounds.
The Margaret Moore Scholarship Fund provides
scholarships to foreign students with a prefer
ence given to students of South Asian origin.
The Kathryn L. Morgan Scholarship was estab
lished 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 of
academic merit and financial need.
The Florence Eising Naumburg Scholarship was
named in 1975 in honor of the mother of an
alumna of the Class of 1943. It is awarded to a
student whose past performance gives evidence
of intellectual attainment, leadership, and char
acter and who shows potential for future intel
lectual growth, creativity, and scholarship and
for being a contributor to the College and ulti
mately to society.
Albert and Christine Nehamas Scholarship was es
tablished in 2004 by Alexander Nehamas ’67
and Susan G lim cher 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.
TheThomasS. ’30andMarianFIarnmingNicely ’30
Scholarship is awarded to a first-year student with
need who shows promise of academic achieve
ment, fine character, and athletic ability. Pref
erence will be given to a person who has been on
the varsity tennis, squash, racquets, golf, or swim
ming teams in high school or preparatory school
The John H. Nixon Scholarship was established by
John H. Nixon ’35, to assist Third World stu
dents, especially those who plan to return to their
country of origin.
The Donald E. Noble Scholarship was established
in 2002 by the Donald E. and Alice M. Noble
Charitable Foundation and is awarded on the
basis of academic merit and financial need. The
scholarship is renewable.
44
The Helen North Scholarship was established in
2002 by Maureen Cavanaugh ’75 and Chris
topher Plum ’75 in honor of Helen F. North,
who, at the time of her retirement from Swarthmore in 1991 was the Centennial Professor of
Classics and had been a member of the College
faculty for 43 years. Author, traveler, lecturer,
and beloved friend, Helen N orth has always
been committed to teaching in a culturally di
verse educational community. The scholarship is
awarded on the basis of academic merit and fi
nancial need with preference given to students
interested in the classics. The scholarship is
renewable.
The Edward L. Noyes ’31 Scholarship has been en
dowed in his memory by his wife, Jean Walton
Noyes ’32, his three sons, and his many friends.
The scholarship is available to an incoming firstyear student, with preference given to those from
the Southwest, especially Texas. It is awarded on
the basis of need and merit to students with
broad interests and is renewable.
The Tory Parsons '63 Scholarship was established
in 1991 in his memory by a member of the Class
of 1964 to provide scholarship aid to students
with demonstrated need.
The Sibella Clark Tedder ’64 Endowment was es
tablished in 2005 to enable American students
through foreign study to develop deeper under
standing of, and improved facility with, a global
world. The income from the fund is awarded
only to students who qualify for financial aid on
the basis of their need.
The J. Roland Pennock Scholarships were estab
lished by Ann and Guerin Todd ’38 in honor of
J. Roland Pennock ’27, Richter Professor Emer
itus of Political Science. Income from this en
dowment is to be used to award four scholarships
on the basis of merit and need, preferably to one
scholar in each class.
The Winnifred Poland Pierce Scholarship Fund is
awarded on the basis of merit and financial need
and is renewable.
The Cornelia Chapman and Nicholas O. Pittenger
Scholarship, established by family and friends, is
awarded to an incoming first-year man or woman
who ranks high in scholarship, character, and
personality and needs financial assistance.
The Frances Flughes Pitts Scholarship was estab
lished in 2003 by George R. Pitts ’72 in honor
and memory of his mother. The scholarship is
awarded on the basis of academic merit and
financial need with a preference given to stu
dents with an interest in the sciences. The schol
arship is renewable.
The Page-Pixton Scholarship for Foreign Study is
awarded on the basis of financial need each year
to rising juniors or seniors who seek through for
eign study experience to prepare themselves to
become effective leaders of a more inclusive,
generous, and peaceful world.
The Anthony Beekman Pool Scholarship. This
scholarship is awarded to an incoming first-year
man of promise and intellectual curiosity. It is
given in memory of Tony Pool ’59.
The Richard ’36 and Helen Shilcock Post ’36 Schol
arship, 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 of 1934,
Memorial Scholarship was established in 2001 by
the family of Elizabeth “Beth” Preston in recog
nition 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 commit
ment to the 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 en
abling others to experience the college life she so
cherished. The Preston Scholarship is renewable
and awarded on the basis of demonstrated finan
cial 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 engi
neering. 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 Scholar
ship was established by their son, Kevin F.F.
Quigley ’74, in honor of his parents’ steady com
mitment to family, lifetime learning, and inter
national 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 at
tending Swarthmore.
The Jed S. Rakoff ’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 fi
nancial 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 academ
ic standing and real need for financial aid.
Preference is given to a candidate who has di
vorced or deceased parents.
The Byron T. Roberts Scholarship, endowed by his
family in memory of Byron T. Roberts T2, is
awarded annually to an incoming student and is
renewable.
The Lewis M. Robbins ’40 Scholarship was estab
lished by Lewis M. Robbins ’40 in 2002. It is
awarded on the basis of academic merit and fi
nancial need and is renewable.
The Louis N . Robinson Scholarship was estab
lished during the College’s Centennial year by
the family and friends of Louis N. Robinson. Mr.
Robinson was for many years a member of the
Swarthmore College faculty and founder of the
Economics Discussion Group. A member of the
junior or senior class who has demonstrated in
terest 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 estab
lished in 2004 and is awarded on the basis of aca
demic merit and financial merit.
The Alexis Rosenberg Scholarship Fund, estab
lished by The Alexis Rosenberg Foundation,
provides aid for a first-year student. It is awarded
annually to a worthy student who could not at
tend the College without such assistance.
45
Financial Aid
The Richard L. Rubin Mentoring and Scholarship
Fund was established by Richard Rubin, a pro
fessor of political science and public policy at the
College, in 2003. The scholarship is awarded on
the basis of academic merit and financial need
and is renewable. Preference shall be given to
economically disadvantaged students.
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. Ruff '60 District of Columbia
Scholarship memorializes distinguished alumnus
Charles F.C. Ruff ’60, who died in 2000. Pref
erence is given to students with financial need
who live in the District of Columbia.
The David Barker Rushmore Scholarship, estab
lished in honor of David Barker Rushmore, Class
of 1894, by his niece Dorothea Rushmore Egan
’24, is awarded annually to a worthy student who
plans to major in engineering or economics.
The Carl E. Russo '79 Scholarship was established
by Carl E. Russo ’79 in 2000. It is awarded to a
man or woman who gives great promise. Pref
erence is given to students demonstrating leader
ship skills and a desire to pursue entrepreneurship.
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 considera
tion. 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 broth
er David ’58, it is awarded on the basis of aca
demic 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 Walter Ludwig Schooling Scholarship was es
tablished in 1998 by a gift from the estate of
Helen Hillbom Schnaring, in memory of her hus
band. This renewable scholarship is unrestricted.
The Jennifer M. Schneck ’83 Scholarship was es
tablished in 2001 by Jennifer Schneck. It is
awarded on the basis of academic merit and fi
nancial need. The scholarship is renewable.
The Howard A . Schneideman ’48 Scholarship, es
tablished in 1991 by his family, is awarded to a
first-year student and is renewable. Preference is
46
given to students with interest in the biological
sciences.
The. Schoenbaum Family Scholarship was estab
lished in 2003 and is awarded on the basis of aca
demic merit and financial need and is renew
able. Preference shall be given to first-genera
tion college students.
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 Leonard Shapiro Scholarship was established
in 2004 by his son, Robin Marc Shapiro ’78. The
award assumes both academic excellence and fi
nancial need and is awarded to a first-year stu
dent 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 aca
demic merit and financial need with preference
given to a student looking toward a career in
public service. The scholarship is renewable.The Florence Creer Shepard '26 Scholarship, estab
lished by her husband, is awarded on the basis
of high scholastic attainment, character, and
personality.
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 ed
ucation program at Swarthmore College.
The William C. and Barbara Tipping Sieck Scholarship was established in 1980 by the Siecks and is
awarded annually to a student showing distinc
tion in academics, leadership qualities, and ex
tracurricular activities and who indicates an in
terest in a career in business.
The GaryJ. Simon '79 Scholarship was established
in 2002. It is awarded on the basis of academic
merit and financial need, and is renewable.
The Rose and Simon Siskin Scholarship was estab
lished in 2004 in loving memory by their family
to provide financial aid on the basis of academic
merit and financial need.
The Nancy Baxter Skallerup Scholarship, estab
lished by her husband and children, is awarded
to a first-year student with financial need. It is
renewable.
The Ann BroumeU Shane ’60 Scholarship was es
tablished by A nn Brownell Sloane ’60. Pref
erence is given to a student majoring in history.
The William W. Shewn ’43 Scholarship was estab
lished in 1981 and is awarded to a deserving stu
dent 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 first-year class on
the basis of merit and need. It is renewable.
Holders of this scholarship gain access to a spe
cial file in the Friends Historical Library left by
the scholarship’s creator, the Class of 1957,
inviting them to perpetuate the memory of this
individual’s 16 years of stewardship of the Col
lege’s affairs and his tragic death in its service.
The W.W. Smith Charitable Trust provides schol
arships to students who qualify on the basis of
need and merit.
The Elizabeth Thom Snipes Scholarship was estab
lished 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 Colwell Snyder Premedical
Scholarship is the gift of 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 w ith 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 cre
ated in 1955. The scholarship is awarded on the
basis of academic merit and financial need, and
is renewable.
The Frank Solomon Jr. '50 Scholarship was estab
lished in 2004 and is awarded on the basis of aca
demic 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 of Babette S. Spiegel ’33, is awarded to
a student showing very great promise as a cre
ative 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, estab
lished 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 some
one showing a strong interest in athletics.
The Stella Steiner Scholarship, established in 1990
by Lisa A. Steiner ’54, in honor of her mother, is
awarded to a first-year student on the basis of
merit and need. This scholarship is renewable.
The Morris and Pearl Donn Stemlight Scholarship
was established by their son Peter D. Stemlight
’48 in 2005 and is awarded on the basis of aca
demic 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 per
sons, outstanding in initiative and scholarship,
47
Financial Aid
who demonstrate a particular interest in Amer
ican pre-Revolutionary War history. This schol
arship honors Clarence K. Streit, author of Union
Now: A Proposed for an Atlantic Federal Union of
die 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 A hna Dewan ’96;
Terence Graham ’94; Bruce Wook H an ’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 finan
cial 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 of 1931,
Memorial Scholarship was established in 1980 and
is awarded to a first-year student. The scholar
ship 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 person
ality, and resides west of the Mississippi River or
south of Springfield, 111.
The Julia Fishback Terrell ’45 Scholarship was es
tablished 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 David 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 special
izing in tissue culture. The scholarship is award
48
ed on the basis of academic merit and financial
need with preference given to students concen
trating in the life sciences. The scholarship is
renewable.
The Audrey Friedman Troy Scholarship, estab
lished by her husband, Melvin B. Troy ’48, is
awarded to a first-year man or woman. The
scholarship is renewable. 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 an
nually 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-Beiry Scholarship was established by
Harold S. Berry ’28 and Elizabeth Vaughan Berry
’28 through life income gifts to provide financial
assistance to needy students.
The Stanley and Corinne Weithom Scholarship was
established in 1981. It is awarded with prefer
ence given to a student who has expressed a seri
ous interest in the area of social justice and civil
rights. The scholarship is renewable.
The Suzanne P. Welsh Scholarship was created by
an anonymous donor in recognition of outstand
ing 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 acade
mic 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 estab
lished 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 accom
plishments at institutional, community, and per
sonal levels. The scholarship is awarded on the
basis of financial need and academic merit with
first preference given to African-American stu
dents, second preference to other underrepre
sented minorities, and third preference to any
deserving student. The scholarship is renewable.
The Thomas H. White and Paul M. White Scholarshit) provides financial aid for a deserving student.
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 simi
lar passion in those around them. The scholar
ship is awarded on the basis of need to a worthy
student and is renewable.
The Elmer L. Winkler Scholarship Fund, estab
lished in 1980 by a member of the Class of 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 fi
nancial need. The scholarship is renewable.
The Robert Wolf ’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 se
nior majoring in chemistry or biology. The
scholarship is renewable.
The Letitia M. Wolverton Scholarship Fund, given
by Letitia M. Wolverton of the Class of 1913,
provides scholarships for members of the junior
and senior classes who have proved to be capable
students and have need for financial assistance to
complete their education at Swarthmore
College.
The Frances ’28 and John Worth ’30 Scholarship
was established by Frances Ramsey W orth in
1993 and is awarded to a first-year student with
strong academic credentials and financial need.
The scholarship 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 se
mester 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 m other and father. It is
awarded annually to a student on the basis of
need and merit.
The Richard A . Yanowitch ’81 Scholarship was es
tablished in 2002 and reflects the donor’s en
couragement of student interest in international
relations and cross-cultural development. It is
awarded on the basis of academic merit and fi
nancial need with preference given to African
Americans and other minority groups. It is
hoped that during his or her time at the College,
the Yanowitch scholar will study history, lan
guages, and international cultures. The scholar
ship 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 of 1913 Scholarship Fund
The Class of 1914 Scholarship Fund
The Class of 1915 Scholarship Fund
The Class of 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 EUsworth F. Curtin Memorial Scholarship
The Delta Gamma Scholarship Fund
The George EUsler 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 Joscph E. Gillingham Fund
The Stella and Charles Guttman Foundation
Scholarships
The Hadassah M.L. Holcombe Scholarship
The]. Philip Herrmann Scholarship
The A . Price Heusner Scholarship
The Rachel W. Hillbom Scholarship
49
Financial Aid
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. Uppincott Scholarship Fund
The Mary T. Lcmgstreth Scholarship Fund
The Clara B. Marshall Scholarship Fund
The Edward Martin Scholarship Fund
The Franz H. Mourner Scholarship
The James E. Miller Scholarship
The Howard Osborn Scholarship Fund
The Harriet W. Paiste Fund
The Rogers Palmer Scholarships
The Susanna Haines ’80 and Beulah Haines
Parry Scholarship Fund
The T.H. Dudley Perkins Scholarship Fund
The Mary Coates Preston Scholarship Fund
The David L. Price Scholarship
The Robert Pyle Scholarship Fund
The George G. and Helen Gaskill Rathje '18
Scholarship
The Reader’s Digest Foundation Endowed
Scholarship Fund
The Fred C. and Jessie M. Reynolds
Scholarship Fund
The Lily lily Richards Scholarship
The Adele Mills Riley Memorial Scholarship
The Edith A . Runge Scholarship Fund
The Amelia Emhardt Sands Scholarship Fund
The William G. and Mary N . Serrill Honors
Scholarship
The Clinton G. Shafer Scholarship
The Caroline Shero Scholarship
The Annie Shoemaker Scholarship
The Sarah W. Shreiner Scholarship
The Walter Frederick Sims Scholarship Fund
Virginia L. and Robert C. Sites Scholarship
The Mary Sproul Scholarship Fund
50
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
The I.V. Williamson Scholarship
The Edward Clarkson Wilson and Elizabeth T.
Wilson Scholarship Fund
The Mary Wood Scholarship Fund
The Roselynd Atherholt Wood '23 Fund
College Life
STATEMENT OF STUDENT RIGHTS,
RESPONSIBILITIES, AND
CODE OF CONDUCT
Preamble
Under Objectives and Purposes of this publica
tion it is stated that “The purpose of Swarthmore
College is to make its students more valuable
human beings and more useful members of soci
ety.... Swarthmore seeks to help its students re
alize their fullest intellectual and personal po
tential combined with a deep sense of ethical
and social concern.” A lthough the College
places great value on freedom of expression, it
also recognizes the responsibility to protect the
structures and values of an academic communi
ty. It is important, therefore, that students as
sume responsibility for helping to sustain an ed
ucational 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 only to the conduct of matricu
lated students occurring on Swarthmore College
property or at College-sanctioned events that
occur off campus. In situations in which both the
com plainant and accused are m atriculated
Swarthmore students, however, College policies
and jurisdiction may apply regardless of the loca
tion 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 en
sure that their guests do not violate College poli
cies, rules, and regulations while visiting and
that students may be subject to disciplinary ac
tion for misbehavior of their guests.
A complaint against a student may be made to
the deans by a student, a public safety officer, a
member of the College’s faculty or staff, or a
College department. If the alleged incident rep
resents a violation of federal, state, or local law,
the complainant also has the option of initiating
52
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 below on Student
Judicial System.
1 . Academic and Personal Integrity
Academic Freedom and Responsibility
The following is excerpted from the Faculty
Handbook (Section II.A.2):
Swarthmore College has long subscribed to the
fundamental tenets of academic freedom articu
lated in the 1940 Statement of 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 impos
es 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 intel
lectual honesty, freedom of inquiry and' instruc
tion, and free expression on and off die campus.
The expression of dissent and the attempt to
produce change, therefore, may not be carried
out in ways that injure individuals or damage in
stitutional 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 func
tions of the institution.
Students are entitled to an atmosphere con
ducive to learning and to even-handed treat
ment in all aspects of the teacher-student rela
tionship. Faculty members may n o t refuse to en
roll or teach students on the grounds of their be
liefs or the possible uses to which they may put
the knowledge to be gained in a course. The stu
dent should not be forced by the authority in
herent in the instructional role to make particu
lar 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 ac
tivism, or personal beliefs.
If a student has a grievanoe against a faculty
member th a t cannot be resolved directly
through the faculty member involved, the stu
dent should take her or his concerns to the de
partment chair. If the grievance remains unre
solved, 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 Faculty Handbook (Section II.B.7):
I. Considering Academic Misconduct Cases
i. Academic misconduct is defined as a vio
lation of the College’s standards of academic in
tegrity 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.
knowledged 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 acknowl
edgment 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 evi
dence to the student and may, at the instructor’s
discretion, invite the department chair to be pre
sent.
iii. After this meeting, if the instructor’s sus
picions are not allayed, the instructor will submit
a report to the College’s associate dean for stu
dent life. The report will include a narrative of
th e incident and evidence supporting the
charge.
iv. The associate dean will provide copies of
the report to all faculty members of the CJC in
cluding 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 asso
ciate dean will schedule the hearing at a time
mutually convenient to the committee members
of the CJC and the student charged with acade
mic 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 th e staff.
Normally, all evidence to be considered must be
to submitted by the accuser and the defendant to
the associate dean for student life prior to the
hearing.
v. Before academic misconduct cases are
heard, the associate dean will provide the com
mittee with an updated summary of the previous
years’ cases and their disposition.
II. Procedures
i.
An instructor who has good evidence
suspect a student or students of academic mis
conduct (e.g., cheating on an examination; pla
giarism 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 of a faculty member
that the student’s work does not sound right is
III. Sanctions
normally not by itself sufficient grounds to bring
a case forward in the absence of good evidence.
i. The CJC will consider the case, make a
Good evidence may include, but is not limited
finding of guilty or not guilty on the basis of the
to, the following:
preponderance of the evidence, and determine
an appropriate sanction if a finding of guilty is
a.
Some of the student’s work coincides
reached.
with or closely paraphrases a source that is not
properly acknowledged. Sources that must be ac
ii. In determining a sanction, the commit-
53
College Life
tee will consider all the circumstances of the
procedures. The MLA Handbook is particularly
case, including the intent of the student, the
useful because it also provides examples of pla
character and magnitude of the offense, the con giarism. Supplementary departmental regula
sidered evidential judgment of the faculty mem
tions governing joint projects, etc., may be found
ber bringing the accusation, and mitigating cir
on file in departmental offices. The informal
cumstances. It is the opinion of the faculty that
nature of some writing may obviate the necessi
for an intentional first offense, failure in the
ty of rigorously formal citation but still requires
course normally is appropriate. Suspension for a
honest attribution to original authors of all bor
semester or deprivation of the degree in that year rowed materials. Students should consult with
may also be appropriate when warranted by the
instructors whenever there is doubt as to proper
seriousness of the offense.
documentation.
iii.
For a second offense, the penalty normal
Fear of being charged with plagiarism need not
ly should be expulsion.
inhibit anyone from appropriately using anoth
er’s ideas or data in a piece of writing. Even direct
IV. Appeals
quotation frequently serves as an effective device
A request for an appeal may be brought to the
in developing an argument. Academic honesty
president and the provost within 10 days follow requires only that writers properly acknowledge
ing a guilty decision by the CJC but only on the
their debts to other authors at least by means of
grounds of new evidence or procedural error. If quotation marks, footnotes, and references, if
the president and the provost decide that this
not also with in-text phraseology like “Einstein
new information warrants an appeal, they will
argued in 1900 that...” or “As Melville implies in
appoint a new committee of two faculty mem Chapter 3 of Moby-Dick....” Such usage is fully
bers and two students to review the case. The de w ithin the tradition of forthright academic
cision of the appeal committee is final. The com work.
mittee may confirm the decision of the CJC, re
Submission of the Same Work in
duce or increase the sanctions, or dismiss the
More Than One Course
original charges.
When submitting any work to an instructor for a
V. Informing Faculty and Students About
course, it is assumed that the work was produced
Sivarthmore’s Academic Misconduct Policy
specifically for that course. Submission of the
The integrity of a liberal arts education depends
same work in more than one course without
on the principle of academic integrity. Educating
prior approval is prohibited. If the courses are
the community about the Academic Miscon being taken concurrently, approval of the profes
duct Policy is essential to the educational goals
sors for both courses is required. If a student
of the College.
wishes to submit a paper that was written for a
Both students and faculty will be regularly in course taken in a previous semester^ the student
formed about the College’s Academic Miscon need only obtain the permission of the professor
duct Policy in a variety of ways including by their
teaching the current course involved. ~
instructors or advisers, by the Dean’s Office, and
Library/Educatiorud
Materials Ethics
by means of statements in such places as the
Students may not hinder the educational opportu
College catalog, faculty and student handbooks,
nity of other students by behavior such as remov
the College Web site, departmental or division
ing, hiding, or defacing educational materials.
al handouts, etc. Discussion of the policy may
also be part of such sessions as orientation for Statement on Computing
first-year students in the fall, orientation for new
Use of the Swarthmore College computer system
faculty, and in writing associate and student aca
and networks is governed by the general norms
demic mentor training. Students must finally
of responsible community conduct described in
take the responsibility for understanding the
the student, faculty, and staff handbooks, by
rules with respect to proper citation of sources
local, state and federal laws, and by College poli
and the College’s academic misconduct policy.
cies specific to use of the computer systems and
Standard Citatum Practices
networks, which are described in the following
sections.
Writers may refer to a handbook on scholarly
writing for information about correct citation
Swarthmore College normally grants access to
54
its computing network and systems to currently
enrolled students, to current and emeritus facul
ty, and to currently employed staff. By users, this
document refers to all who use the computers,
networks, and peripherals owned or operated by
the College, or who gain access to third-party
computers and networks through the College’s
system, whether these individuals have regular
accounts or are system administrators.
1. Users of services operated by Swarthmore
College have the following obligations and
responsibilities:
a. To respect software copyright. The copy
ing or use of copyrighted software in violation of
vendor license requirements is strictly forbidden.
Not only does such violation (“software piracy”)
wrongly appropriate the intellectual property of
others, but it places the individual user and the
College at risk of legal action.
b. To protect their accounts from unautho
rized use by others. Users are responsible for all
activities under their user ID, and must take rea
sonable steps to ensure that they alone, or some
authorized person under their direct control,
have access to the account.
c. To respect the integrity of other user’s ac
counts. Individuals must not use another per
son’s user ID without express permission or at
tempt to decode passwords or to access informa
tion illegitimately. A system administrator is al
lowed to decode passwords as part of regular op
erations.
d. N ot to send forged e-mail (mail sent
under another user’s name) or to read e-mail ad
dressed to another user, for example, by access
ing their electronic mailbox or mail residing in
system files. Potentially offensive electronic
communication shall be considered as it would
be if conveyed by other media.
e. To avoid excess use of shared resources,
whether through monopolizing systems, over
loading networks, misusing printer or other re
sources, or sending “junk mail.” Information
Technology Services (ITS) will occasionally
issue guidelines to the use of shared resources.
Because Swarthmore College provides and
maintains these systems to further its academic
mission, using computers for nonacademic pur
poses has low priority.
f. To avoid engaging in any activity that
may reasonably be expected to be harmful to the
systems operated by the College or a third party
or to information stored upon them. W hen a sys
tem vulnerability is discovered, users are ex
pected to report it to a system administrator.
Violations of these rules that come to the atten
tion of ITS will be referred as appropriate to the
offices of the dean, provost, or human resources.
These offices will consider violations using in
formation provided by ITS. In cases of violation
of section f, ITS may temporarily withhold ser
vices from students, faculty, or staff. The case
will then be referred in a timely manner to the
appropriate College authorities.
2. Swarthmore College for its part assures users
that College personnel are obliged:
a. To grant personal files on College com
puters (e.g., files in a user’s account) the same de
gree of privacy as personal files in Collegeassigned space in an office, lab, or dormitory
(e.g., files in a student’s desk); to grant private
communications via computer the same degree
of protection as private communications in
other media; and to treat an article on a
USENET newsgroup or other bulletin board
analogously to a poster or a College publication.
b. To take reasonable steps to protect users
from unauthorized entry into their accounts or
files, whether by other users or by system admin
istrators, except in instances where a system-re
lated problem requires such entry.
c. To take reasonable steps to prevent the
dissemination of information concerning indi
vidual user activities, for example, records of
users entering a bulletin board network.
Acknowledgments. Some of the preceding rules
and guidelines have been adapted from earlier
statements in the Swarthmore College Student
Handbook and materials made available from the
Electronic Frontier Foundation, including the
policy statements of the American Association
of University Professors, Columbia University,
the University of Delaware, the University of
Southern California at Los Angeles, and Virginia
Tech University.
False Information, Misrepresentation,
and Identification
A student may not knowingly provide false in
formation or make misrepresentation to any
College office. Students are obligated to provide
College personnel with accurate identification
on request.
55
College Life
Forgery, Fraud, and Unauthorized Possession
In addition to the forgery, alteration, or unau
thorized possession or use of College documents,
records, or instruments of identification, forged
communications (paper or electronic mail) are
prohibited.
2. Violence, Assault, Intimidation, and
Harassment (For sexual violations, see
Sexual Misconduct.)
Swarthmore College seeks to maintain an envi
ronment of mutual respect among all its mem
bers. All forms of violence, assault, intimidation,
and harassment, including that based on sex,
race, color, age, religion, national origin, sexual
preference, or handicap, undermine the basis for
such respect and violate the sense of community
vital to the College’s educational enterprise.
This statement of policy should not be taken to
supersede the Colleges commitment to academ
ic freedom, which it hereby reaffirms. The rea
soned expression of different views plays a par
ticularly vital part in a college community.
Freedom of expression, fundamental to an ex
change of views, carries with it corollary respon
sibilities equally basic to reasoned debate.
Violence and A ssault
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 intimida
tion 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.
1 Derisive, mocking, ridiculing, or jeering ex
pression.
2 Forceful defaming or degrading expression
with intent to make the target of the offend
ing expression vile or shameful or recklessly
56
Harassment
The College seeks to sustain an environment in
which harassment has no place. Those who ha
rass others will be subject to serious sanctions.
Définition, principles, and criteria. Harassment can
take many forms, and it needs to be emphasized
that harassment can be and often is nonphysical,
including words, pictures, gestures, and other
forms of expression. To count as harassment,
such expression must be reasonably regarded as
(a) taunting,1 vilifying,12 or degrading3 whether
(b) directed at individuals or groups (subject to
the clarification and qualification below) and
(c) where reasonable people may suppose that
such expression harms its target(s) by substan
tially interfering with their educational opportu
nities, peaceful enjoyment of residence and com
munity, or terms of employment. Further, to
count as harassment subject to possible formal
grievance procedures, such expression must (d)
be taken either with the intent to interfere with
the protected interests mentioned in (c), earlier,
or with reckless disregard to the nature of the
conduct. Such intent or recklessness must be in
ferred from all the circumstances. Finally, (e)
such expression must be repeated and persistent.
To be “repeated and persistent,” the offending
conduct must have been brought to the atten
tion of the defendant (though not necessarily by
the complainant), be of the same kind, and re
peated. There are two reasons for adding (e):
first, the College wishes to have the opportunity
to educate those who may not realize that cer
tain expression constitutes harassment; second,
by requiring that the expression be'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 bring
ing a formal charge of harassing expression. This
strict criterion for possible formal grievance pro
cedures must be imposed to ensure th at the
College does nothing that would tend to dimin-
disregarding the effects of one’s expression in
these respects.
3 Subjecting one to public shame that normally
causes feelings of inferiority or loss of self-re
spect.
ish free expression or compromise principles of
academic freedom in the vigorous and often con
tentious examination and criticism of ideas,
works of art, and political activity that marks
Swarthmore College.
Because groups have been included in (b), earli
er, 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 specifical
ly named or referred to as targets—any member
of that group will have an adjudicative com
plaint only if it can be established that a reason
able person would regard that offending expres
sion as harassing each and every member of the
group as individuals.
Stalking
Stalking is a form of harassment, which, follow
ing 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 rea
sonable fear of bodily injury or reasonably caus
ing substantial emotional distress to the person.
3. Sexual Misconduct
Sexual misconduct represents a continuum of
behaviors ranging from physical sexual assault
and abuse to sexual harassment and 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 proce
dures. Regardless of whether or not options for
resolution are pursued within the College sys
tem, complainants always have the option of fil
ing charges in civil or criminal court. It is impor
tant to note that discussing concerns with or
seeking clarification or support from the gender
education adviser, a dean, or others does not ob
ligate a person to file a formal complaint initiat
ing judicial procedures. The gender education
adviser will register each request for assistance in
resolving a case involving charges of sexual mis
conduct, whether formal or informal. These
records will be kept confidential to the extent
permitted by law.
Sexual A ssault 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 phys
ical contact with an intimate part of the body or
with clothes covering intimate body parts with
out the consent of the person touched. Sexual
assault includes but is not limited to sexual pen
etration of an unwilling person’s genital, anal, or
oral openings; touching an unwilling person’s in
timate parts such as genitalia, groin, breasts, lips,
buttocks, or the clothes covering them; or forc
ing an unwilling person to touch another per
son’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 en
sure 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 sex
ual 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 sex
ual 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 con
sumption of alcohol and other drugs may sub
stantially impair judgment and the ability to give
consent. Those who willingly permit themselves
to become impaired by alcohol or other drugs
may be putting themselves at greater risk, but
this impaired state provides no defense for those
who take advantage of people whose judgment
and control are impaired.
Sexual Harassment
The following definition is based on that formu
lated by the Federal Equal Opportunity Com
mission. Sexual harassment, a form of discrimi
nation based on sex, gender, or sexual orienta
tion, clearly endangers the environment of mu
tual 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
57
College Life
of 1972), any individual who feels that she or he
has been subjected to sexual harassment has the
right to initiate legal proceedings in criminal or
civil court in addition to or in lieu 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 ex
pressions that have either the intent, or are rea
sonably perceived as having the effect, of creat
ing an intimidating, hostile, or demeaning edu
cational, employment, or living environment for
a student or College employee, by focusing on
that person’s gender. A hostile environment is
defined as one that interferes with the ability to
learn, exist in living conditions, work (if em
ployed by the College), or have access and op
portunity to participate in all and any aspect of
campus life (harassment creating a hostile envi
ronment); (2) any action in which submission to
conduct of a sexual nature is made either explic
itly or implicitly a term or condition of an indi
vidual’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 stu
dents 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 assis
tants, 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 con
tact. Sexual harassment includes but is not lim
ited to (1) unwelcome verbal or physical ad
vances, 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 co
erce 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 be
haviors 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 harass
58
ment are that the behavior is unwelcome, is gen
der based and is reasonably perceived as offen
sive and objectionable. Such behavior need not
produce or threaten some tangible loss to the re
ceiver in order to be deemed harassment. If it is
unclear that the behavior constitutes harass
ment, 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 op
portunity 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 use
ful 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 harass
ing 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 resolu
tion process.
Support
Support is available through the gender educa
tion 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 miscon
duct. 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 stu
dents charged with sexual misconduct. There are
specific rights for complainants of sexual mis
conduct and for those students accused of sexual
misconduct; these rights are listed in detail in
the Student Handbook. In addition, students are
encouraged to discuss their concerns with a dean
when deciding w hether to file a formal
complaint.
Related Policies
The College also has sexual misconduct policies
as they relate to staff-student behavior and fac
ulty-student behavior. The College policy gov
erning staff and the related grievance procedure
can be found in the Staff Handbook. The College
policy governing faculty and the related griev
ance procedure can be found in the Faculty
Handbook.
4. Actions Potentially Injurious to Oneself
or Others Alcohol and Other Drugs
Alcohol and Other Drugs
The possession and use of alcoholic beverages on
the campus are regulated by federal, state, and
local law and are limited to those areas of the
campus specified by Student Council and the
dean. The observance of moderation and deco
rum with respect to drink is a student obligation.
In addition to accountability for specific behav
ior and guidelines described in the College poli
cy 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 of Student Rights, Responsibilities, and
Code of 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, possesion, or distribution of injurious
drugs or narcotics without the specific recom
mendation of a physician and knowledge of the
deans subjects a student to possible suspension or
expulsion.
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 re
moved ffom 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 pre
sent on building roofs is not allowed. In unusual
circumstances, arrangements to climb designat
ed locations may be coordinated through the
Public Safety Department.
Fires, Fire Safety Equipment, and Alarms
Tampering or interference with, as well as de
struction or misuse of, fire safety and fire preven
tion equipment is prohibited and is a violation of
state law. A n 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 incuned by the fire department(s) in
responding to the alarm. If no individuals accept
responsibility when a violation of this policy oc
curs in a residence hall, all residents of that resi
dence hall are subject to fines and charges for
costs incurred by the College and/or fire department(s). Open flames are not permitted in resi
dence 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 vio
lation of 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 ammuni
tion or hand-loading equipment and supplies for
the same are not allowed in any student resi
dence or in any College building. Requests for
exceptions must be made to the dean. No stu
dent may possess or use fireworks on Swarthmore
College property or its environs.
Reckless Conduct
Conduct that places oneself or another in immi
nent danger of bodily harm is prohibited. The
standard as to what constitutes imminent danger
is solely at the discretion of the dean and/or the
judicial body hearing the case.
59
College Life
5. College and Personal Property
Illegal Entry
Unauthorized entry into or presence within en
closed and/or posted College buildings or areas,
including student rooms or offices, even when
unlocked, is prohibited and may subject a stu
dent to fines and other sanctions.
Locks and Keys
Tampering with locks to College buildings,
unauthorized possession or use of College keys,
and alteration or duplication of College keys is
against College policy.
Theft or Damage
Theft and negligent or intentional damage to
personal or College property will subject a stu
dent to paying for the repair or replacement of
the damaged property as well as to disciplinary
action. In the event that damage occurs in a res
idence hall for which no one assumes responsi
bility, payment for damages will be divided
equally among all residents of that hall. For dam
age that occurs during a student event in a space
other than a residence hall and for which no in
dividual student(s) accept(s) responsibility, the
sponsoring students 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 w ithout perm ission from th e Car
Authorization Committee, a student-adminis
tration group.
6. 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
and the housekeeper must be notified. A guest is
not permitted to stay in a residence hall more
than four consecutive nights. Requests for ex
ceptions must be made to the director of resi
dential life.
Student hosts are responsible for the conduct of
their guests on campus and will be held account
able for any violation of the code of conduct or
other rules of the College committed by a guest.
7 . Disorderly Conduct
Students at Swarthmore College have the right
to express their views, feelings, and beliefs inside
60
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) unautho
rized entry into or occupation of a private work
area; (3) conduct that restricts or prevents facul
ty or staff from performing their duties; (4) fail
ure to maintain clear passage into or out of any
College building or passageway.
8. Violation of Local, State, or
Federal Law
Violation of the laws of any jurisdiction, whether
local, state, federal, or (when on foreign study)
foreign, may, at the discretion of the dean, sub
ject a student to College disciplinary action. A
pending appeal of a conviction shall not affect
the application of this rule.
STUDENT JUDICIAL SYSTEM
T h e formal judicial system at Swarthmore
College has two main components: (1) adjudi
cation by individual deans of minor infractions
of College regulations, where a finding of guilt
would result in a sanction less severe than sus
pension; and (2) adjudication by the CJC of se
rious infractions of College regulations, includ
ing all formal charges of academic dishonesty, as
sault, harassment, or sexual misconduct. The
CJC is composed of faculty, staff, and adminis
trators 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 sanction(s) im
posed 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 sepa
rate letter that is destroyed at the time of the stu
dent’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 consid
ered thoroughly when deciding on a course of
action. A more complete description of the judi
cial system is available from the Office of the
Dean or in the Student Handbook.
HOUSING
Swarthmore is primarily a residential college,
conducted on the assumption that the close as
sociation of students and instructors is an impor
tant element in education. Most students live in
College residence halls. New students are re
quired to live in the residence halls.
Residence Halls
Fifteen residence halls, ranging in capacity from
21 to 214 students, offer a diversity of housing
styles. Several of the residence halls are a 5- to
15-minute walk to the center of campus.
Swarthmore’s residence halls are Alice Paul,
Dana, Hallowell, Mary Lyon; Mettz Hall (the
gift of Harold and Esther Mertz); Palmer,
Pittenger, and 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 moth
er and aunts); Woolman House; W orth Hall
(the gift of William P. and J. Sharpies Worth, as
a memorial to their parents; and Kyle House
(named in honor of Fred and Elena Kyle ’55).
A mixture of classes lives in each residence hall.
About 85 percent of residence hall areas are des
ignated as coeducational housing either by floor,
section, or entire building. The remaining areas
are single-sex housing. Although single-sex op
tions are offered, they are n o t guaranteed.
Students should not expect to live in single-sex
housing for all four years. In these single-sex sec
tions, students may determine their own visita
tion 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 secondyear students typically reside in one-room dou
bles, whereas juniors and seniors have a wider se
lection of room types. All students are expected
to occupy the rooms to which they are assigned
or which they have selected through the regular
room choosing process unless authorized by the
deans to move. Permission must also be obtained
from the deans to reside outside College housing.
Resident assistants, selected from the junior and
senior classes, are assigned to each of the resi
dence hall sections. These leaders help create ac
tivities for students, serve as support advisers to
their hallmates, and help enforce College rules
for the comfort and safety of the residents.
Residence halls remain open during October,
Thanksgiving, and spring breaks but are closed
to student occupancy during winter vacation.
No meals are served during October and spring
breaks. A t the end of the fall semester, students
are expected to vacate their rooms within 24
hours after their last scheduled examinations.
Freshmen, sophomores, and juniors are 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 limit
ed-access storage room for valuables.
The insurance program for the College is de
signed to provide protection for College proper
ty and does not include the property of students
or others. Students and their parents are strong
ly urged to review their insurance program in
order to be sure that coverage is extended to in
clude personal effects while at college.
More detailed housing rules and regulations are
found in the Student Handbook, updated and dis
tributed each year, and on the housing Web site.
61
College Life
Swarthmore Dining Services
Swarthmore’s Dining Service 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 sci
ence center coffee bar.
All students living in campus housing must par
ticipate 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. (Firstyear students are required to be on the 20-meal
plan for their first semester.) 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 17meal 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 five-meal plan costs $315
per semester. Off-campus students should re
port 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,
$3.50; 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 re
quirements 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.
62
Kohlberg coffee bar and the science center cof
fee bar are located in the commons of their re
spective 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 e-mail.
Gourmet coffee, fruit, and fresh pastries may be
purchased w ith cash or declining balance
points.
Mary Lyon’s Breakfast Room is located in the
Mary Lyon Building. Breakfast is served Mon
day 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 in
gredients 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 pro
tect each student’s personal meal plan account.
STUDENT CENTERS
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 SCCS media lounge
and th e offices of th e S tudent Budget
Comm ittee, the Social Affairs Comm ittee
(SAC), Debate Society, and Rattech.
Other Centers
The Women’s Resource Center (WRC) is open to
all women on campus. It is organized and fun by
a student board of directors to bring together
women of the community with multiple inter
ests 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/gallery,
two study rooms, and administrative offices. The
BCC offers programming, activities, and re
sources 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 commu
nity. 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/
admin/bcc/, or contact us at (610) 328-8456.
The Intercultural Center (IC) is a multipurpose
center devoted to developing greater awareness
of Asian American, Latino/Hispanic, gay/lesbian/bisexual, and Native American contribu
tions to Swarthmore College as well as the
broader society. The 1C provides a supportive
environment where students are welcome to dis
cuss and understand the educational, political,
and social concerns that affect their groups. The
IC fosters the education of its members and the
wider community about cultural, ethnic, class,
gender, and sexual orientation differences.
Through co-sponsoring programs and building
alliances with the administration, other campus
groups and departments, the IC increases diver
sity 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 2!apata. See
the IC Web site at www.swarthmore.edu/
admin/IC, or telephone (610) 328-7360.
The director, interns, and the administrative as
sistant are responsible for the center’s program
ming and operation. The IC is located in the far
southern comer of Tarble in Clothier. The cen
ter 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. T here are two fraternities at
Swarthmore: Delta Upsilon, affiliated with a na
tional organization, and Phi Omicron Psi, a local
association. Although they receive no College
or student activity funds, the fraternities supple
ment social life. They rent lodges on campus, but
have no residential or eating facilities. In recent
years, about 6 percent of male students have de
cided to affiliate with one of the fraternities.
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 oppor
tunities 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 med
itation 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 Swarth
more students.
HEALTH
Worth Health Center
The Worth Health Center, a gift of the Worth
family in memory of William Penn Worth and
Caroline Hallowell, houses offices of the nurses,
consulting physicians, nutritionist, HIV test
counselor, outpatient treatment facilities, offices
of the Psychological Services staff, and rooms for
students who require inpatient care. Psycho
logical Services is administered separately from
the Health Service and is housed in the North
Wing of W orth H ealth Center. H ealth and
Psychological Services open with the arrival of
the first-year class in the fall and close for the
winter break and for the summer following com
mencement in the spring. Students must make
their own arrangements for health and psycho-
63
College Life
logical care when the Worth Health Center is
closed.
The College contracts with the Crozer Keystone
Health System for physician services. Should inhospital treatment be indicated, one of these
consultant physicians will oversee the care if the
student is admitted to Crozer Chester Medical
Center, a medical school-affiliated teaching
hospital.
Insurance
Students may consult the medical facilities of
the College when ill or injured in athletic activ
ities or otherwise, free of charge. The College
cannot assume financial responsibility for med
ical, surgical, or psychological expenses incurred
when seeking or referred for care elsewhere. For
this reason, we expect students to be responsible
for these expenses and to be insured through
family or other plans. Insurance plans should
provide some coverage for prescription medica
tions. For those who have no health insurance or
whose insurance does not meet our specifica
tions, we offer a functional yearly plan beginning
Aug. 17,2005, through Aug. 17,2006. Students
receiving financial aid may have a portion of the
cost of the premium defrayed.
Students and family are responsible for medical
expenses incurred while students are enrolled at
the College. Students who have no insurance, or
students with insurers who have no local office
or arrangements with local HMOs, do not pro
vide for emergency and urgent care locally, do
not cover hospital admissions locally, or do not
provide coverage while studying abroad should
enroll in the College Plan. The College provides
health insurance for students who are actively
participating in intercollegiate and club sports.
For further information, please consult the in
surance leaflet mailed to all students at the be
ginning of each academic year, th e W orth
H ealth C enter administrative assistant, the
trainer, or visit the Web site at http://swarthmore.edu/Admin/health.
Health Services
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 Health Center staff but
are free to seek treatment at another facility if
they prefer to do so. Also, the Health Service
staff members are willing to coordinate care with
personal health care providers.
64
As part of the admission process, each student
must submit a medical history and health certifi
cate prepared by a personal or school health care
provider. The Health Center provides a health
certificate in the preadmission packet for your
convenience. Pertinent information such as
medical or psychological problems, allergies,
handicaps, medications will be especially valuable
to the College Health Service when assisting each
student. All information is kept confidential.
Each student is allowed 10 days of in-patient
care without charge in the infirmary each acad
emic year. Students suffering from communica
ble disease, such as chicken pox, may not remain
in their residence hall room and must stay in the
infirmary or go home for the duration of their ill
ness. The Health Center each academic year dis
penses up to $300 in various medications with
out charge, but we do charge for special medica
tions, contraceptives, immunizations, and cer
tain laboratory tests. Students are responsible for
securing transportation to off-campus appoint
ments, although the nurses will assist with
arrangements.
The Health Center staff works 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 accom
modations or alterations in academic program
ming must provide medical documentation to
the director of the Health Center and the dean
who works with disabled students. Both will
evaluate the request and make a recommenda
tion for an alternative plan.
Psychological Services
Services for students include counseling and psy
chotherapy, after-hours emergency-on-call
availability, consultation regarding the use of
psychiatric drugs, psychological testing, and ed
ucational talks and workshops. Psychological
Services participates in training resident assis
tants and provides consultation to staff, faculty,
and parents.
The staff of Psychological Services 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 re
ferred to outside mental health practitioners at
their request or when long-term or highly spe
cialized services are needed.
The College maintains a policy of strict confi
dentiality except where there may be a signifi
cant question of imminent threat to life or safety.
Requests for service may be made in person or by
phone (x8059) between 8:30 a.m. and 4:30 p.m.,
Monday through Friday. In the event of an afterhours emergency, contact the Health Center
(x8058) or Public Safety (x8333).
Information regarding readmission after with
drawal for health-related reasons may be found
in the section of Student Leaves of Absence,
Withdrawal, and Réadmissions (pp. 85-86).
For more detailed information about psychological
services, visit the Web site at http://www.swarthmore.edu/Admin/deans/psychservices.html.
STUDENT ADVISING
Academic Advising
Each first-year student is assigned to a faculty
member or administrator who acts as his or her
academic adviser. W hen 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 freely granted (for ex
ample, 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 ad
vising 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 pro
grams are encouraged to take advantage of the
advising offered by staff of the Lang Center for
Civic and Social Responsibility.
Academic Support
Various forms of academic support are available
to help all students succeed in their coursework.
These include a peer S tudent Academic
Mentoring (SAM) program, tutors, special re
view sessions and clinics attached to introducto
ry courses in the natural sciences and economics,
a mathematics lab, a multiday study skills work
shop, and training sessions on topics such as time
management, note taking, reading, and test tak
ing. 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 via e-mail and on a drop-in
basis.
Career Services
Career Services works to help students develop
knowledge of themselves and their life options;
to advance their career planning and decision
making abilities; and to help them develop skills
related to their intemship/job search and graduate/professional school admission. Individual
counseling and group sessions help students ex
pand their career options through exploration of
their values, skills, interests, abilities, and expe
riences. Developmental programs are available
for all students, regardless of their academic
discipline.
Exploration of career options is encouraged
through summer internships and summer jobs,
internships and part-time positions during the
school year and opportunities that take place
during a semester or year away from campus.
Students may receive assistance in researching,
locating, and applying for internships and em
ployment opportunities and receive advice in
how to gain the most they can from these expe
riences. Students are particularly encouraged to
test options by participating in the alumni-sponsored Externship Program. This program pro
vides 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. Students taking a leave of
absence from Swarthmore can participate in the
College Venture Program, which assists under
graduates taking time off from school with find
ing worthwhile employment during their time
away.
Additional help is provided through career in
formation panels, presentations, and confer
ences; the biannual Student Alumni Network
ing Dinner; attendance at career fairs; and work
shops on topics such as resume and cover letter
writing, mentoring, interviewing skills, and intemship/job-search techniques. The office coop
erates w ith A lum ni Relations, the A lumni
65
College Life
Council, and the Parents Council to put stu
dents in touch with a wide network of potential
mentors. The Career Services library includes
many career development publications as well as
employer directories. The office hosts on-campus recruiting by representatives from business,
industry, government, nonprofit organizations,
and graduate and professional schools. The
Career Services eRecruiting site provides one
comprehensive on-line database of internship
and job listings, a career events calendar and re
sume deadlines for employers recruiting on cam
pus. Students can easily upload resumes to apply
for opportunities. Career Services also maintains
a Web site accessible at http://careerservices.swarthmore.edu to make information
about activities and programs available to stu
dents wherever they are around th e world.
Credential files are compiled for interested stu
dents and alumni to be sent to prospective em
ployers and graduate admissions committees.
STATEMENT OF SECURITY POLICIES
AND PROCEDURES
Swarthmore College’s Statem ent 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 build
ings owned or controlled by Swarthmore
College, and on public property within or imme
diately adjacent to and accessible from the cam
pus. The report also includes institutional poli
cies concerning campus security, such as policies
concerning alcohol and drug use, crime preven
tion, the reporting of crimes, sexual assault, and
other matters. To obtain a full copy of this docu
ment, or to discuss any questions or concerns,
contact Owen Redgrave, director of public safety.
COCURRICULAR ACTIVITIES
Student Council
The Student Council is the chief body of student
government and exists to serve and represent the
66
students of Swarthmore College. Its 11 members
are elected semiannually. The powers and re
sponsibilities of the Student Council are (1) the
adm inistration of the S tudent A ctivities
Account; (2) the appointment of students to
those committees within the College communi
ty 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 repre
sentation 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 ful
fill these responsibilities. The Student Council
provides a forum for student opinion and is will
ing to hear and, when judged appropriate, act
upon the ideas, grievances, or proposals of any
Swarthmore student.
Major committees of the Student Council in
clude the Appointments Committee, Student
Budget Committee, Student Groups Commit
tee, and Social Affairs Committee. The fivemember Appointments Committee selects qual
ified student applicants for positions on student,
faculty, and administration committees. The
Student Budget Committee, made up of 10 ap
pointed 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 cal
endar, 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. T he Social Affairs
Committee consists of 10 appointed members
and two hired student co-directors.
Music
The Music and Dance Department offers sever
al musical ensembles led by college faculty.
These are the College Chorus, the College
Orchestra, the Jazz Ensemble, the Wind Ensem
ble, Chamber Wind Ensemble, and Gamelan
Semara Santi (a traditional Indonesian percus
sion orchestra). Each group rehearses 3 hours a
week and normally performs once per semester.
Student members of these groups may elect to re
ceive 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
Program’s Web site or the department’s adminis
trative coordinator.
The department also administers the Elizabeth
Pollard Fetter chamber music coaching program.
Instrumentalists and singers involved in this pro
gram form chamber music groups, receive coach
ing by experienced professional musicians, and
perform at several concerts each year in Lang
Concert Hall. These concerts also provide op
portunities 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 conjunc
tion with subsidies to support private instrumen
tal and vocal lessons for qualified students; refer
to p. 444 (Awards and Prizes and Fellowships)
and p. 295 (Music Department, MUSI 048).
Practice and performance facilities in the Lang
Music Building include 16 practice rooms (most
with at least one piano), a concert hall and a re
hearsal hall (each with its own concert grand),
two organs, and one harpsichord. The Daniel
Underhill Performing Arts Library has an excel
lent 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 ad
ministers a separate series of public concerts.
Orchestra 2001, an acclaimed professional en
semble devoted to the performance of contem
porary music, is in residence at the College.
Under the direction of Professor of Music
Emeritus James Freeman, the group gives an an
nual series of four or five concerts in the Lang
Concert Hall, exploring music of the present
time and often including recent works by com
posers at the College. World-renowned soloists
are featured, and student musicians are often in
vited to perform with the ensemble.
Dance
The Swarthmore College Dance Program in the
Music and Dance D epartm ent, directed by
Stephen Lang Professor of Performing Arts
Sharon E. Friedler, strives to foster a cooperative
atmosphere in classes and performance situa
tions. •
The Swarthmore College dancers and the Dance
and Drum Ensemble and the Swarthm ore
College Taiko Ensemble regularly perform pub
lic concerts with works choreographed by stu
dents, 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 per
formances throughout the year. In conjunction
with the William J. Cooper Foundation, the
Dance Program brings outstanding professional
dance companies to campus for short-term resi
dencies. These residencies typically last from 3
days to 2 weeks and include master classes, lec
tures, and performances. The residencies funded
for 2005-2006 will include Jane Comfort and
Company, the Doug Varone Dance Company,
and a 2-day residency in South Indian music.
The Swarthmore Project’s Window on the Work
will present master classes and informal presen
tations by Lacey James and Brian Sanders.
During the fall semester, guest artist Wil
Swanson will create a new work for student per
formers in the program’s repertory class.
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.
Theater
Associate 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 stu
dents. Students interested in acting are encour
aged to participate in student-directed projects
in the program’s directing workshops (THEA
035 and 055) and the Senior Company class
(THEA 099). The program also hires qualified
students every semester for a variety of jobs re
lated to curricular production projects and other
functions. The Lang Performing Arts Center
Office is another potential source of theater-re
lated student employment. For information,
contact James Murphy.
67
College Life
Professional internships are strongly recom
mended to theater majors and minors and are
available at theaters throughout the Philadel
phia area and around the country. Students
should consult the theater faculty for advice
about applying.
In conjunction with the William J. Cooper
Foundation, the Theater Department typically
sponsors various public events, such as perfor
mances, workshops and symposia. The depart
ment 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 facili
ties 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 de
partment chair.
or she may form one through 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 devel
opm ent of students through extracurricular
activities.
Athletics
The Lang Center is a hub for activities that sup
port Swarthmore’s mission to “help students re
alize their fullest intellectual and personal po
tential combined with a deep sense of ethical
and social concern.” The center is located at the
foot of Magill Walk in the Swarthmore Train
Station Building. Its five-person staff offers spe
cial advising as well as administrative, financial,
and logistic support for a wide range of opportu
nities to make connections between campus and
community partners seeking positive social
change. Center staff members work'with indi
vidual students as well as with organized student
groups and also have important working rela
tionships with the Office of Foreign Study and
the Office of Career Planning and Placement.
The center offers workshops and special pro
grams to prepare students for work in communi
ties as well as to provide opportunities for reflec
tion 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 in
cludes a resource room with extensive informa
tion about opportunities for service and advoca
cy, staffed by Lang Center Student Associates.
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 ed
ucational development of the individual student
who chooses to participate. In keeping with this
fundamental policy, Swarthmore’s athletic pro
gram is varied, offering every student the oppor
tunity to participate in a wide range of sports.
Within the limits of finance, personnel, and fa
cilities, the College feels 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 sev
eral of the varsity athletic teams. They work
closely with the teams, attending practices and
many of the scheduled contests. For more infor
mation on athletics, see the section on Physical
Education and Athletics (p. 324).
Extracurricular Activities
Students are encouraged to get involved in ex
tracurricular activities at Swarthmore. There are
more than 100 clubs and organizations that span
a broad range of interests such as community ser
vice, athletics, political action, and religious,
cultural and social activities. If there isn’t a club
or organization that meets a student’s interest, he
68
Publications and Media
The Phoenix, the weekly student newspaper; the
Halcyon, the College yearbook; and WSRN, the
campus radio station, are completely studentrun organizations. There are several other stu
dent publications, including literary magazines
and newsletters. For more information, contact
the student publications coordinator. The cur
rent list of publications can also be found in the
Guide to Student Life.
PROGRAMS FOR SERVICE, ACTIVISM,
AND OUTREACH
Eugene M . Lang Center for Civic and
Social Responsibility
The following programs are supported and coor
dinated by the Lang Center:
Lang Opportunity Scholarships. These are award
ed to up to six students during first semester of
their sophomore years. Scholars are selected
after a competition that involves a written ap
plication, an interview, and review of the stu
dents’ previous experiences in service and social
action. The scholarship includes a guaranteed
summer internship, the opportunity to apply for
a substantial grant that supports implementation
of a major project, and a no-loan financial aid
package beginning the following semester. 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 of Social Change. This professorship was
endowed in 1981 by Eugene M. Lang ’38. It
brings to the College an outstanding social sci
entist, political leader, or other suitably qualified
person who has achieved professional or occupa
tional prominence. The visiting professor is typ
ically someone who has received special recog
nition 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.
Community-based learning. The Lang Center of
fers grants to faculty members who wish to add
community-based learning to their courses. The
grants may be used for summer stipends or to
cover the cost of a course replacement to permit
a course reduction for the faculty member.
Student-led service and activist groups. These stu
dent-led groups use Lang Center facilities and
also receive guidance from Lang Center staff.
Student groups offer service and advocacy in
Chester and the Greater Philadelphia metropol
itan area. These groups are active in the areas of
housing, education, and educational reform; em
ployment; health care; homelessness; environ
mental justice; peace and conflict resolution;
racial justice; and economic development.
The Swarthmore Foundation
The Swarthmore Foundation is a small philan
thropic body formed by Swarthmore College in
1987 with endowments from alumni, founda
tions, and others. The mission of the Swarth
more Foundation is to promote a sense of social
responsibility within the college community by
aiding students, graduating seniors, staff, and fac
ulty to become involved in community service
and social action. Initiatives supported by the
Swarthmore Foundation address a variety of so
cial problems, with emphasis on service that ad
dresses the causes and/or consequences of pover
ty 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 com
munity 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 stu
dents to find S2A2 sites that are congruent with
their interests.
The Swarthmore College Upward Bound
Program
Upward Bound. This program develops young
leaders and offers academic and cultural enrich
ment activities to high school students in the
surrounding community, primarily in the city of
Chester. The primary goal of this national pro
gram is to prepare urban high school students for
postsecondary education.
The Upward Bound Program at Swarthmore
College began in 1964 Upward Bound is one of
the oldest and most active community outreach
programs at Swarthmore College.
Upward Bound offers both a 5-week residential
summer school in which Swarthmore students
may serve as tutor/counselors and a series of ac
tivities during the academic year in which
Swarthmore students serve as tutors. Students
have volunteered their time to successfully tutor
and mentor hundreds of Upward Bound partici
pants for more than 40 years. The program is
under the direction of the Lang Center for Civic
and Social Responsibility and is administered by
Cynthia Jetter, director for community partner
ships and planning.
ALUMNI RELATIONS
Alumni Relations is the primary communica
tion link between the College and its alumni,
enabling them to maintain an ongoing relation
ship with each other. Some of the office’s pro
grams and activities include Alumni Weekend,
69
College Life
an Alumni College, alumni gatherings all over
the country, and alumni travel. The Alumni
Office hires students as interns and to help at
alumni events on campus.
T he A lum ni Office works closely w ith the
Career Services Office to facilitate networking
between students and alumni and among alum
ni, to take advantage of the invaluable experi
ence represented among th e alum ni. 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 C onnections, in
Atlanta; Austin/San Antonio; Boston; Chicago;
Durham, N.C.; London; Los Angeles; Metro
DC/Baltimore; Metro NYC; Minneapolis and
Minnesota; Paris; Philadelphia; Pittsburgh; San
Francisco; Seattle; and Tucson.
There are 18,586 alumni: 9,458 men, 9,128
women, and 1,239 married to each other, giving
substance to the College’s traditional appella
tion, “Quaker matchbox.” The College defines
an alumnus/a as anyone who has completed one
semester.
COLLEGE PUBLICATIONS
The Publications Office creates a variety of
printed communications for the College com
munity. T he quarterly Swarthmore College
Bulletin is a magazine sent free of charge to all
alumni, parents, friends, and members of the se
nior class. Other publications produced by the
office include an annual engagement calendar, a
report of donations to the College, a faculty-staff
newsletter, and this catalog. Members of the
publications staff and a student intern provide
editorial, photographic, graphic design, and
print production services to other offices on
campus.
70
NEWS AND INFORMATION
The Office of News and Information works with
students and faculty and staff members to com
municate information about Swarthmore to the
public, primarily through media relations. The
office publicizes campus events, programs, and
research and works to position faculty members
as expert news sources. The office also responds
to information requests from the media, initiates
coverage of Swarthmore in the media, and leads
the developm ent and m aintenance of the
College Web site. The News and Information
Office prepares two publications. On Campus, a
monthly schedule of campus activities that are
open to the public, is distributed on request to
more than 3,500 households in the Philadelphia
area and is posted on the Web. The Weekly News,
a newsletter of events and announcements, is
also posted electronically each week during the
academic year. The office lends support for spe
cial events and projects and provides public rela
tions counsel for the College.
IV
Educational Program
Faculty Regulations
Degree Requirements
Awards and Prizes
Fellowships
71
Educational Program
GENERAL STATEMENT
Swarthmore College offers the degree of bache
lor 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 re
quired for a bachelor’s degree (see p. 88), but
variation in this term, particularly as a result of
Advanced Placement (AP) credit, is possible
(see p. 29).
The selection of a program will depend on the
student’s interests and vocational plans. The pri
mary purpose of a liberal arts education, how
ever, is not merely to provide the best founda
tion 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 ed
ucation 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 inheri
tance of the past, so, too, it is intended to devel
op citizens who will guide societies on a sustain
able course where future culture will not be com
promised in the development of the present.
Intellectually, it aims to enhance resourceful
ness, serious curiosity, open-mindedness, per
spective, 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 ad
vanced work in these subjects by taking certain
prerequisites. The normal program consists of
four courses each semester, chosen by the student
in consultation with his or her faculty adviser.
All students must fulfill the requirements for the
major, and before the end of the senior year, stu
dents are required to pass a comprehensive ex
amination or its equivalent, given by the major
department.
The program for engineering students follows a
similar basic plan, with certain variations ex
plained on p. 168. Courses outside the technical
fields are distributed over all 4 years.
For honors candidates, courses and seminars
taken as preparation for external evaluation oc
cupy 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 stu
dents take other courses that provide opportuni
72
ties for further exploration. During the senior
year, many departments offer a specially de
signed senior honors study for honors majors and
minors to encourage enhancement and integra
tion of the honors preparations. A t the close of
the senior year, candidates for honors will be
evaluated by visiting examiners.
The course advisers of first-year and sophomore
students 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.
PROGRAM FOR THE FIRST AND
SECOND YEARS
The major goals of the first 2 years of a Swarth
more education are to introduce students to a
broad range of intellectual pursuits, to equip
them with the analytic and expressive skills re
quired to engage in those pursuits, and to foster
a critical stance toward learning and knowing.
All students must fulfill the requirements nor
mally intended for the first 2 years of study, al
though 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 of work done prior to 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 the major
department before graduation.
2. Complete at least 3 credits in each of the three
divisions of the College (listed later). Work in
each division may include one AP credit or
credit awarded for work done elsewhere.
3. Complete at least 2 credits in each division at
Swarthmore.
4. Complete at least 2 courses in each division in
different departmental subjects; these courses
must be at least one credit each, and may in
clude AP credit or credit awarded for work
done elsewhere.
5. Complete the PDC/W or W requirement de
fined for the student’s graduating class.
6. Complete a natural sciences and engineering
practicum (for the classes of 2008 and there
after).
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 are constituted
as follows:
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 Sci
ence, Engineering, Mathematics and Statistics,
Physics and Astronomy, and Psychology courses
that qualify for the NSE practicum.
Social Sciences: Classics (ancient history), Eco
nomics, Education, History, Linguistics, Political
Science, Psychology (other than NSE practicum
courses), and Sociology and Anthropology.
A few courses do not satisfy the divisional distri
bution requirement. These are identified as such
in the catalog or the official schedule of courses.
The PDC or W requirement by graduating class:
The Class of 2006 must complete at least five
PDC or W courses or seminars, and those five
must include work in at least two divisions.
The Class of 2007 must complete at least four
PDC or W courses or seminars, and those four
must include work in at least two divisions.
Students entering in the Class of 2008 and
thereafter must complete at least three W cours
es or seminars, and those three must include
work in at least two divisions; students are ad
vised to complete two Ws in the first 2 years, and
students are required to complete a natural sci
ences and engineering practicum.
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 ef
fectively 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 3hour sessions in a laboratory, several all-day field
trips, or several observation trips.
Any course credit in a division (with the excep
tion of ENGL 00 IB) counts toward the distribu
tion courses in that division, including AP cred
it or credit awarded for work done elsewhere.
Courses that are cross-listed between two de
partments in different divisions may, with the
permission of the instructors, departments, and
divisions involved, fulfill the distribution re
quirement 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 distribution
al status of such courses is normally indicated in
the catalog description for each course.
Foreign language: It is most desirable that stu
dents include in their programs some work in a
foreign language, beyond the basic language re
quirement (see p. 88).
Mathematics: A student who intends to major in
one of the natural sciences, mathematics, or en
gineering should take an appropriate mathemat
ics course in the first year. Students intending to
major in one of the social sciences should be
aware of the increasing importance of mathe
matical background for these subjects.
Physical education: Students are encouraged to
enjoy the instructional and recreational oppor
tunities offered by the department throughout
their college careers. As a requirement for grad
uation, all students not excused for medical rea
sons are required to complete 4 units of physical
education by the end of their sophomore year. In
addition, all students must pass a survival swim
ming test or complete a unit of swimming in
struction. 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 A thletics
Office. More information can be found in the
Physical Education and Athletics section (p.
86) .
Students who enter Swarthmore as transfer stu
dents 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 specifi-
73
Educational Program
cally approved by the registrar. Transfer students
who enter Swarthmore with 8 credits of college
work are exempted from one of the three re
quired writing courses and have the credits-atSwarthmore requirement reduced from 2 in each
division to 1 in each division. Transfer students
who enter Swarthmore with, at most, four se
mesters remaining to complete their degree are
exempted from two of the three required writing
courses and are exempted from the requirement
th a t 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 depart
mental requirements and recommendations. In
the spring of the sophomore year, each student
will, with the guidance of his or her adviser, pre
pare 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 ad
vising 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 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.
A lthough faculty advisers assist students in
preparing their academic programs, students are
individually responsible for planning and adher
ing to programs and for the completion of grad
uation requirements. Faculty advisers, depart
ment chairs, other faculty members, the deans,
and the registrar are available for information
and advice.
PROGRAMS FOR JUNIORS AND SENIORS
The major goals of the last 2 years of a Swarth
more education are to engage students with a
chosen field of inquiry and to assist them in as
suming an independent role in creating and syn
thesizing knowledge within it. The breadth of
exposure, acquisition of skills, and development
of a critical stance during the first 2 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 be
74
come involved for 2 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 perspec
tive on the major.
MAJORS AND MINORS
All students are required to include sufficient
work in a single department or program desig
nated as a major. To complete a departmental
major, a student must be accepted as a major,
must complete eight courses (or more, depend
ing on the department), must pass the depart
ment’s comprehensive requirement, arid must
fulfill other specific departmental requirements.
Detailed requirements for acceptance to depart
mental majors and for completion of them are
specified in this catalog under the respective de
partmental listings and are designed to ensure a
comprehensive acquaintance with the field. A
student must accumulate 20 course credits out
side 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 m inor may have an additional
course minor outside the Honors Program. If stu
dents 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 mi
nors. Those departments or programs that do not
offer a course minor are Comparative Literature,
Economics, Political Science, Sociology and
Anthropology, and Studio Art. (These depart
ments or programs do offer honors minors.)
Minors will include at least 5 credits, 4 of which
may not be double-counted with the student’s
major or other minor. The double-counting pro
hibition applies to any comparison of 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 me
dieval studies, for example, and minors in both
English literature and women’s studies, would
need four courses in English literature that are
not part of the medieval studies major and four
courses in women’s studies that are not part of
the 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:
a. The double-counting prohibition is not ap
plicable to courses that students are required
by their majors or minors to take in other de
partments. For example, mathematics courses
required for an engineering major are not au
tomatically excluded from counting toward a
minor defined by the Mathematics and Sta
tistics Department.
b. 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: W ith permission of the depart
ments concerned, it is possible for a student to
plan an individualized special major that in
cludes closely related work in one or more de
partments. In some areas, such as biochemistry,
film and media studies, and psychobiology, in
which special majors are done frequently, the de
partments and programs involved provide rec
ommended programs. 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 ex
pected to be integrated in the sense that it spec
ifies a field of learning (not necessarily conven
tional) or topic or problems for sustained inquiry
that crosses departmental boundaries, or it may
be treated as a subfield within the normal de
partmental major. Special majors consist of at
least 10 credits and normally of no more than 12
credits. Students with special majors normally
complete a minimum of six courses in the pri
mary department or program, omitting some of
the breadth requirements of the major field.
However, course requirements central to system
atic understanding of the major field may not be
waived. Students with special majors must com
plete the major comprehensive requirement,
which may consist of a thesis or other written re
search projects designed to integrate the work
across departmental boundaries, or a compre
hensive examination. By extension, special ma
jors may be formulated as joint majors between
two departments, normally with at least 5 cred
its in each department and 11 in both depart
ments. The departments involved collaborate in
advising and in the comprehensive examina
tion. 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.
HONORS PROGRAM
The Honors Program, initiated in 1922 by
President Frank Aydelotte and modified most re
cently 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 re
lationships between students and faculty; peer
learning; opportunity for reflection on, and inte
gration of, specific preparations; and evaluation
by external examiners. Honors work may be car
ried out in the full range of curricular options, in
cluding studio and performing arts, study abroad,
and community-based learning.
Students and their professors work in collegial
fashion as honors candidates prepare for evalua
tion 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 de
partm ent 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
75
Educational Program
major and one in a minor or four preparations in
a special or interdisciplinary major. Students of
fering three preparations in a major or four
preparations in a special or interdisciplinary
major will be exempted from comprehensive ex
aminations in those majors. 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 spon
sors a major. In addition, minors may be defined
by any department or program.
Honors special majors who design their own pro
grams, not those in College-sponsored programs
such as bioanthropology, will be required to in
clude 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 ei
ther (1) write a thesis drawing upon their crossdisciplinary work—the thesis will be examined
by examiners in different fields or (2) have a
panel oral examination that presents the oppor
tunity 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 ap
proval of all departments involved in the pro
gram 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 exam
iners. Except in the case of theses or other origi
nal 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 ex
ternal evaluators for an oral examination of each
preparation. Specific formats for preparations
and for SHS are available in each department
office.
Students will normally include their intention
to prepare for honors in their “Plan of Study for
the Last Two Years,” written in the spring of their
sophomore year. They must also submit a formal
application for a specific program of honors
76
preparation to the Registrar’s Office. The regis
trar provides a form for this purpose. Depart
ments, 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 reg
istrar. The decision of the departments or inter
disciplinary programs will depend on the pro
posed program of study and the quality of the
student’s previous work as indicated by grades re
ceived and on the student’s apparent capacity for
assuming the responsibility of honors candidacy.
The major department or interdisciplinary pro
gram 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 of a student’s senior year, depending on depart
mental policies. Students may not withdraw
from honors after Dec. 1 of the senior year ex
cept under extraordinary circumstances and
with the permission of the major and minor de
partm ents and the Curriculum Committee.
Further information about honors policies may
be found in the Student Handbook of Policies and
Procedures for the Honors Program, which is avail
able in the Registrar’s Office.
A t the end of the senior year, the decision of
whether to award the honors degree to the can
didates is entirely in the hands of the visiting ex
aminers. Upon their recommendation, success
ful candidates are awarded the bachelor’s degree
with honors, with high honors, or with highest
honors.
EXCEPTIONS TO THE FOUR-YEAR
PROGRAM
Although the normal period of uninterrupted
work toward the bachelor of arts and bachelor of
science degrees is 4 years, graduation in 3 years is
freely permitted when a student can take advan
tage of Advanced Placement credits, perhaps
combining them with extra work by special per
mission. 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 can
didates in their first eight semesters of enroll
ment. A course load lower than the norm may be
appropriate for students who enter Swarthmore
lacking some elements of the usual preparation
for college, who 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 instru
mental work without full credit but with instruc
tion and critical supervision. However, such pro
grams are possible only on application to, and se
lection by, the department concerned, which
will look for exceptional accomplishment or
promise. In all cases where it is proposed to re
duce academic credit and lengthen the period
before graduation, the College looks particularly
to personal circumstances and to careful advis
ing and necessarily charges the regular annual
tuition (see the provisions for overloads, p. 31).
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 plan
ning and academic advising. Information about
work opportunities for those taking a leave is
available through the College Venture Program
in the Career Services Office.
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 of science is made by eight se
mesters’ 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 three course cred
its within the normal eight-semester enrollment.
Programs of more than 5 credits or fewer than 4
credits require special permission (see p. 31 on
tuition and p. 84 on registration).
The definitions of upper-class levels are as fol
lows: Students become sophomores when they
have earned 6 to 8 semester course credits to
ward their degree. Students become juniors
when they have earned 14 to 16 credits. Stu
dents become seniors when they have earned 22
to 24 credits. Some offices on campus, such as the
Housing Office, may have additional require
ments in their definitions of the student classes.
FORMATS OF INSTRUCTION
Although classes and seminars are the normal
curricular formats at Swarthmore, faculty regula
tions encourage other modes as well. These in
clude various forms of individual study, studentrun courses, and a limited amount of “practical”
or off-campus work.
The principal forms of individual work are at
tachments to courses, directed reading, and tuto
rials. The faculty regulation on attachments pro
vides that a student may attach to an existing
course, with the permission of the instructor, a
project of additional reading, research, and writ
ing. If this attachment is taken concurrently
with the course, it is normally done for 0.5 cred
it. 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 individ
ual basis. It is not possible in all courses, but it is
in most, including some introductory courses.
For first-year 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 permis
sion, 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.
77
Educational Program
Directed Reading and Independent Study
Directed reading and independent study are sim
ilar, but the faculty role in the former is more
bibliographical than pedagogical, and, because
they require somewhat less faculty time, oppor
tunities for directed reading are more frequent in
most departments than are opportunities for in
dependent study. In both cases, substantial writ
ten work and/or written examinations are con
sidered appropriate, and it is generally desirable
th at 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.
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 ap
proval and agreement to serve as course supervi
sor 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 empha
sizing 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 administra
tive supervision of such work and who may
waive the foregoing deadlines to recognize prob
lems 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 repre
sentatives together with the provost will decide
whether to approve the course. The supervisor
also reviews the course outline and bibliography
and qualifications and general eligibility of stu
dents proposing to participate in the course.
After a student-run course has been found ac
ceptable by the appropriate department (or de
partments) and the provost, the course supervi
sor’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. A t
78
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 con
tent. 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 con
cluded or, if the participants and course supervi
sor find the work profitable, continued for the
balance of the term for full credit. Alternatively,
student-run courses may be started after the be
ginning 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 half credit over a fall term. The role of
the course supervisor may go beyond planning
and evaluation and extend to occasional or reg
ular participation. The only essentials, and the
purpose of the procedures, are sufficient plan
ning and organization of the course to facilitate
focus and penetration. The course planning and
organization, both analytical and bibliographi
cal, are also regarded as important ends in them
selves, to be emphasized in the review of propos
als before approval. Up to 4 of the 32 credits re
quired for graduation may be taken in studentrun courses. Many student-run courses are of
fered only on the credit/no-credit basis.
Finally, as to applied or practical work, the
College may, under faculty regulations, grant 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 con
tribute to a student’s progress in regular coursework. The work is subject to four Conditions: (1)
agreement of an instructor to supervise the pro
ject; (2) sponsorship by the instructor’s depart
ment, and in the case of an interdisciplinary pro
ject, any other department concerned, whose
representatives together with the provost will
decide whether to grant permission for the ap
plied or practical work before that work is un
dertaken; (3) a basis for the project in some prior
coursework; and (4) normally, the examination
of pertinent literature and production of a writ
ten report as parts of the project. This option is
intended to apply to work in which direct expe
rience of the off-campus world or responsible ap
plications of academic learning or imaginative
aspects of the practice of an art are the primary
elements.
Because such work is likely to bear a loose rela
tion to organized instruction and the regular cur
riculum, the College limits academic credit for it
while recognizing its special importance for
some students’ programs.
INTERDISCIPLINARY WORK
The requirements of the major typically leave
room for significant flexibility in students’ pro
grams, both within and outside the major. This
may be used to pursue a variety of interests and
to emphasize intellectual diversity. It may also be
used for the practical integration of individual
programs around interests or principles supple
menting the major. The College offers interde
partmental majors in Asian studies, medieval
studies, and comparative literature, and formal
interdisciplinary minors in black studies, cogni
tive science, environmental studies, film and
media studies, Francophone studies, German
studies, interpretation theory, Latin American
studies (interdisciplinary minor only), peace and
conflict studies, public policy, and women’s stud
ies. 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 com
monly recommend or require supporting work
for their majors in other departments. Many
other opportunities exist informally (e.g., in
African studies, in-American studies, in 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 re
spect to their particular interests.
Guidelines on Scheduling Conflicts
Between Academics and Athletics
The following guidelines (adopted by the facul
ty in May 2002) are affirmed in order to recog
nize both the primacy of the academic mission at
Swarthmore and the importance of the intercol
legiate 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 en
couraged to work out mutually acceptable solu
tions. Faculty members and coaches are also en
couraged 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 stu
dents. Students who are participating in in
tercollegiate athletics should not miss a class,
seminar, or lab for a practice.
2. Students who have a conflict between an ath
letics contest and a required academic activi
ty, 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 of
the semester and certainly in advance of the
conflict. When a mutually agreeable under
standing is not reached, students should be
mindful of the primacy of academics at
Swarthmore. Students should understand
that acceptable arrangements may not be fea
sible for all classes, particularly seminars and
laboratories.
3. Students should take their schedule of athlet
ics 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 aca
demic 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’ aca
demic schedules in an effort to coordinate
team activities and minimize conflict.
Coaches should instruct students not to miss
class for practice and should encourage stu
dents 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 re
solve contest-related conflicts.
6. Both coaches and faculty should avoid lastm inute scheduling changes, and faculty
should normally avoid scheduling extraordi
nary class meetings. Where such meetings
seem desirable, students should be consulted
and, as the Faculty Handbook (p. 52) stipu
lates, the arrangement cleared with the de
partment chair and registrar. Where possible,
79
Educational Program
extraordinary sessions should be voluntary or
offered with a choice of sections to attend.
W hen a schedule is changed after students
have arranged their commitments, it is im
portant 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 commit
ments and then attend practices as soon as
possible.
8. Faculty members should recognize that stu
dents 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 pur
poses (such as department colloquia, lectures,
etc.) is appropriate, but departments are en
couraged to exercise restraint in such use, par
ticularly with respect to activities they judge
important for the full academic participation
of students.
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 pre
pare 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,
022,032,038; PHYS 003,004; MATH 005 and
one additional math course; and English, two se
mester courses. Dental and veterinary schools
have more variable requirements, in addition to
80
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 med
ical, dental, and veterinary school, along with
much other useful information, are given in the
following publications, which are available in
the H ealth 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 stu
dent’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 pro
grams in cooperation with students’ own acade
mic advisers. The Health Sciences Office pub
lishes Guide to Premedical Studies at Suiarthmore
College and Frequently Asked Preveterinary Ques
tions to help new students plan their academic
program and understand what schools look for in
applicants. The Guide for Applying to Medical
School for Suiarthmore Undergraduates and
Alumni/ae contains detailed information about
the application process.
Further information on opportunities, require
ments, and procedures can be obtained from the
health sciences adviser and from the Hèalth Sci
ences Office’s pages on the Swarthmore College
Web site at http://www.swarthmore.edu/admin/health_sciences/.
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.
I
I
I
I
I
COOPERATION WITH NEIGHD0RING
INSTITUTIONS
With the approval of their faculty advisers and I
the registrar, students may take a course offered I
by Bryn Mawr or Haverford College or the
University of Pennsylvania without the pay
ment of extra tuition. Students are expected to
know and abide by the academic regulations of
the host institution. (This arrangement does not
apply to the summer sessions of the University of
Pennsylvania and Bryn Mawr College.) Final
grades from such courses are recorded on the
Swarthmore transcript, but these grades are not
included in calculating the Swarthmore grade
average required for graduation.
STUDENT EXCHANGE PROGRAMS
To provide variety and a broadened outlook for
interested students, the College has student ex
change arrangements w ith Harvey Mudd
College, Middlebury College, Mills College,
Pomona College, Rice University, and Tufts
University. W ith each institution, there are a
limited and matched number of exchanges.
Students settle financially with the home insti
tution, thus retaining during the exchange any
financial aid for which they are eligible.
Application for domestic exchange should be
made to the registrar. Selection is made from
among applicants who will be sophomores or ju
niors at the time of the exchange. Exchange
arrangements do not permit transfer of partici
pants to the institution with which the ex
change takes place.
Credit for domestic exchange is not automatic.
Students must follow the procedures for receiv
ing credit for work done elsewhere, including ob
taining preliminary approval of courses and
after-the-fact validation of credit by the relevant
Swarthmore department chairs (see “Faculty
Regulations” on pp. 83-87).
STUDY ABROAD
The College emphasizes the importance of study
abroad and encourages all students to explore
possibilities for doing so as integral parts of their
degree programs. The Office for Foreign Study
and the foreign study adviser will help all inter
ested students at every stage—planning, study
abroad, and return—of the process.
To be accepted for credit toward the Swarthmore
degree, foreign study must meet Swarthmore
academic standards. With proper planning, this
condition normally is readily met. Proper plan
ning begins with seeing the foreign study adviser
as early as possible in one’s college career. Credit
for study abroad is awarded according to College
regulations for accrediting work at other institu
tions, and the process must be completed within
the semester following return to the College.
The Swarthmore Program in Grenoble, France, in
augurated in fall 1972. Students entering this
program spend one or two semesters at the
University of Grenoble, where their course of
study is the equivalent of one or two semesters at
Swarthmore. This program, under the auspices
of the Modem Languages and Literatures De
partment, is open to students from any depart
ment but especially those in the humanities and
social sciences. Applications from students at
other institutions are accepted if places are avail
able. The number of participants is limited to 25.
Students are integrated into the academic life at
the University of Grenoble through regular
courses, when their language competence al
lows, or through special courses for foreign stu
dents. Individual programs are arranged to suit
th e needs and com petencies of students.
Preparation of external examination papers is
possible in certain fields. The program is de
signed primarily for juniors and second-semester
sophomores, but seniors can be accommodated
in special cases.
A member o f the M odern Languages and
Literatures Department acts as resident director.
The director teaches a course or a seminar, su
pervises the academic program and the living
arrangements of the students, and advises on all
educational or personal problems. A coordinator
of the program at Swarthmore handles such mat
ters as admissions to the program (in consulta
tion with the deans), financial aid, and transfer
of academic credit to departments within the
College and to institutions whose students par
ticipate in the program. Applications for the fall
semester must be submitted by March 15 and for
the spring semester by Oct. 15.
Academic Year in Madrid, Spain. This program is
adm inistered by th e Romance Language
Department of Hamilton College, in coopera
tion with faculty members of Williams and
Swarthmore colleges. Students may enroll for
the full academic year or for either the fall or
spring semester. (Credit at Swarthmore must be
obtained through the departments concerned.)
81
Educational Program
The program attempts to take full advantage of
the best facilities and teaching staff of the
Spanish community, while adhering to the code
of intellectual performance characteristic of the
most demanding American institutions.
A distinguishing aspect of the program is the individual guidance provided students in nonaca
demic areas, especially in (1) the efforts that are
made to find homes well suited for student lodg
ing, and (2) the activities that are planned to en
sure ample contact with Spanish students.
The program is based in Madrid, where the cul
tural, educational, and geographic benefits are
optimal. Classrooms and office space are located
at the Centro Universitario de Estudios Hispán
icos of Hamilton College. This center houses a
library eminently suited for study and research,
and it sponsors a series of lectures, concerts, and
social activities.
The program is under the general guidance of a
committee comprising members of the Hamil
ton College Department of Romance Languages,
who, in rotation with professors from Williams
and Swarthmore colleges, serve also as directorsin-residence in Madrid.
Applications and further information are avail
able from the Modem Languages and Literatures
Department.
For the following four study-abroad programs,
please consult the Bulletin entries for Music and
Dance, Environmental Studies, and Theater:
The Swarthmore Dance and Performing Arts
Program at the University of Ghana (Legón,
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 Environ
mental Studies Program at the University of
Cape Town, South Africa.
In addition to these programs, Swarthmore stu
dents 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 of the College, will advise students on
these. The Office for Foreign Study is the oncampus clearinghouse for information on study
abroad, and normally is the starting place for ex
82
ploration and planning.
To receive Swarthmore credit for study abroad,
students must participate in th e College’s
Semester/Year Abroad Program and comply
with its payment plan. The Office for Foreign
Study has com plete inform ation on this.
Normally, financial aid is automatically applied
to study abroad.
STUDENT RIGHT TO KNOW
Swarthmore College’s graduation rate is 92 per
cent (this is the percentage graduating within 6
years, based on the most recent cohorts, calcu
lated according to “Student Right to Know”
guidelines).
Faculty Regulations
ATTENDANCE AT CLASSES
Regular attendance is expected. Faculty mem
bers will report to the dean the name of any stu
dent whose repeated absence is in their opinion
impairing the student’s work. The number of ab
sences 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 suf
fering 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 exam
ination, under the following conditions:
1. The student must signify intent to do so at the
time of registration, having obtained the in
structor’s approval in advance.
2. If, after such registration, the student wishes
to resume normal class attendance, the in
structor’s approval must be obtained.
3. The student may be required to perform such
work, in addition to the final 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.
GRADES
During the year, instructors periodically report
on the students’ coursework to the Dean’s and
Registrar’s offices. Informal reports during the se
mester take the form of comments on unsatisfac
tory work. A t the end of each semester, formal
grades are given in each course either under the
credit/no credit (CR/NC) system, or under the
letter system, by which A means excellent work;
B, good work; C, satisfactory work; D, passing
but below the average required for graduation;
and N C (no credit), uncompleted or unsatisfac
tory work. Letter grades may be qualified by plus
es 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 can
n o t be evaluated because of deficiencies in
English.
In Progress
IP (in progress) is the grade used when normally
everyone in a class continues working on a proj
ect 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.
Incompletes
Inc. means that a student’s work is incomplete
with respect to specific assignments or examina
tions. The faculty has voted that a student’s final
grade in a course should incorporate a zero for
any part of the course not completed by the date
of the final examination or the end of the exam
ination period. However, if circumstances be
yond 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 of the faculty instructor and the
registrar. Note that “having too much work to
do” is not, in fairness to other students, consid
ered a circumstance beyond the student’s con
trol. A form for the purpose of requesting an in
complete 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 re
turned 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 per
mission of the registrar and the faculty instruc
tor, all grades of Inc. still outstanding after that
date will be replaced on the student’s permanent
record by N C (no credit). Waiver of this provi
sion by special permission shall in no case extend
beyond one year from the time the Inc. grade was
incurred.
Credit/No Credit
The only grades recorded on students’ records for
courses taken during the first semester of 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 2 weeks of the term in which the
course is taken. Until the end of the 9th week of
83
Faculty Regulations
classes, students may reconsider and opt to re
ceive a formal grade in the course. This course
will count as one of the four CR/NC options,
s normally may not be taken credit/no credit (see
later). Courses only offered as credit/no credit do
not count in the four options. For first-year stu
dents and sophomores, CR will be recorded for
work that would earn a grade of straight D or
higher. For juniors and seniors, that is, students
w ith at least 16 credits— n o t counting
Advanced Placement (AP) credits—the mini
mum equivalent letter grade for CR will be
straight C.
Instructors are asked to provide the student and
the faculty adviser with an evaluation of the stu
dent’s CR/NC work. The evaluation for firstsemester first-year students includes a lettergrade equivalent. For other students, the evalua
tion may be either a letter-grade equivalent or a
comment. Such evaluations are not a part of the
student’s grade record. If available, letter-grade
equivalents for first-semester first-year students
may be provided to other institutions only if re
quested by the student and absolutely required
by the other institution. Students should save
their copies of these evaluations for th eir
records.
Repeated Courses
Some courses can be repeated for credit; these
are indicated in departmental course descrip
tions. For other courses, the following rules
apply: (1) Permission to repeat a course must be
obtained from the Swarthmore instructor teach
ing th e 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 with
draws with the notation W, the grade and credit
for the previous attempt will stand. For other re
peated courses, the registration and grade for the
previous attempt will be preserved on the per
manent record but marked as excluded, and any
credit for the previous attempt will be perma
nently lost. The final grade and any credit
earned in the repeated course are the grade and
credit th at will be applied to the student’s
84
Swarthmore degree.
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 re
quirement to withdraw.
Grade Average
A C (2.0) average is required in the courses
counted for graduation. An average of C is in
terpreted 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 C R/NC and grades on the
record for courses not taken at Swarthmore Col
lege are not included in computing this average.
REGISTRATION
All students are required to register and enroll at
the times specified in official announcements
and to file programs approved by their faculty ad
visers. Fines are imposed for late or incomplete
registration or enrollment.
A regular student is expected to take the pre
scribed number of courses in each semester. If
more than 5 or fewer than 4 credits seem desir
able, the faculty adviser should be consulted and
a petition filed with the registrar. Students are
expected to select classes that do not pose sched
uling conflicts.
Applications to add or drop a course from regis
tration must be delivered to the Registrar’s
Office within the first 2 weeks of the semester.
Applications to withdraw from a course and re
ceive 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 N C unless the student with
draws from the College.
Students do not register for audits. Successfully
completed audits are recorded (with the nota
tion R) at the end of the semester (except in
cases where 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 stu
dents before their enrollment in both the spring
and fall semesters. This deposit is applied to
charges for the semester and is not refundable.
EXAMINATjOMS
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.
Final Examinations
The final examination schedule specified in offi
cial 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 examina
tions 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.
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 writ
ten examination until the student’s next free ex
amination period. Conversely, a student in the
Honors Program who has a conflict with a course
final examination should take the honors exam
ination and postpone the course examination in
consultation with the professor. In no case may a
student take an honors examination before the
honors w ritten examination period for that
examination.
STUDENT LEAVES OF ABSENCE,
WITHDRAWAL, AND READMISSION
Leaves of Absence
Student leaves of absence are freely permitted
provided the request for leave is received by the
date of enrollment and the student is in good
standing. Students planning a leave of absence
should consult with a dean and 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 expect
ed return. Students need only notify the dean of
their return if their return date changes from
that originally indicated on the completed form.
Withdrawal
Withdrawal from the College may occur for aca
demic, 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 inter
feres 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 Commit
tee—chaired by the associate dean for academic
affairs and comprising the associate dean for stu
dent life and the assistant dean/director of resi
dential life—makes the decision to require with
drawal for health-related reasons. The Eval
uation Committee will review the problematic
behavior and may consult with the director of
Worth Health Center, the director of Psycho
logical Services, or any other appropriate Col
lege official when making its decision. Decisions
of the Evaluation Committee may be appealed
to the dean of the College.
Students withdrawing from the College before
the end of the semester normally receive the
grade notation “W ” (withdrawal) on their per
manent record for all in-progress courses.
Readmission
A student who has withdrawn from the College
for any reason, voluntarily or involuntarily, may
apply for readmission by writing to Robert Gross,
dean of the College; Normally, the College will
not accept applications for readmission until a
full semester, in addition to the semester in
which the student has withdrawn, has passed.
A student applying to the College for readmis
sion after withdrawal is required to provide ap
propriate documentation of increased ability to
function academically and in a residential envi
ronment and/or of a decreased hazard to health
and safety of self and/or others. In the case of
85
Faculty Regulations
withdrawal for medical reasons, this documenta'
tion must include an evaluation from the stu
dent’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 in
clude the completion of any outstanding incom
plètes on record.
After such evidence has been provided, the ma
terials will be forwarded to the Evaluation
Committee, chaired by the associate dean for
academic affairs and including the associate
dean for student life and the associate dean for
multicultural affairs. In the case of health-relat
ed withdrawals, the materials will be reviewed by
the director of Worth Health Center and/or the
director of Psychological Services, and the stu
dent will be required to be evaluated in person
by the appropriate health care professional at the
College. A t the discretion of the Evaluation
Committee, such evaluations may be required
for other types of withdrawals as appropriate.
These evaluations will provide adjunctive infor
mation to the committee’s decision-making
process. The Evaluation Committee will nor
mally meet with the student and will make a de
termination regarding the student’s readiness to
resume study at Swarthmore.
Short-Term Health-Related Absences
Students who are hospitalized during the semes
ter are subject to the readmission procedures de
scribed above before they may return to campus
to resume their studies. In these situations, the
Evaluation Committee may also counsel and ad
vise the student about options for how best to
approach the remaining academic work in the
semester. In all cases, a student returning to cam
pus from the hospital must report to the Worth
Health Center and get clearance from the ap
propriate health care professional before return
ing to the dormitory to ensure the student’s
readiness to resume college life and so that fol
low-up care can be discussed.
The College Venture Program
The College Venture Program, supported by
Swarthmore College, Bates College, Brown
University, Franklin & Marshall Collège, the
College of Holy Cross, Sarah Lawrence College,
Syracuse University, Vassar College, and
Wesleyan University, provides work experiences
for students taking time away from college.
86
Venture jobs are usually full-time, paid positions
in a variety of fields including the environment,
education, business, social change, government,
and the arts. Students do not receive academic
credit for these work experiences. The College
Venture coordinator is in the Career Services
Office.
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 de
partment or program concerned. Preliminary ap
proval depends on adequate information about
the content and instruction of the work to be
undertaken. Preliminary approval is tentative.
Final validation of the work for credit depends
on evaluation of the materials of the course, in
cluding syllabus, transcript, written work, exam
inations, 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 de
pend on the nature of the program and the work
involved. Validation may include an examina
tion, written or oral, administered at Swarthmore. All decisions are made on a case-by-case
basis. Credit for AP and similar work is discussed
on p. 29.
An official transcript from the other school must
be received by the Registrar’s Office before vali
dated work can be recorded for credit. By
College policy, in order for work done elsewhere
to be granted Swarthmore Collège 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.
Requests for credit must be made within the se
mester following the term in which the work was
done. Credit is lost if a student takes a course at
Swarthmore that essentially repeats the work
covered by the credit.
PHYSICAL EDUCATION
In the first and second years, all nonveteran stu
dents not excused for medical reasons are re-
quired 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 of swimming instruction. For complete
requirements, see the Physical Education and
Athletics section (p. 324).
EXCLUSION FROM COLLEGE
The College reserves the right to exclude, at any
time, students whose academic standing it re
gards as unsatisfactory and without assigning any
further reason therefore, and neither the College
nor any of its officers shall be under any liability
whatsoever for such exclusion.
Degree Requirements
BACHELOR OF ARTS AND
BACHELOR OF SCIENCE
The degree of bachelor of arts or bachelor of sci
ence 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. A n average grade of at least C in the Swarthmore courses counted for graduation (see p.
84). A student with more than 32 credits may
use the Swarthmore credits within the high
est 32 for the purposes of achieving the C av
erage.
3. Complied with the distribution requirements
and have completed at least 20 credits outside
the major department (see pp. 72-74).
4. Fulfilled the foreign language requirement,
having either: (1) successfully studied three
years or the “block” equivalent of a single for
eign language during grades 9 through 12
(work done before grade 9 cannot be counted,
regardless of the course level); (2) achieved a
score of 600 or better on a standard achieve
ment test of a foreign language; (3) passed ei
ther the final term of a college-level, year
long, introductory foreign language course or
a semester-long intermediate foreign language
course; or (4) learned English as a foreign lan
guage while remaining demonstrably profi
cient in another.
5. Met the requirements in the major and sup
porting fields during the last two years. (For
requirements pertaining to majors and mi
nors, see the section on Majors and Minors.)
6. Passed satisfactorily the comprehensive ex
aminations 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 se
mesters of degree work), with the exception
that seniors during the first semester of their
senior year, with the approval of the chair(s)
of their major department(s), may participate
in the Swarthmore Semester/Year Abroad
Program.
8. Completed the physical education require
ment set forth on p. 324 and in statements of
the Physical Education and A thletics
Department.
88
9. Paid all outstanding bills and returned all
equipment and library books.
MASTER OF ARTS AND
MASTER OF SCIENCE
The degree of master of arts or master of science
may be conferred subject to the following re
quirements:
Only students who have completed the work for
the bachelor’s degree with some distinction, ei
ther at Swarthmore or at another institution of
satisfactory standing, shall be admitted as candi
dates 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 report
ed to the faculty at or before the first faculty
meeting of the year in which the candidate is to
begin work.
The requirements for the master’s degree shall
include the equivalent of a full year’s work of
graduate character. This work may be done in
courses, seminars, reading courses, regular con
ferences with members of the faculty, or re
search. The work may be done in one depart
ment or in two related departments.
A candidate for the master’s degree shall be re
quired 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 pro
cedure is not practicable, exceptions may be
made by the Curriculum Committee. The de
partm ent or departments concerned, on the
basis of the reports of the outside examiners, to
gether with the reports of the student’s resident
instructors, shall make recommendations to the
faculty for the award of the degree.
A t 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 ex
pected 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 re
quirements will be indicated in the announce-
ments 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 p. 31).
89
Awards and Prizes
The Ivy Award is made by the faculty each year
to the man of the graduating class who is out
standing in leadership, scholarship, and contri
butions to the College community.
The Oak Leaf Award is made by the faculty each
year to the woman of the graduating class who is
outstanding in leadership, scholarship, and con
tributions to the College community.
The Lang Award was established by Eugene M.
Lang ’38. It is given by the faculty to a graduat
ing senior in recognition of outstanding academ
ic accomplishment.
The McCabe Engineering Award, founded by
Thomas B. McCabe ’15, is presented each year
to the outstanding engineering student in the se
nior class. A committee of the Engineering De
partment faculty chooses the recipient.
Flack Achievement Award, established by ] im and
Hertha Flack in 1985, is given to a deserving stu
dent who, during his or her first two years at the
College, has demonstrated leadership potential
and a good record of achievement in both acad
emic and extracurricular activities.
The Adams Prize of $200 is awarded each year by
the Economics Department for the best paper
submitted in quantitative economics.
The Stanley Adamson Prize in Chemistry was es
tablished in memory of Stanley D. Adamson ’65.
It is awarded each spring to a well-rounded ju
nior majoring in chemistry or biochemistry, who,
in the opinion of the department, gives the most
promise of excellence and dedication in the field.
The Jonathan Leigh Altman Summer Grant is
given in memory of this member of the Class of
1974 by Shing-mei P. Altman ’76. It is awarded
by the A rt Department to a junior who has
strong interest and potential in the studio arts. It
provides up to $3,000 to support purposeful work
in the studio arts during the summer between
the junior and senior years.
American Chemical Society Award is given to the
student who the Chemistry Department judges
to have the best performance in chemistry and
overall academic achievement.
American Institute of Chemists Award is given to
the student whom the Chemistry Department
judges to have the second-best record in chem
istry and overall academic performance.
The Solomon Asch Award recognizes the most
outstanding independent work in psychology,
usually a senior course or honors thesis.
90
The Boyd Barnard Prize. Established by Boyd T.
Barnard T7, th e Barnard Prize of $1,000 is
awarded by the music faculty each year to a stu
dent in the junior class in recognition of musical
excellence and achievement.
The James H. Bacton ’72 Award, endowed in his
memory by G. Isaac Stanley ’73 and Ava Harris
Stanley ’72, M.D., is awarded for the personal
growth or career development of a minority stu
dent with financial need.
The Paul H. Beik Prize in History of $100 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 an
nually to the senior man who best combines qual
ities of scholarship, athletic skill, artistic sensitiv
ity, 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 perfor
mance 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 $ 150 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 recog
nizes the excellence of me senior thesis, in either
the course or external examinations program as
well as the excellence of the student’s, entire ca
reer 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 math
ematics from 1933 to 1969, and was established
by his students in 1978 in honor of his 80th
birthday. Awards of $100 are presented annually
by the Mathematics and Statistics Department
to the student or students who submit the best
paper on a mathematical subject.
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 a bequest of Susan P. Cobbs, who was dean
and professor of classics until 1969, and by addi
tional funds given in her memory.
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 grandmoth
ers, Sarah Kaighn and Sarah Cooper, is awarded
to the member of the junior class who is judged
by the faculty to have had the best record for
scholarship, character, and influence since en
tering the College.
The Anna May Courtney Au/ard 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 stu
dent. The award subsidizes the entire cost of pri
vate lessons for the semester.
The Alice L. Crossley Prize in Asian studies is
awarded annually by the Asian Studies Com
mittee to the student or students who submit the
best essays on any topic in Asian studies.
The George P. Cuttino Scholarship was established
in 1992 and is awarded by the History
Department to a junior for travel and research in
Europe during the summer before the senior year.
The Deans’ Awards are given by the deans 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 inter
collegiate athletic program.
The William C. Elmore Prize is given in recogni
tion of distinguished academic work. It is award
ed annually to a graduating senior majoring in
physics, astrophysics, or astronomy.
The Lew EIverson Award is given in honor of Lew
Elverson, who was a professor of physical educa
tion for men from 1937 to 1978. The award is
presented annually to the junior or senior man
who has demonstrated commitment and dedica
tion to excellence and achieved the highest de
gree of excellence in his sport.
The Robert Enders Field Biology Award was estab
lished 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 field research awards are
given annually by the Biology Department 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 A nne Faber and in memory of
Alexander L. Faber, parents of three Swarth
more graduates. It provides grants for travel out
side the United States and Canada for students
majoring in the humanities.
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 coordina
tor to schedule an audition. A t least one mem
ber 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.
Friends of 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 sum
mer 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 fac
ulty to a member of the Swarthmore College
Gospel Choir who is studying voice through the
Music D epartm ent (M USI 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 sub
sidize the entire cost of private instrumental or
vocal lessons for a limited number of gifted, often
incoming first-year students. These awards,
which are given each semester by the music fac
ulty to approximately 10 to 15 students, are de
termined by competition on campus. Recipients
91
Awards and Prizes
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 Ditter Gondos Award was be
queathed 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 sub
ject dealing with a literature of a foreign lan
guage. The prize of $100 or more 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 Award was established by
Francisco Gonzalez-Vilchez and Rosaria Vilaplana,
professors at the Università de Sevilla, as an ex
pression of their gratitude to the Swarthmore
College community. The award is given each
year by the Chemistry Department to two mem
bers of the senior class who show great promise
in chemistry and related fields.
The Hay-Urban Prize in Religion is named in
honor of 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 of Professor Urban’s distinguished
service as a Religion Department faculty mem
ber, the Hay-Urban Prize assists in supporting
one student internship, summer study, or re
search in the area of religion studies.
The John Russell Hayes Poetry Prizes are offered
for the best original poem or for a translation
from any language.
The Samuel L. Hayes III Award. Established in
1991 through the generosity of members of
Swarthmore Alumni in Finance, the Hayes
Award honors the contributions made by Samuel
L. Hayes III ’57, former member of the Board of
Managers and the Jacob Schifi Professor of
Business at the Harvard Business School. The
award provides support for student summer re
search in economics and is administered by the
Economics Department.
The Eleanor Kay Hess Award is given in honor of
“Pete” Hess, whose 33 years of service to Swarth
more College and Swarthmore students were ex
emplified 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 earned the
92
respect and affection of her peers for her scholar
ship and dedication through athletics.
The Philip M. Hicks Prizes are endowed by friends
of Philip M. Hicks, former professor of English
and chairman of the English Literature Depart
ment. They are awarded to the two students who
submit the best critical essays on any topic in the
field of literature.
The Jesse H. Holmes Prize in Religion of $150 was
donated by Eleanor S. Clarke ’18 and named in
honor of Jesse Holmes, a professor of history of
religion and philosophy at Swarthmore from
1899 to 1934. It is awarded by the Religion
Department to the student who submits the best
essay on any topic in the field of religion.
The Gladys Irish Award is presented to the senior
woman who has best combined devotion to ex
cellence in athletic performance with qualities
of strong leadership and the pure enjoyment of
sports activities at Swarthmore.
The Michael H. Keene Award, endowed by the
family and friends of this member of the Class of
1985, is awarded by the dean to a worthy student
to honor the memory of M ichael’s personal
courage and high ideals. It carries a cash stipend.
The Naomi Kies Award is given in her memory by
her classmates and friends to a student who has
worked long and hard in community service out
side the academic setting, alleviating discrimina
tion or suffering, promoting a democratic and
egalitarian society, or resolving social and politi
cal conflict. It carries a cash stipend.
The Kwink Trophy, first awarded in 1951 by the
campus managerial organization known as the
Society of Kwink, is presented by the faculty of
the Physical Education and Athletics Depart
ment to the senior man who best exemplifies the
society’s five principles: Service, Spirit, Scholar
ship, Society, and Sportsmanship.
The Lande Research Fund was established in 1992
through a gift by S. Theodore Lande to provide
support for student research in field biology both
on and off-campus. Grants are awarded at the
direction of the provost and the chair of the
Biology Department.
The Landis Community Service Fund was estab
lished in 1991 by James Hormel and other
friends of Kendall Landis in support of his 18
years of service to the College. The fund pro
vides grants for students (including graduating
seniors) to conduct service and social change
projects in the city of Chester.
The Eugene M . Lang Summer Initiative Awards are
made each spring to 15 students who are selected
by the provost in consultation with the appro
priate division heads to support faculty-student
research (five awards), independent student re
search (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 fund
supports an annual lecture by a prominent schol
ar of Asian American studies and/or an annual
award to two students to assist in projects per
taining to Asian American studies.
The Leo M. Leva Memorial Prize was established
by his family and friends and is awarded by the
Biology Department to a graduating senior in bi
ology whose work in the field shows unusual
promise.
The Linguistics Prizes were established in 1989 by
contributions from alumni interested in linguis
tics. Two awards of $100 each are presented an
nually, one for linguistic theory and one for ap
plied linguistics, to the two students who, in the
opinion of the program in linguistics, submit the
best senior papers or theses in these areas.
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 bio
logical studies in a natural environment. The in
tent of this fund is to facilitate the joint partici
pation of Swarthmore students and faculty in
field biology projects, with priority given to ma
rine biology. The awards are given annually by
the Biology Department.
The Morris Monsky Prize in Mathematics was es
tablished by a gift from the children of Morris
Monsky, who fell in love with mathematics at
Boys’ High and at Columbia University and
maintained the passion all his life. This prize in
his memory is awarded to a first-year student
who has demonstrated outstanding promise and
enthusiasm.
The Ella Frances Bunting Extemporary Speaking
Fund and the Owen Moon Fund provide income
for a poetry reading contest as well as funds for
visiting poets and writers.
The Kathryn L. Morgan Award was established
in 1991 in honor of Sara Lawrence Lightfoot
Professor Emerita of History Kathryn L. Morgan.
The award recognizes the contributions of mem
bers of the African American community at the
College to the intellectual and social well-being
of African American students. The Morgan fund
also supports acquisitions for the Black Cultural
Center Library. The fund is administered by the
Dean’s Office and the Black Cultural Center in
consultation with alumni.
The Lois Morrell Poetry Award, given by her par
ents in memory of Lois Morrell ’46, goes to the
student who has submitted the best original
poem in the annual competition for this award.
The fund also supports campus readings by visit
ing poets.
The Morrell-Potter Summer Stipend in Creative
Writing, intended to enable a summer’s writing
project, is awarded by the English Literature
Department to a poet or fiction writer of excep
tional promise in the spring of the junior year.
MUSI 048 Special Awards. Endowed by Boyd T.
Barnard T7 and Ruth Cross Barnard ’19, grants
are given by the music faculty to students at the
College who show unusual promise as instrumen
talists or vocalists. For more information, please
refer to C redit for Performance-—Individual
Instruction (MUSI 048).
The A . Edward Newton Library Prize, endowed by
A. Edward Newton, to make permanent the
Library Prize first established by W.W. Thayer, is
awarded annually by the Committee of Award to
the undergraduate who shows the best and most
intelligently chosen collection of books upon
any subject. Particular emphasis is laid not mere
ly upon the size of the collection but also on the
skill with which the books are selected and upon
the owner’s knowledge of their subject matter.
The Helen F. North Fellowship is awarded to one
or more students to assist them in the study of
Latin or Greek or with travel for educational pur
poses in Italy or Greece. It is made possible by a
fund established by the late F.C. Ruff ’60 and
Susan Willis Ruff ’60 and supported by many
others, in honor of Helen F. North, who retired in
1991 as the Centennial Professor of Classics after
43 years as a member of the Swarthmore faculty.
The Mark L. Osterweil ’94 Memorial Fund was es
tablished by his family and friends to assist stu-
93
Awards and Prizes
dents conducting historical research. Preference
shall be given to independent or joint facultystudent research projects dealing with European
history or U.S.-European relations.
The May E. Parry Memorial Award, donated by
the Class of 1925 of which she was a member, is
presented by the Physical Education and A th
letics Department faculty to the senior woman
who has made a valuable contribution to the
College by her loyalty, sportsmanship, and skill
in athletics.
The Drew Pearson Prize of $100 is awarded by the
dean on the recommendation of the editors of
The Phoenix at the end of each staff term to a
member of The Phoenix for excellence in jour
nalism. The prize was established by the direc
tors of The Drew Pearson Foundation in memo
ry of Drew Pearson, Class of 1919.
The David A . Peele ’50 Sportsmanship Award is
made to a tennis player after submission of a
written essay. It is endowed by Marla Hamilton
Peele in memory of her husband’s love and ad
vocacy of tennis and carries a cash stipend.
The Penrose International Service Fund provides a
stipend to support participation in a project to
improve the quality of life of a community out
side 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 Penrose International Service
Fund will be administered by the Lang Center
for Civic and Social Responsibility.
The John W. Perdue Memorial Prize, established in
1969 in memory of an engineering student of the
Class of 1969, is awarded by the Engineering
Department to the outstanding student entering
the junior class with a major in engineering.
The William Plumer Potter Public Speaking Fund
was established in 1927 and provides funds for
the collection of recorded literature described on
p. 11. It also sponsors awards for the best student
short stories and is a major source of funds for
campus appearances by poets and writers.
The Ernie Prudente Sportsmanship Award is
given in honor of Ernie Prudente, a coach and
professor at Swarthmore College for 27 years, to
the male and female athletes that, through their
participation, have demonstrated the character
94
istic exemplified by Ernie: sportsmanship, love of
the sport, and respect for their teammates.
The Dinny Rath Award is administered by the
Athletics Department and is given to a senior
woman who demonstrates the highest degree of
achievement, commitment to intercollegiate
athletics, high regard for fair play, and awareness
of the positive values of competition.
Judith Polgar Ruchkm Prize Essay is an award for a
paper on politics or public policy written during
the junior or senior year. The paper may be for a
course, a seminar, or an independent project, in
cluding a thesis. The paper is nominated by a
faculty member and judged by a committee of
the Political Science Department to be of out
standing merit based on originality, power of
analysis and written exposition, and depth of un
derstanding of goals as well as technique.
The James H. Scheuer Summer Internship in En
vironmental and Population Studies Endowment
was established in 1990. The Scheuer Summer
Internship supports student research in environ
mental and public policy issues. The coordina
tors of the environmental studies and public pol
icy 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 Frank Solomon Jr. Student Art Purchase Fund
permits the Art Department to purchase for the
College one or two of the most outstanding stu
dent works from the year’s student art exhibitions.
The Hally Jo Stein Award, endowed in her mem
ory by her brother Craig Edward Stein ’78, is
given to an outstanding student who the dance
faculty believes best exemplifies Hally Jo’s dedi
cation to the ideals of dance. It carries a cash
stipend.
The Karen Dvonch Steinmetz ’76 Memorial Prize,
endowed in her memory by many friends and
family, is awarded annually to a Swarthmore
medical school applicant who demonstrates a
special compassion for others.
The Peter Gram Swing Prize of $1,000 is awarded
by the music faculty to an outstanding student
whose plans for graduate study in music indicate
special promise and need. The endowment for
the prize was established in the name of Ruth
Cross Barnard T9.
The Pat Tarble Summer Research Fund was estab
lished in 1986 through the generosity of Mrs.
Newton E. Tarble. The Tarble Summer Fund
supports undergraduate research. The fund is ad
ministered by the Provost’s Office.
The Melvin B. Troy Prize in Music and Dance of
$250 was established by the family and friends of
Melvin B. Troy ’48. Each year, it is given by the
Music and Dance Department to a student with
the best, most insightful paper in music or dance
or composition or choreography.
The Albert Volhnecke Engineering Service Award
was established in 1990 in memory of Albert
Vollmecke, father of Therese Vollmecke ’77. The
Vollmecke Prize is awarded for service to the stu
dent engineering community. The Engineering
Department administers the fund.
The Eugene Weber Memorial Fund was estab
lished in honor of the late Eugene Weber, pro
fessor of German. The Weber Fund supports for
eign study by students of German language and
literature.
FACULTY AWARD
The Flack Faculty Award is given for excellence
in teaching and promise in scholarly activity by
a member of the Swarthmore faculty to help
meet the expenses of a full year of leave devoted
to research and self-improvement. This award
acknowledges the particularly strong link that
exists at Swarthmore between teaching and orig
inal scholarly work. The president gives the
award based upon the recommendation of the
provost and the candidate’s academic depart
ment. This award is made possible by an endow
ment established by James M. Flack and Hertha
Eisenmenger Flack ’38.
95
Fellowships
The Leedom, Uppincott, and Lockwood fellow
ships (see later) are awarded annually by the fac
ulty, and the Mott and Tyson fellowships (see
later) 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 th a t has the approval o f th e 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 dis
criminate 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 Lucretia 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 who is to
pursue advanced study in an institution ap
proved by the committee.
The Martha E. Tyson Fellowship was founded by
the Somerville Literary Society in 1913 and is
sustained by the contributions o f Swarthmore
alumnae. It is awarded each year to a senior
woman or graduate who plans to enter elemen
tary- or secondary-school work. The recipient of
the award is to pursue a course of study in an in
stitution approved by the committee.
Other fellowships are awarded under the condi
tions described subsequently:
The Monroe C. Beardsley Research Fellowship and
Internship Fund was established in 2004 to sup
port students in the humanities by providing
grants to encourage and facilitate research, orig
inal scholarship, and professional development
in the areas of art, classics (literature), English
literature, modem languages and literature,
music and dance, philosophy, religion, and the
ater. N amed after renowned contem porary
philosopher Monroe C. Beardsley, a professor of
96
philosophy at Swarthmore for more than 20
years, the fund is administered by the Division of
the Humanities and the Provost’s Office.
Susan P. Cobbs Prize Fellowship, established to
honor the memory of Dean Susan P. Cobbs, is
awarded at the discretion of the Classics
Department to a student majoring in classics for
study in Greece or Italy.
The General Electric Foundation Graduate Fellow
ship is awarded to a graduating senior for the first
year of graduate work and is intended to encour
age 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 depart
ment chosen for graduate work.
Phi Beta Kappa Fellowship. The Swarthmore
Chapter of Phi Beta Kappa (Epsilon of Penn
sylvania) awards a fellowship for graduate study
to a senior who has been elected to Phi Beta
Kappa and has been admitted to a program of ad
vanced study in some branch of the liberal arts.
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 busi
ness schools as follows: the University of Chi
cago, Massachusetts Institute of Technology,
Northw estern 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 demon
strated superior qualities of leadership. Young
alumni and graduating seniors are eligible to
apply.
Mellon Mays Undergraduate Fellowship Program.
The Andrew W. Mellon Foundation has pro
vided a grant to establish an undergraduate fel
lowship program intended to increase the num
ber of minority students, and others, who choose
to enroll in doctoral programs and pursue acade
mic 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 indebted
ness for those fellows who pursue graduate study.
The fellowships are limited to the humanities, a
very few of the social sciences, and selected phys
ical sciences. A faculty selection committee in
vites nominations of sophomores in February
and awards the fellowships in consultation with
the dean and provost.
The John W. Nason Community Service Fellow
ship. 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 J. Roland Pennock Undergraduate Fellowship
in Public Affairs. The fellowship, endowed by
friends of Professor J. Roland Pennock at his re
tirement in 1976 and in recognition of his many
years of distinguished teaching of political sci
ence at Swarthmore, provides a grant for as
much as $3,750 to support a substantial research
project (which could include inquiry through re
sponsible 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 Public Policy Concentration Internship Fund
ing. The Public Policy Concentration will pro
vide travel (not travel to home area) and living
expense support for students in the public policy
concentration working at an internship that ful
fills the concentration’s requirements.
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 un
dergraduate during the summer or a semester on
leave.
Teachers for Tomorrow Fellowships are offered to
10 outstanding graduating seniors from member
colleges of the Venture Consortium (Swarth
more College, Bates College, Brown University,
C onnecticut College, H obart and W illiam
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 opportu
nity to work in public education without requir
ing that they be certified to teach. Fellows will
work alongside exceptional teachers in alterna
tive East Harlem public schools that are nation
ally recognized as meeting the challenge of edu
cating children in the inner city.
The Hans Wallach Research Fellowship, endowed
in 1991 by colleagues and friends, honors the
em inent 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 re
search project in psychology for a rising Swarth
more College senior or junior, with preference
given to a project leading to a senior thesis.
FACULTY FELLOWSHIPS
The Mary Albertson Faculty Fellowship was en
dowed by an anonymous gift from two of her for
mer 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 fall 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 George Becker Faculty Fellowship was en
dowed by Ramon Posel ’50 under a challenge
from the National Endowment for the Human
ities, in honor of this former member of the
English Department and its chairman from 1953
to 1970. The fellowship will provide a semester
of leave at fall pay for a member of the humani
ties faculty to do research and write, in the fields
of art history, classics, English literature, history,
linguistics, modem languages, music, philoso
phy, or religion but with preference given to
members of the Department of English Literature.
The Brand Blamhard Faculty Fellowship is an en
dowed faculty fellowship in the humanities es
tablished 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
97
Fellowships
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 Fiumanities.
The Eugene M. Lang Faculty Fellowship is de
signed to enhance the educational program of
Swarthmore College by contributing to faculty
development, by promoting original or innova
tive scholarly achievement of faculty members,
and by encouraging the use of such achieve
ments 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. O n recommendation of the Selection
Committee, a small additional grant may be
available for travel and project expenses and for
library book purchases. The Selection Com
mittee shall consist of the provost, three divi
sional chairs, and three others selected by the
president, of whom at least two must be Swarth
more alumni. Any faculty member eligible for
leave may apply. Fellows will be expected to pre
pare 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.
98
V
Courses of Instruction and Course-Numbering System
The semester course credit is the unit of credit.
One semester course credit is normally equiva
lent to four 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
Oil to 099 O th er courses (Some of these
courses are not open to first-year
students or sophomores.)
100 to 199 Seminars for upperclass 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 se
mester. In cases where credit is not earned for the
second half of a yearlong course, the first semes
ter 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 fa
cilitate planning. They represent offerings pro
jected for a two-year period but are subject to
change. A better guide to course offerings in any
particular semester is the schedule of classes
available before enrollment for that semester.
FOOTNOTE KEY
1 Absent on leave, fall 2005.
I 2 Absent on leave, spring 2006.
I 3 Absent on leave, 2005-2006.
I 4 Absent on administrative leave,
2005-2006.
I 5 Fall 2005.
I 6 Spring 2006.
I 7 Affiliated faculty.
I 8 Ex-officio.
9 Campus coordinator, Swarthmore Program
in Grenoble, fall 2005.
10 Campus coordinator, Swarthmore Program
in Grenoble, spring 2006.
11 Program director, Swarthmore Program in
Grenoble, fall 2005.
12 Program director, Swarthmore Program in
Grenoble, spring 2006.
13 Visiting Assistant Professor, Bryn Mawr
College.
99
Art
MICHAEL W. COTHREN, Professor of A rt History and Art History Coordinator
RANDALL L . EXON, Professor of Studio A rt1
CONSTANCE CAIN HUNGERFORD, Professor of A rt History*4
BRIAN A. MEUNIER, Professor of Studio Art, Chair, and Studio Art Coordinator
SYDNEY L . CARPENTER, Associate Professor of Studio Art
JANINE MILEAF, Assistant Professor of A rt History
PATRICIA L . REILLY, Assistant Professor of A rt History
CELIA B. REISMAN, Assistant Professor of Studio A rt (part time)
ANDA DUBINSKIS, Visiting Assistant Professor of Studio A rt (part time)5
JESSICA TODD HARPER, Visiting Assistant Professor of Studio A rt (part time)
MARY PHELAN, Visiting Assistant Professor of Studio A rt (part time)6
SARAH ZWERLING, Visiting Assistant Professor of Studio A rt (part time)5
T0M0K0SAK0MURA, Instructor of A rt History
JUNE V. CIANFRANA, Administrative Assistant
1 Absent on leave, fall 2005.
4 O n administrative leave, 2005-2006.
5 Fall 2005.
6 Spring 2006.
The A rt Department offers historical, critical,
and practical instruction in the visual arts.
Courses in art history consider questions having
to do with the forms, traditions, meanings, and
historical contexts of works of art and architec
ture. Studio arts courses explore practical and
theoretical processes that arise in the creation of
objects in various media.
List Gallery. The List Gallery was established to
enhance the art curriculum. Each year, the
gallery mounts five or six exhibitions of both
emerging and nationally known artists. April
and May feature a series of senior thesis exhibi
tions by art majors, and an Alumni Weekend ex
hibition takes place in June. Together with the
gallery director, the Exhibition Committee se
lects exhibitions that complement and strength
en 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 ex
hibitions that offer art history students opportu
nities for direct observation and analysis.
Both contemporary and historical exhibitions
demonstrate excellence in the visual arts and en
gage the College community in an ongoing dia
logue. Because artists raise important questions
about history, society, and identity, major exhi
bitions offer opportunities for interdisciplinary
study and are often co-sponsored by other de
partm ents. Located in th e 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 by Eugene M. and Theresa Lang.
The Phillip Bruno Fine Art Fund supports work
w ith the perm anent collection. T he Ann
Trimble Warren Exhibition Fund and the List
Gallery Fund support List Gallery exhibitions.
Donald Jay Gordon Visiting Artist; Heilman Artist.
Each year, the A rt Department invites distin
guished artists to the College as the Marjorie
Heilman Visiting Lecturer or the Donald Jay
Gordon Visiting Artist. The work of the invited
artist is exhibited in the List Gallery, and while
on campus, she or he gives a public lecture, cri
tiques work in the studios, and meets with both
majors and nonmajors.
Lee Frank Lecture: See p. 18.
Benjamin West Lecture: See p. 21.
Jonathan Leigh Altman Summer Grant: See p. 16.
Frank Solomon Jr. Student A rt Prize: See p. 94103.
100
I REQUIREMENTS AND RECOMMENDATIONS
I Prerequisites
I I Most art history courses are offered without pre^■requisites. STUA 001 is the prerequisite for all
■ stu d io arts courses, even for seniors. Students are
■advised that graduate work in art history requires
■ a reading knowledge of at least German and
■ F rench. The Art Department approves a credit
H fo r Advanced Placement, grade 5 in art history
■ and studio arts (with submission of a portfolio).
I Study Abroad
B The Art Department strongly encourages those
■ with an interest in art to consider incorporating
■ foreign study—either during a summer or a reg■ ular academic term— into their Swarthmore
■ program. Important examples of art and archi■ tecture 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.
■ To facilitate the process of applying for Swarth■ more credit for art history courses taken else■ where, students should meet with the art history
■ coordinator before entering foreign study.
■ Students interested in studio arts, design, and
■ architecture are particularly encouraged to con■ sid er the Pitzer College in Parma, Italy, which
■ offers courses at the Istituto dell’Arte Paolo
B Toschi. A semester of Italian preceding going
B abroad is well advised.
I Course Major in Art History
I Art history majors are required to take ARTH
■ 002 (Western A rt), ARTH 003 (East Asian
I Art), ARTH 020 (Junior Workshop), one course
■ in studio arts, and 6 elective credits in art history
I including at least one 2-credit seminar and
I courses or seminars in each of the four subject
I areas: (1) Ancient and Medieval, (2) Renaissance
I and Baroque, (3) Western art after 1800, and (4)
! non-Westem art. The comprehensive require
ment 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
I credits in art history, 4 of which must be taken at
Swarthmore.
Course Major in Art
The course major in art consists of four courses in
I art history (including ARTH 002) and even
courses in studio arts (including courses in draw
ing, 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.
Studio arts facilities are closed during summer
and normally during October, winter, and spring
holidays.
Course Minor in Art
N ot offered.
Majors and Minors in the External
Examination Program
Students may formulate honors programs as
either majors or minors, in either art history or
art. For details, consult guidelines available in
the department office.
ART HISTORY
ARTH 001C FYS. Making Art History
Are works of art direct extensions, pure reflec
tions, or unique expressions of an individual
artist’s genius, fragile by implication and suscep
tible to destruction from overanalysis? Or are
works of art (as well as the definition just of
fered) cultural artifacts produced under specific
material and social conditions, and fully mean
ingful 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 produc
tion, 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 2005. Cothren.
ARTH 001E FYS. Michelangelo and
Renaissance Culture
In this discussion-based first-year seminar, we
will study the sculptures, paintings, architecture,
poetry, drawings, and biographies of the Renais-
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Art
sance artist Michelangelo. We will investigate
these in light of Michelangelo’s patrons, audi
ences, and the larger cultural, political, and reli
gious contexts in which these works were pro
duced. We will also consider the ways in which
these works have been analyzed over the cen
turies and how the biographies and myths of
Michelangelo have been created and under
stood. In doing so, we will develop a critical un
derstanding 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 at
tributed to Michelangelo.
Writing course.
1 credit.
Fo/i 2005. Reilly.
ARTH 001F FYS. Interpreting Picasso
How should we understand the art of one of 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 inter
preters. This course looks at the sets of questions
developed within the discipline of art history to
understand this protean artist. Strategies ad
dressed include formal analysis, biography,
iconography, semiotics, social history, feminist
critique, ethnography, and the history of exhibi
tion and display. Emphasis will be placed on de
veloping critical skills in oral and written formats.
Writing course.
I credit.
N ot offered 2005-2006. Mileaf.
ARTH 0016 FYS. The Art of Exhibition
This first-year seminar examines the art exhibi
tion as a vehicle for communication of aesthet
ic, political, social, and theoretical convictions.
Recent critical debates surrounding such contro
versial 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 exhi
bitions 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, stu
dents will explore art writing from the viewpoint
of the critic and the curator. They will visit cur
rent exhibitions, meet with curators, write exhi
102
bition reviews, and design a virtual exhibition,
complete with introduction, wall text, and ob
ject labels.
Writing course.
1 credit.
Spring 2006. Mileaf.
ARTH 002. Western Art
An introduction to the art of Western Europe
and the United States from prehistoric cave
painting to the art of the 20th 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 pro
vide the vocabulary and methodologies neces
sary to analyze these works of art closely in light
of the material, historical, religious, social, and
cultural circumstances in which they were pro
duced and received. We will give attention to
the use and status of materials; the representa
tion of social relations, gender, religion, and pol
itics; 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 19th century. We will
examine the uses and functions of select works of
painting, sculpture, calligraphy, 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 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 contrast
and understand the similarities and differences
of the East Asian artistic tradition.
1 credit.
Fall 2005. Sakomura.
ARTH 005. Modern Art
This course surveys European and American art
from the late 18th century to the present. It in
troduces significant artists and art movements in
their social, political, and theoretical contexts.
A ttention will also be given to interpretive
strategies that have been used to write the histo
ry of this art. Issues to be considered include de
finitions of modernism and modernity, construc
tions of gender, the rise of urbanism and leisure,
the independent art market, and questions of
originality and representation.
1 credit.
Fall 2005. Mileaf.
ARTH 012. Northern Renaissance Art
2 credit.
Not offered 2005—2006.
ARTH 013. Warriors, Maidens, Myths,
Monsters: 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 ar
chitecture as propaganda; and the invention of
the ideal warrior, athlete, and maiden.
1 credit.
Fall 2005. Reilly.
ARTH 014. Medieval Art and Architecture
In this introduction to European art and archi
tecture 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 ecclesias
tical propaganda, and the efflorescence of mo
nastic art under the Cluniacs and Cistercians.
1 credit.
Not offered 2005-2006. 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 ex
pressionism and continuing through to the
bitmaps of today’s digital art, we consider the
changing status of artists, artworks, arid institu
tions. Emphasis will be placed on critical under
standing of the theoretical and historical foun
dations for these shifts.
Prerequisite: ARTH 002 or 005.
1 credit.
Not offered 2005-2006. Mileaf.
ARTH 020. Junior Workshop
This foundation colloquium for art history ma
jors will explore various approaches to the his
torical 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 founda
tion 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 of a paper
interpreting a work of art or architecture avail
able 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.
Fall semesters. Cothren.
ARTH 025. Native American Art
An overview o f the arts of native peoples across
the North American continent from the archae
ological records of prehistory to the contempo
rary 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.
I credit.
N ot offered 2005-2006. Cothren.
ARTH 032. Crafting Nature: The Art of
Japanese Tea Ceremony
This course explores the rich cultural practice of
the Japanese tea ceremony, also known as the
Way of Tea (chanoyu), 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 explore the various cultural
forms, including painting, calligraphy, ceramics,
architecture, garden design, religious ritual, per
formance, food preparation, and flower arrange
ment, that were integrated into and developed
through the tea ceremony. Discussions will also
103
Art
include the significance of the tea ceremony in
Japanese aesthetic discourse, the relationship between tea ceremony connoisseurs and art col
lecting, and the continuing influences of the tea
ceremony in contemporary productions of lacquerware and ceramics.
1 credit.
Spring 2006. Sakomura.
ARTH 033. Famous Places and Sacred
Sites: The Art of Landscape in East Asia
This course surveys the major traditions of land
scape art in premodem East Asia. We will ex
plore the ways in which places and spaces are
transformed into famous places and sacred sites
and consider the critical role of visual represen
tation in this process. Major topics include the
relationship between landscape and power, cul
tural memory, literature, mythology, seasonality,
travel, and literati culture. We will also examine
the functions of landscape art in various cultur-.
al, geographical, and temporal contexts within
East Asia as well as the complex processes of cul
tural dissemination and adaptation by consider
ing the reception of Chinese landscape painting
tradition in Korea and Japan.
1 credit.
Spring 2007. Sakomura.
ARTH 036. Word and Image in
Japanese Art
This course explores the interrelationships be
tween text and image in Japanese art from the
H eian (794-1185) to the Edo (1615-1868)
periods, with an emphasis on major traditions in
the native yamato-e (“Yamato” or Japanese
painting) style. We will examine the ways in
which textual content of select works of narra
tive tales and poetry are visualized and explore
the complex and nuanced interactions of text,
image, and calligraphy. The relationship be
tween artistic formats and their conventions of
pictorializing and inscribing text will be dis
cussed through a wide range of media including
handscrolls, album books, folding screens, poem
sheets, lacquerware boxes, textiles, and fans.
Particular emphasis will be given to the relation
ship of content to format and the function and
meaning of objects in their respective sociocul
tural contexts.
1 credit.
Fall 2005. Sakomura.
104
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. Among the
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 media such as advertisements, graphic de
sign, photography, magazines, and manga (comic
books). We will also discuss trends in television
and film media, including anime, as well as Japa
nese product designs and character designs that
have achieved global recognition such as MUJI
and Hello Kitty.
1 credit.
Spring 2006. Sakomura.
ARTH 042. Collnquium 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.
N ot offered 2005—2006. Cothren.
ARTH 046. Monasticism and the Arts in
the Christian Middle Ages
(Cross-listed as RELG 029)
This course will investigate the significance of
Christian monastic communities as major artis
tic centers during the Middle Ages, with an em
phasis on the way the social context of produc
tion and consumption affected the works of ait
themselves and the way we have traditionally
chosen to study them.
1 credit.
N ot offered 2005-2006. Cothren, Ross.
ARTH 051. Renaissance Art in Florence
and Environs
A n introduction to painting, sculpture, draw
ings, 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 in
dividuals, the state, and religion. We will also ex
amine the context in which these works were
used and displayed, art and anatomy, art and
gender, the critical responses these works elicit
ed, and the theories of art developed by artists
and nonartists alike.
1 credit.
Spring 2006. Reilly.
ARTH 056. Print Culture in Early
Modern Europe
This course examines the role of 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 print
making, the relationship between printed im
ages and texts, the reproductive versus original
print, the markets for prints, and prints and the
transmission of culture.
1 credit.
Not offered 2005-2006. Reilly.
ARTH 074. History of Photography
This course will offer a history of photography in
Europe and the United States from 1839 to the
present. We will consider the profound effects of
the invention of photography on the visual cul
ture of our times by focusing on such topics as
pictorialism, amateurism, documentary and
straight photography, technological develop
ments, Western expansion, photojournalism,
the nature of objectivity, theories of vision and
reproduction, advertising, the relationship of
science and art, pornography, and anthropologi
cal research,
i credit.
Not offered 2005-2006. 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 oth
ers, recent artists have called into question
everything from conventional uses of the nude
to the viewer’s own physical experience of 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 as
signed texts, active participation in regular dis
cussions, and frequent writing assignments.
Prerequisite: ARTH 005 or permission of the in
structor.
1 credit.
Spring 2006. Mileaf.
ARTH 0 77. Exhibiting the Modern
This course surveys major exhibitions of modem
art in Europe and America, along with questions
about modernist exhibition strategy and prac
tice. We will consider such watershed exhibi
tions 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, A n American Place, Julian Levy Gallery,
Art of This Century, and Leo Castelli Gallery.
Prerequisite: ARTH 001,002, or 005.
1 credit.
N ot offered 2005-2006. 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. Wnrd and Image in Japanese
Art (See description for ARTH 036)
2 credits.
Fall 2006. Sakomura.
ARTH 145. Gothic Art and Architecture
This seminar will examine the formation of
“The Gothic” around 1140 and its development
and codification in the Ile-de-France to the mid
dle of the 13th century; monasteries, cathedrals,
and chapels; neo-platonism and the new aes
thetic; “court style” and political ideology; struc
tural technology and stylistic change; patronage
and production; contextualizing liturgy and
visualizing dogma.
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A rt
2 credits.
N ot offered 2005-2006. Cothren.
ARTH 166. Avant-Gardes in Early
20th-Century Art
ARTH 14 7. Visual Narrative in
Medieval Art
This seminar examines case studies in European
and American avant-garde art from the first half
of the 20th century. Major theoretical texts by
Poggioli and Bürger will act as a background for
discussions about such artistic movements as cu
bism, futurism, Die Brücke, Devetsil, dada, surre
alism, Russian constructivism, and the Bauhaus.
By developing a working understanding of both
historical and conceptual avant-gardes, we will
question whether there can be an avant-garde
today.
2 credits.
Fall 2005. Mileaf.
This seminar examines how and why tenden
tious 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.
N ot offered 2005-2006. Cothren.
ARTH 15 1. 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 world
ly 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 ban
ners, furniture, and temporary festival decora
tions. Topics will include papal reconstruction of
the urban landscape; the rebirth of classical cul
ture, art and the liturgy, private devotion and
public ritual, and the construction of the artist as
genius.
2 credits.
Spring 2006. 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 of “modernism” in 19th- and 20thcentury painting.
2 credits.
N ot offered 2005—2006. Hungerford.
106
ARTH 168. Dada and Surrealism
Signing a name, going into a trance, collecting
dust, shopping in a flea market, dreaming, scrib
bling, 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 sem
inar examines not only these new modes of mak
ing 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.
N ot offered 2005-2006. Mileaf.
STUDIO ARTS
STUA 001. Foundation Drawing
"This course is designed as an introduction to
drawing as the basis for visual thinking and per
ception. The class will focus on concepts and
practices surrounding the use of drawing as a vi
sual language rather than as a preliminary or
planning process. Whether students are interest
ed in photography, painting, pottery, sculpture,
installation or performance, the ability to design
and compose visually is fundamental to their de
velopment. 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. Staff.
STUA 001B. FYS: Making Art
This studio art experience is designed for firstyear artists in all media who have demonstrated
through a portfolio presentation their knowl
edge of the elements of visual thinking, design,
and composition. This course is similar in con
tent to the foundation drawing class STUA 001.
However, it will be more in depth, with more
emphasis on individually designed studio and re
search projects. Portfolios of actual or pho
tographed work must be submitted for evalua
tion during the freshman advising week prior to
the start of the fall semester. Contact the depart
ment for details.
1 credit.
Fall 2005. Reisman.
STUA 002. Ceramic Sculpture
This class comprises a series of projects using a
diverse range of hand-building processes and
themes. The areas of practice include life-mod
eling, slab construction, and coil-built sculptural
forms. Students will also learn traditional and
nontraditional solutions to the ceramic surface.
Group critiques and class discussion will com
bine with demonstrations and slide lectures to
build upon this intensive studio experience.
1 credit.
Spring 2006. Carpenter.
STUA 003. Orawing
Work in various media directed toward a clearer
perception of space, light, and form. This course
is for all levels of ability and includes weekly out
side drawing problems and a final project.
1 credit.
Offered occasionally.
STUA 004. Sculpture
This course covers a broad range of sculptural
concepts and techniques. Through individual
projects, several different mediums will be ex
plored including woodcarving and construction,
clay modeling, plaster casting, and assemblage.
1 credit.
Fall 2005. Zwerling.
Spring 2006. Meunier.
STUA 006. Photography
This course introduces the technical processes
and visual and theoretical concepts of photogra
phy, both as a unique medium and as it relates to
other forms of nonphotographic composition.
Prerequisite: STUA 001, even for seniors.
1 credit.
Fall 2005. Harper.
Spring 2006. Meunier.
STUA 007. The Printed Page
Introduction to the art of the book. Included will
be an investigation into typesetting and print
ing, binding, wood engraving, and alternative
forms of book construction and design.
I credit.
Not offered 2005-2006.
STUA 008. Painting
Students will investigate the pictorial structure
of oil painting and the complex nature of color.
A thorough study of texture, spacial conven
tions, light, and atmosphere will be included.
1 credit.
Fall 2005. Reisman.
STUA 010. Life Orawing
Work in various media directed toward a clearer
perception of the human form. The class is cen
tered 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.
Fall 2005. Dubinskis.
STUA 0 11. 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. W hen 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 lo
cales other than the campus will be offered.
1 credit.
Offered occasionally.
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Art
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 de
sign and composition.
Prerequisite: STUA 008 and/or STUA 010.
Offered occasionally.
STUA 014. Landscape Painting
This course explores the vast array of interpre
tive approaches, and practical methods available
to the painter interested in landscape. Each stu
dent will be introduced to analytical strategies,
methods, and techniques that can be used in the
field while painting directly from nature. Topics
include atmospheric perspective, linear perspec
tive, view point, com positional structuring
through shape and rhythmic manipulation as
well as a thorough study of light through chang
ing effects of color and tonality. These topics will
be introduced using demonstrations during class
(both in the field and outside) and analysis of
landscapes from art history. Workshops and pre
sentations by visiting artists will also assist us
throughout the semester. Weekly excursions
into the landscape around the College will be
scheduled (this includes the urban, suburban,
and rural landscape of southeastern Pennsyl
vania). Assignments will be given each week
outside of class to reinforce the methods intro
duced during the week. The primary subject for
these works will be the environs of the College
during the changing autumnal season. Oil paints
will be the central medium of the class, and the
necessary technical needs will be established.
However, design and composition (both pictor
ial and spatial) will be emphasized throughout
the semester.
1 credit.
Offered occasionally.
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 func
tional container, but the option to explore the
wheel for nonfunctional form will also be avail
able. 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 rem ainder of th e semester.
Critiques and in-class discussion are an impor
108
tant component of this experience. Students will
be exposed to traditional and nontraditional so
lutions to the wheel-thrown container through
slide lectures, videos, and a guest artist. For be
ginners and advanced students.
1 credit.
Each semester. Carpenter.
STUA 0 17. The Hand-Built Container
The subject of this class is the hand-built ceram
ic container. Slab construction and traditional
coil building are just two of the processes that
will be used in the development of a series of
ceramic containers. Students will work within a
range of thematic sources and processes to de
velop technically as well as aesthetically. Varied
surface solutions will be explored including high,
low, and pit fired. Group critiques, slide presen
tations, and a guest artist demonstration will en
hance this studio experience.
1 credit.
Spring 2006. Carpenter.
STUA 019. Works on Paper
This class is an introduction to various printing
processes, which can include monoprints, linoprints, wood engraving, etchings, and typeset
ting. Students will learn technical approaches
and investigate visual solutions using a format of
serial imagery. Weekly class assignments will in
tegrate drawing and design concepts and explore
the range of materials available, using paper as a
support. Longer projects will rely on either book
format or suites of images that explore thematic
ideas developed by the student.
1 credit.
Spring 2006. Phelan.
-
STUA 020. Advanced Studies
020A. Ceramics
020B. Drawing
02OC. Painting
020D. Photography
020E. Sculpture
020F. Printmaking
These courses are designed to usher the interme
diate and advanced student into a more inde
pendent, 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 stylis
tic and thematic direction. All students are ex
pected 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 addi
tion to class time, students will meet with the pro
fessor for individual conferences and critiques.
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 previ
ous course in the chosen medium.
1 credit.
Each semester. Staff.
STUA 025. Advanced Studies II
Continuation of STUA 020 on a more advanced
level.
Prerequisite: STUA 020.
1 credit.
Each semester. Staff.
STUA 026. The Digital Darkroom
The digital darkroom is an expressive tool for the
black-and-white photographer and printer.
When images made on conventional film are
converted to digital form via scanning, a whole
new world of printing and publishing becomes
available. This option is a particular boon to
photographers who are adversely affected by
darkroom chemicals or who do not have ready
access to a darkroom. The controls offered by the
digital darkroom emulate and often exceed those
available in the conventional darkroom. The
purpose of this class is to understand those con
trols and to apply them to images captured on
film. After a basic tour of Photoshop tools and
techniques, we explore contrast control, selec
tive tonal control, dodging and burning, moni
tor calibration, using grayscale and Duotone,
Tritone, and Quadtone inks, retouching and en
hancement, and various special effects. Parallels
are drawn to conventional darkroom techniques
throughout.
Prerequisite: STUA 006 or the equivalent.
1 credit.
Offered occasionally.
all members of the workshop will guide and as
sess the development of the students’ individual
directed practice in a chosen field. Assigned
readings and scheduled discussions will initiate
the writing of the thesis for the senior exhibi
tion.
This course is required of senior art majors.
1 credit.
Fall 42005. Carpenter.
STUA 035. Alternative Processes in
Photography
This advanced photography course will cover a
broad range of silver and nonsilver processing
techniques in photography. Techniques will in
clude toning, hand coloring, staining, various
photo papers, alternative light sources, pho
tograms, solarization, creative techniques with
developer, cyanotypes, Polaroid transfer and
emulsion lifts, and wearable art.
Prerequisite: STUA 006 or the equivalent (to be
evaluated in advance of pre-registration by the
chair of the Art Department).
1 credit.
Offered occasionally.
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
of 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 state
ment 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, includ
ing the writing of the senior art major statement.
1 credit.
Spring 2006. Carpenter.
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
109
Asian Studies
Chair:
ALAN BERKOWITZ (Modem Languages and Literatures, Chinese)
Jenny Gifford (Administrative Assistant)
Faculty:
Steven Day (Modem Languages and Literatures, Chinese)
Aya Ezawa (Sociology and Anthropology)3
William 0 . Gardner (Modem Languages and Literatures, Japanese)
Haili Kong (Modem Languages and Literatures, Chinese)3
Steven P. Hopkins (Religion)2
Youngmin Kim (East Asian Studies)5,13
Gerald Levinson (Music)
Lillian M. Li (History)3
Xiaorong Li (Modem Languages and Literatures, Chinese)
Bakiratili Mani (English Literature)3
Jeanne Marecek (Psychology)7
Steven I. Piker (Sociology and Anthropology)7
Tomoko Sakomura (Art)
Larry E . Westphal (Economics)2
Tyrene White (Political Science)
Thomas Whitman (Music)
2 Absent on leave, spring 2006.
3 Absent on leave, 2005-2006.
5 Fall 2005.
Asian studies is an interdisciplinary program
that introduces students to the vast range of his
torical and contemporary human experience on
thè Asian continent. The Asian continent con
sists of five diverse regions: from South Asia
(India, Pakistan, Bangladesh, Sri Lanka, and the
Himalayas), to peninsular and insular Southeast
Asia, to East Asia (China, Korea, and Japan), as
well as Southwest Asia (the Arabian peninsula,
Iranian highlands, and Turkey), and Central
Asia (Afghanistan, the republics that gained in
dependence from the former Soviet Union, and
Mongolia). Courses on Asia are offered in the
A rt, Economics, English Literature, History,
Modem Languages and Literatures (Chinese
and Japanese), Music and Dance, Political
Science, Religion, Sociology and Anthropology,
and Theater departments. Asian studies offers
majors and minors in course and honors. Majors
construct individualized programs of study, with
a focus on a comparative theme or on a particu
lar country or region. Some examples of compar
110
7 Affiliated faculty (do not teach courses
on Asia but are available for independent
study projects).
13 Visiting Assistant Professor, Bryn Mawr
College.
ative themes include classical traditions in Asian
literature and art, Buddhist studies, Asian na
tionalisms and the emergence of nation-states,
or the political economy of Asian development.
However, in all cases, the core of thg major lies
in exposure to multiple regions, for cross-cultur
al comparisons, and multiple disciplines.
Students interested in Asian studies are urged to
consult our Web site at http://www.swarthmore.edu/Humanities/asian/ for up-to-date in
form ation on courses and campus events.
Students should also meet with the chair well in
advance of preparing a sophofnorè paper to dis
cuss how to plan an individualized program with
intellectual coherence and rigor. Advance plan
ning is especially critical for students contem
plating the Honors Program and those integrat
ing study abroad in the major.
LANGUAGE STUDY AND STUDY ADROAD
I
I
I
I
I
I
I
J
I
I
gions of Asia (South, Southeast, Southwest,
Central, and East Asia). This requirement
Although not required, majors are strongly en
can be accomplished by taking at least two
couraged to consider studying an Asian language
courses that are pan-Asian or comparative in
and a period of study in Asia. Swarthmore cur
scope or by taking at least one full course on a
rently offers Chinese and Japanese, but many
country other than that of the principal focus
other Asian languages may be studied at the
in an individual student’s program.
University of Pennsylvania during the regular
2. Disciplinary breadth. Classes must be taken in
academic year, in summer-language programs, or
at least three different departments.
abroad. Experience has shown that off-campus
3. Core courses in the cultural traditions of Asia. A t
language courses may create scheduling difficul
least 1 credit must be taken from the follow
ties. As a result, many students elect the summer
ing range of courses:
or study abroad option. For languages offered at
CHIN
016/L1TR 016CH. Substance,
Swarthmore, courses above the first-year level
Shadow, and Spirit in Chinese Literature
count toward the major. For Asian languages not
and Culture
offered at Swarthmore, courses at the entry level
CHIN 023/LITR 023CH. Modem Chinese
may be approved if at least the equivalent of 1.5
Literature: A Novelistic Discourse
credits are successfully completed in a program
approved by the Asian studies faculty.
HIST 009A. Chinese Civilization
The Asian studies faculty can recommend aca
JPNS 017. Introduction to Japanese Culture:
demically rigorous programs in several Asian
The Cosmology of Japanese Drama
countries, often tailored to a student’s particular
MUSI 008. Music of Asia
interest. Study abroad is the ideal arena for inRELG 008. Patterns of Asian Religions
tensive language study. Non-language courses
RELG 009. The Buddhist Tradition
taken abroad may also be applied toward the
major, if credit has been granted by the College
RELG 01 IB. Introduction to Islam*
and subject to the approval of the Asian Studies
RELG 012 and 013. History, Religion, and
Committee. However, normally at least 6 credits
Culture of India I and II
toward a student’s Asian studies major and 3 credits
4. Intermediate and advanced work. A minimum
for the minor should be taken at Swarthmore.
of 5 credits must be completed at the inter
mediate or advanced level in at least two
departments.
The Alice L. Crossley Prize in Asian Studies: See
p. 91.
5. Asian-language study. Asian-language study is
not required but is strongly recommended.
"
Up to 4 credits in language study may be ap
plied toward the major. For languages offered
REQUIREMENTS AND RECOMMENDATIONS
at Swarthmore, courses above the first-year
level may count toward the major. Courses
Course Major
above the second-year level will count as inAn Asian studies major is more demanding than
termediate/advanced. For Asian languages
a departmental major because it is each student’s
not offered at Swarthmore, courses at the
responsibility to make the connections between
entry level may count toward the major if at
courses th at differ widely in co n ten t and
least the equivalent of 1.5 credits is success
method. W hen considering applicants to the
fully completed in an approved program.
major, the Asian Studies Committee looks for
Courses above the first-year level count as inevidence of intellectual flexibility and indepen
termediate/advanced.
dence. The student should have taken at least
6. Culminating exercise. Students in the Asian
two Asia-related courses in different depart
studies course major have a choice of culmi
ments, and received grades of B- or better.
nating exercises.
The major in Asian studies consists of a mini
a. Thesis option. A 1- or 2-credit thesis, fol
mum of 10 credits, with requirements and distri
lowed by an oral examination. The thesis
bution as follows:
must be advanced and supervised by two
1. Geographic breadth. Coursework must be com
pleted concerning more than one of the re-
1 11
Asian Studies
members of the Asian studies faculty who
participate in the direction of its research
and the examination of its results. Students
must enroll for the thesis (ASIA 096) nor
mally no later than fall semester of the se
nior year. For more information about the
thesis, see the departm ent Web site
(http://www.swarthmore.edu/Humanities/
asian/) or the sophomore paper guidelines.
b. Qualifying papers option. Students revise and
expand two existing Asia-related course pa
pers with the consultation of Asian Studies
faculty members. W ith the approval of the
Asian Studies Committee, the qualifying
papers will be orally examined.
c. Honors seminar option. W ith the prior ap
proval of the Asian Studies Committee,
students may fulfill the requirement for a
culminating exercise by taking a 2-credit
honors seminar in an Asian studies topic in
either their junior or senior year. (Note: A
two-course combination for external exam
ination or a course plus directed-reading at
tachment will not satisfy this requirement.)
7. Grade-point average requirement. A student must
have at least a C average across all courses
applied to the course major.
Couise Minor
Students will be admitted to the minor after hav
ing successfully completed at least two Asia-re
lated courses with grades of B - or better from dif
ferent departments. Students may apply for the
minor as early as the sophomore paper and as
late as the first week of the senior year.
The Asian studies interdisciplinary minor in course
consists of five courses, distributed as follows:
1. Geographic breadth. Coursework must be com
pleted concerning more than one of the re
gions of Asia (South, Southeast, Southwest,
Central, and East Asia). This can be accom
plished by taking at least two courses that are"
pan-Asian or comparative in scope or by tak
ing at least one full course on a country other
than that of the principal focus in an individ
ual 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 a
disciplinary major.
3. Core courses in the cultural traditions o f Asia.
1 12
Students are required to include at least one
course from the list of core courses (see earlier).
4. Intermediate and advanced work. A t least 2
credits of work must be completed at the in
termediate or advanced level. Note that there
is no capstone seminar or thesis for the inter
disciplinary minor in course.
5. Asian-language study. Asian-language study is
not required, but courses in Asian languages
may count toward the course minor. For lan
guages offered at Swarthmore, courses above
the first-year level may count toward the
minor. Courses above the second-year level
count as intermediate/advanced. For Asian
languages not offered at Swarthmore, courses
at the entry level may count toward the minor
if at least the equivalent of 1.5 credits is suc
cessfully completed in an approved program.
Courses above the first-year level count as in
termediate/advanced.
6. Grade-point average requirement. A student
must have at least a C average across the five
courses applied to the minor.
Honors Major
To be admitted to the honors major, students
should have completed at least two Asia-related
courses in different departments at the B+ level
or above.
The honors major in Asian studies consists of a
minimum of 10 credits (including four honors
preparations).
1. Geographic and disciplinary breadth requirements.
These are the same as those for the course
major (see earlier).
2. Core courses in the cultural traditions of Asia.
Normally, at least one course should come
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 student
has the option of omitting a minor field des
ignation. Alternatively, one of the four fields
can be designated as a minor, in which case
the student must fulfill all the requirements of
that department or program for an honors
minor.
4- Honors preparations representing at least two
different disciplines. Careful advance planning
is essential to make certain that the prerequi
sites and requirements established by separate
departments and programs have been met.
Honors preparations in Asian studies may
consist of 2-credit seminars, designated pairs
of courses, 1-credit attachments to designated
1-credit courses, a 1-credit thesis in conjunc
tion with a 1-credit course, or a 2-credit the
sis. We especially encourage students to con
sider a course plus a 1-credit thesis combina
tion, when the combination would allow for
an interdisciplinary perspective on a particu
lar issue or theme. W ith the advance approval
of the Asian Studies Committee, coursework
or research done in study abroad may be in
corporated into the preparation.
5. Senior honors study (SHS) for majors. SHS,
usually done in the spring semester of the se
nior year, will normally follow the criteria es
tablished for minors by the department in
which the honors preparation is done. SHS
for interdisciplinary preparations will be de
termined in consultation with the relevant
professors and the Asian Studies Program
chair. No course credit will be given for SHS
for majors. A student may choose to have one
of the four preparations serve as a minor in a
discipline. If so, the SHS for that preparation
will be governed by the host department’s
practice. SHS materials may be examined in
regular written and some oral exams.
6. Grade-point average requirement. A student
must have at least a B+ in all courses applied
to the honors major.
Honors Minor
To be admitted to the honors minor, students
should have completed at least two Asia-related
courses in different departments at a level 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 with
in the minor. Students should specify which
track they intend to pursue when writing
sophomore papers.
a. Comparative Asian cultures. The selection
of courses and honors preparation should
allow a comparative perspective on the traditional or m odern cultures of Asia.
Individual programs should be worked out
in close consultation with the Asian stud
ies chair. (Language study does not count
toward this track.)
b. Focus on a single country or region. All
courses in the program should focus on the
same region or country. Up to 2 credits of
language study may be counted.
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 with the honors minor
and the honors major.
3. Core courses in the cultural traditions of Asia.
Normally at least one of the five courses
should come from the list of core courses (see
earlier).
4. Asion-language study. Asian-language study is
not required, but courses in Asian languages
may count toward the honors minor. For lan
guages offered at Swarthmore, courses above
the second-year level count toward the minor.
For Asian languages not offered at Swarth
more, courses at the entry level may be ap
proved if at least the equivalent of 1.5 credits
is successfully completed in a program ap
proved by the Asian studies faculty.
5. Honors preparation. A n honors m inor in
Asian studies will submit one preparation,
normally a 2-credit seminar, for examination.
For alternative formats of honors prepara
tions, see Section 4 of the Asian studies hon
ors major (earlier).
6. SHS for minors. SHS for minors, normally
done in the spring semester of the senior year,
will follow the norms established by the de
partment in which the honors preparation is
done. No course credit will be given for SHS
for minors. SHS materials may be examined in
regular written and some oral examinations.
7. Grade-point average requirement. A student
must have at least a B+ in all courses applied
to the honors minor.
COURSES
(See descriptions under individual departments
to determine offerings for each semester.)
Art (Art History)
ARTH 003.
ARTH 031.
ARTH 033.
ARTH 036.
East Asian Art
Traditional Japan
Special Topics in Asian Art
Word and Image in Japanese
Art
113
Asian Studies
ARTH 038.
ARTH 132.
Ritual and Image in the
Buddhist Traditions
Arts of the Buddhist Temple
Asian Studies
ASIA 026. Introduction to Korean Culture
This course examines the dynamics of Korean
cultural and intellectual history from the per
spective of cultural identity. The questions to be
addressed include How did Korea negotiate its
position in the traditional Asian cultural sphere?
What is the significance of the so-called Confiicianization of Chosen Korea? W hat events and
conditions shaped Korea in the 20th century?
W hat was the impact of Japanese colonialism on
Korea’s modem transformation? This course ex
plores these questions through a variety of liter
ary works as well as historical writings, philo
sophical debates, and the arts. No knowledge of
either Korean history or language is required.
1 credit.
Fall 2005. Kim.
ASIA 093. Directed Reading
¡credit.
Each semester. Staff.
ASIA 096. Thesis
1 credit.
Fall 2005 and 2006. Staff.
ASIA 180. Thesis
2 credits.
Fall 2005 and 2006. Staff.
ASIA 199. Senior Honors Study
0.5 credit.
Fall 2005 and 2006. Staff.
Economics
ECON 081.
ECON 083.
ECON 181.
Economic Development*
Asian Economies
Economic Development+
English Literature
ENGL 065.
ENGL 075.
Introduction to Asian
American Literature
South Asian Diasporas:
Culture, Politics, and Place
History
HIST 001G.
HIST 009A.
1 14
HIST009B.
HIST 043.
HIST 075.
HIST 077.
HIST 078.
HIST 144.
Linguistics
LING 033.
Introduction to Classical
Chinese
Literature
LITR016CH. Substance, Shadow, and Spirit
in Chinese Literature and
Culture
LITR017CH. Legacy of Chinese Narrative
Literature: The Story in
Dynastic China
Introduction to Japanese
LITR 071J.
Culture: The Cosmology of
Japanese Drama
LITR 018CH. The Classical Tradition in
Chinese Literature
LITR 023CH. Modem Chinese Literature
Japanese Film and Animation
LITR 024J.
LITR 025CH. Contemporary Chinese
Fiction: Mirror of Social
Change
LITR 027CH. Women Writers in 20thCentury China .
Fantastic Spaces in Modem
LITR 041J.
Japanese Literature
LITR 055CH. Contemporary Chinese
Cinema
LITR 066CH. Chinese Poetry LITR 081CH. Transcending the Mundane:
Taoism in Chinese Literature
and Culture
LITR 091 CH. Culture Fever: Contemporary
Chinese Culture and Society
(1978-1989)
Modern Languages and Literatures
(Chinese and Japanese)
CHIN 003B.
Women, Family, and the State
in China
Chinese Civilization
Modem China
Wars in the Pacific and Asian
American Culture
Modem Japan
Orientalism East and West
Beijing and Shanghai: Tale of
Two Cities
State and Society in China,
1750-2000
CHIN 004B.
Second^Year Mandarin
Chinese (fall 2005)
Second-Year Mandarin
Chinese (spring 2006)
Third-Year Chinese
Third-Year Chinese
Conversation
CHIN 012.
Advanced Chinese
CHIN 012A. Advanced Chinese
Conversation
Substance, Shadow, and Spirit
CHIN 016.
in Chinese Literature and
Culture
Legacy of Chinese Narrative
CHIN 017.
Literature: The Story in
Dynastic China
CHIN 018.
The Classical Tradition in
Chinese Literature
CHIN 020.
Readings in Modem Chinese
CHIN 021.
Topics in Modem Chinese
CHIN 023.
Modem Chinese Literature
CHIN 025.
Contemporary Chinese
Fiction: Mirror of Social
Change
Women Writers in 20thCHIN 027.
Century China
Introduction to Classical
CHIN 033.
Chinese
CHIN 055.
Contemporary Chinese
Cinema
History of Chinese Cinema
CHIN 056.
(1905-1995)
CHIN 063.
Comparative Perspectives:
China in the Ancient World
CHIN 066.
Chinese Poetry
• Invaded Ideology and
CHIN 071.
Translated Modernity
Transcending the Mundane:
CHIN 081.
• Taoism in Chinese Literature
and Culture
CHIN 091.
Culture Fever: Contemporary
Chinese Culture and Society
(1978-1989)
CHIN 093.
Directed Reading
CHIN 103.
Lu Xun and 20th Century
Chinese Literature
CHIN 105.
Topics in Traditional Chinese
Literature
Second-Year Japanese
JPNS003B.
(fall 2005)
Second-Year Japanese
JPNS004B.
(spring 2006)
CHIN Oll.
CHIN Oil A.
JPNS005A.
JPNS017.
JPNS 018.
JPNS 024.
JPNS 041J.
Japanese Conversation
Introduction to Japanese
Culture: The Cosmology of
Japanese Drama
Topics in Japanese Literary and
Visual Culture
Japanese Film and Animation
Fantastic Spaces in Modem
Japanese Literature
Music and Dance
DANC 005.
DANC021.
DANC 028.
DANC 046.
MUSI 005.
MUSI 008.
MUSI 049.
Patterns of Asian Dance and
Music
History of Dance: Africa and
Asia
Classical Indian Dance
Performance Dance: Kathak
Patterns of Asian Dance and
Music
The Music of Asia
Balinese Gamelan
Political Science
POLS 055.
POLS 056.
POLS 064.
POLS 108.
China and the World
Patterns of Asian Development
American-East Asian
Relations*
Comparative Politics: East Asia
Religion
RELG 008.
RELG009.
RELG 01 IB.
RELG 012.
RELG 013.
RELG 030B.
RELG 03 IB.
RELG 046.
RELG 053.
RELG 108.
Patterns of Asian Religions
The Buddhist Traditions of
Asia
Introduction to Islam*
History, Religion, and Culture
of India I
History, Religion, and Culture
of India II
The Power of Images: Icons
and Iconoclasts*
Religion and Literature: From
the Song of Songs to the
Hindu Saints*
Justice and Conscience in
Islam*
Gender and Sexuality in
Islamic Societies*
Poets, Saints, and Storytellers:
Religious Literatures of India
115
Asian Studies
RELG 119.
Sufism: Muslim Mystics,
Saints, and Poets
Sociology and Anthropology
SOAN 003C. First-Year Seminar: Japan and
Globalization
SOAN 033B. Colloquium: Japanese Society
and Culture
SOAN 033C. Global Asia
SOAN 043C. Gender in Contemporary
East Asia
SOAN 093.
Southeast Asia: Culture and
History, Independent Study
SOAN 133.
Reinventing Japan
Theater
THEA 015.
Directing I/Performance
Theory*
* 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.
116
Biology
scon F. GILBERT, Professor
JOHN B. JENKINS, Professor
RACHEL A . M ERZ, Professor2
KATHLEEN K. SIWICKI, Professor and Chair
AMY CHENG VOLLMER, Professor3
SARA HIEBERT BURCH, Associate Professor5
COLIN PURRINGTON, Associate Professor
ELIZABETH A . VALLEN, Associate Professor
JULIE HAGELIN, Assistant Professor
NICK KAPLINSKY, Assistant Professor
JOSE-LUIS MACHADO, Assistant Professor
MARK HAUSSMAN, Visiting Assistant Professor
ELIZABETH JOYC E, Visiting Assistant Professor
DARLENE 0. BRAMUCCI, Laboratory Instructor/Academic Coordinator
WILLIAM GRESH J R ., Laboratory Instructor
BETSY HORNER, Laboratory Instructor
JOCELYNE MATTEI-NOVERAL, Laboratory Instructor
ERIN SCHLAG, Laboratory Instructor
MARIA E . MUSIKA, Administrative Coordinator
2
Absent on leave, spring 2006.
Students are introduced to biology by enrolling
in BIOL 001 and 002, which serve as prerequi
sites for all intermediate and advanced biology
courses. Intermediate courses are numbered 010
to 050. Courses numbered beyond 100 are ad
vanced and may be used to prepare for the
Honors Program. Advanced Placement 5 is ac
cepted 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 biolo
gy credits composing either the honors or the
course major: Introductory Chemistry, at least
one semester of Organic Chemistry, and two se
mesters of college mathematics (not STAT 001
or MATH 003) or the completion of Calculus II
3
Absent on leave, 2005-2006.
(MATH 023 or 025). One semester of statistics
(STAT 11) is strongly recommended.
Students majoring in biology must take 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. Course majors
must take at least one advanced course or semi
nar in biology and satisfy the general college re
quirement 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 of which are to he 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 re
quirements for chemistry, math, or physics and
no distribution requirement within the depart
ment. Only one course numbered BIOL 003 to
009 is allowed and only one course in either
BIOL 093 or 094. CHEM 038: Biological Chem
istry may be counted as 1 of the 6 biology credits.
Special majors in biochemistry, psychobiology,
biostatistics, and environmental science are also
117
Biology
offered. Additional information about these spe
cial majors can be found on th e Biology
Department Web site at http://biology.swarthmore.edu. We offer teacher certification in biol
ogy through a program approved by the state of
Pennsylvania. For further information about the
relevant set of requirem ents, co n tac t the
Educational Studies chair, the Biology Depart
ment chair, or the Educational Studies Depart
ment Web site at www.swarthmore.edu/SocSci/
Education/.
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 exam inations.
Qualified students will prepare for two external
examinations from the following areas: animal
physiology, behavioral ecology, biomechanics,
cell biology, developmental genetics, human
genetics, microbiology, neurobiology, plant
physiology, plant defense, and plant ecology.
Students in honors also will undertake a sub
stantial research project (BIOL 180) and partic
ipate in senior honors study (BIOL 199). These
¿forts 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 Molec
ular 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
A n introduction to the study of living systems
illustrated by examples drawn from cell biology,
biochemistry, genetics, microbiology, neurobiol
ogy, and developmental biology.
One laboratory period per week.
Natural sciences and engineering pracncum.
118
Writing course.
1 credit.
Fall 2005. Staff.
BIOL 002. Organismal and Population
Biology
Introduction to the study of 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 2006. Staff.
BIOL 006. History and Critique of Biology
The topics of this course focus on the history and
sociology of genetics, development and evolu
tion, science and theology, and feminist critiques
of biological sciences.
Prerequisites: BIOL 001 and 002.
1 credit.
N ot offered 2005—2006.
Group I: Cellular and Molecular Biology
(010-019)
BIOL 010. Genetics
This introduction to genetic analysis and mole
cular genetics explores basic principles of genet
ics, the chromosome theory of inheritance, clas
sical and molecular strategies for gene mapping,
strategies for identifying and isolating genes, the
genetics of bacteria and viruses, replication, gene
expression, and the regulation of gene activity.
Major concepts will be illustrated using human
and nonhuman examples.
One laboratory period per week. '
Prerequisite: BIOL 001 or permission of the in
structor.
Natural sciences and engineering practicum.
I credit.
Fall 2005. Jenkins.
BIOL 014. Cell Biology
A study of the ultrastructure, molecular interac
tions, and function of cell components, focusing
primarily on eukaryotic cells. Topics include pro
tein and membrane structure, organelle function
and maintenance, and the role of the cytoskeleton.
One laboratory period per week.
Prerequisites: BIOL 001 and previous or concur
rent enrollment in CHEM 022 or permission of
the instructor.
Natural sciences and engineering pradicum.
1 credit.
Spring 2006. Vallen.
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 ex
ercises include techniques for detecting, isolat
ing, cultivating, quantifying, and identifying
bacteria. Students may not take both BIOL 016
and 017 for credit.
One laboratory period per week.
Prerequisites: BIOL 001 and CHEM 022.
Natural sciences and engineering practicum.
1 credit.
Spring 2006. Joyce.
BIOL 0 17. 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, iso
lating, cultivating, quantifying, and identifying
bacteria. Students may not take both BIOL 016
and 017 for credit.
One laboratory period per week.
Prerequisites: BIOL 001 and CHEM 022. BIOL
002 is recommended.
Natural sciences and engineeringpracticum.
I credit.
Not offered 2005-2006.
BIOL 019. Genomics
Recent advances in DNA sequencing technology
have provided us with a treasure trove of sequence
information from hundreds of different organisms
spanning all kingdoms. The availability of these
molecular blueprints and the concomitant devel
opment of bioinformatics and genomics-based
tools to explore and dissect these sequences have
revolutionized the way we think about biology
and biological processes. We will begin with an
introduction to genomics-related databases and
other tools, including DNA microarrays that will
then allow us to explore a range of topics in func
tional and comparative genomics.
One laboratory period per week.
Prerequisite: BIOL 001.
Natural sciences and engineering practicum.
1 credit.
Fall 2005. Joyce.
Group II: Organismal Biology (029-029)
BIOL 020. Animal Physiology
An examination of the principles and mecha
nisms of animal physiology, ranging from the
subcellular to the integrated whole animal in its
environment. Possible topics include metabo
lism, thermoregulation, endocrine regulation,
nutrient processing, and muscle physiology.
Prerequisites: BIOL 001 and 002. CHEM 010 is
recommended.
Natural sciences and engineering practicum.
1 credit.
Fall 2005. Haussman.
BIOL 022. Neurobiolugy
A study of the basic principles of neuroscience,
with emphasis on the electrical and chemical
signaling properties of neurons and their under
lying cellular and molecular mechanisms as well
as 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 2006. Siwicki.
BIOL 024. Developmental Biology
This analysis of animal development will com
bine 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.
I credit.
Spring 2006. Gilbert.
BIOL 025. Plant Biology
This course is an exploration of the diverse field
of plant biology. Topics will include growth and
development, reproduction, genetics and ge
nome biology, evolution and diversity, physiolo-
119
Biology
gy, responses to pathogens and environmental
stimuli, domestication, agriculture, and applica
tions 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.
Spring 2006. Kaplinsky.
BIOL 026. Invertebrate Biology
The evolution, morphology, ecology, and physi
ology of invertebrate animals.
One laboratory period per week; some all-day
field trips.
Prerequisites: BIOL 001 and 002.
Natural sciences and engineeringpracticum.
1 credit.
Fall 2005. M en.
Group III: Population Biology (030-039)
BIOL 030. Animal Behavior
This course is an introduction to the biological
study of animal behavior under natural conditions.
Observation of the behavior and natural history of
animals, including insects, birds, and primates,
leads to an understanding of ethology, behavioral
ecology, sexual selection, and migration.
Three to 6 hours of fieldwork per week.
Prerequisite: BIOL 002.
Natural sciences and engineeringpracticum.
Writing course.
1 credit.
Fall 2005. Hagelin.
BIOL 036. Ecology
The scientific study of the relationships that de
termine the distribution and abundance of or
ganisms, with a focus on plants. Topics include
population dynamics, species interactions, com
munity ecology, and nutrient cycles.
One laboratory period or field trip per week.
Prerequisites: BIOL 001 and 002 or the permis
sion of the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2005. Machado.
BIOL 038. Paleobiology
Introduction to the fossil record and the tech
niques and theories used by paleontologists. Cur
rent 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.
N ot offered 2005-2006.
BIOL 039. Marine Biology
Ecology of oceans and estuaries, including dis
cussions of physiological, structural, and behav
ioral 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.
N ot offered 2005-2006.
INDEPENDENT STUDIES
BIOL 034. Evolution
BIOL 093. Directed Reading
This course focuses on how the genetic structure
of a population changes in response to mutation,
natural selection, and genetic drift. Other topics,
such as evolutionary rates, speciation, and ex
tinction, 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 2005. Purrington.
A program of literature study in a designated
area of 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.
120
BIOL 094. Research Project
Qualified students may pursue a research pro
gram for course credit with the permission of the
department. The student will present a written
report to the biology faculty member supervising
the work.
1 credit.
Fall or spring semester. Staff.
SEMINARS
BIOL 094A. Research Project:
Departmental Evaluation
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; com
plex-trait analysis; the genetic basis of human
behavior; and ethical, legal, and social issues in
human genetics.
Attendance at medical genetics rounds and sem
inars at Philadelphia-area medical schools is
required.
Prerequisite: BIOL 010 or permission of the in
structor.
Natural sciences and engineering practician.
2 credits.
Spring 2006. Jenkins.
Students carrying out a BIOL 094 research proj
ect 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 hon
ors research thesis.
Fall or spring semester. Staff.
SENIOR COMPREHENSIVE EXAMINATION
BIOL 095, 097, and 199 are not part of the 8credit minimum in biology.
BIOL 095. Senior Project
With the permission of the departm ent, a
student may write a senior paper in biology to
satisfy the requirement of a comprehensive ex
amination for graduation.
BIOL 097. Themes in Biology
Invited scientists present lectures and lead dis
cussions on a selected topic that can be engaged
from different subdisciplines w ithin biology.
Serves as the senior comprehensive and exami
nation; it is required of all biology majors in
course.
Foil 2005. Staff.
HONORS STUDY
BIOL 199. Senior Honors Study
An interactive, integrative program that allows
honors students to finalize their research thesis
spring semester.
Spring 2006. Staff.
BIOL 110 . Human Genetics
BIOL 1 1 1 . Developmental Genetics
The arrival of the fittest is predicated on inherit
ed changes in development. This means that the
expression of developmental regulatory genes is
changed. We will be discussing such phenomena
as the fin-to-limb transition, the evolution of the
eyes and hearts, and the nature of co-option and
homology. The laboratory will use molecular
techniques to find genes involved in the produc
tion of evolutionary novelties such as the turtle
shell.
One laboratory per week.
Prerequisites: BIOL 024 or permission of the in
structor.
Natural sciences and engineering practicum.
2 credits.
Fall 2005. Gilbert.
BIOL 114 . Regulation of Cell Division
A study of a subset of events of the cell cycle nec
essary for cell division and the mechanisms of
regulation th a t function to control these
processes. The critical evaluation of original re
search literature and the examination of current
issues in the field will be emphasized. The labo
ratory will use molecular, genetic, biochemi
cal,128 and cytological techniques to investigate
aspects of cell division.
One laboratory per week.
Prerequisites: BIOL 014, 015, or permission of
121
Biology
the instructor.
Natural sciences and engineering practicum.
2 credits.
Fall 2005. Vallen.
BIOL 115 . Plant Developmental Biology
Development is a continuous and dynamic
process during a plant’s life. This seminar will ex
amine how plants normally develop, the genetic
mechanisms involved in these processes, and
how plants modulate their growth in response to
environmental conditions. Lab projects will in
clude independent and ongoing research.
One laboratory per week.
Prerequisites: BIOL 001 and one BIOL 002 to
009 course.
Natural sciences and engineering practicum.
2 credits.
N ot offered 2005-2006.
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.
Independent laboratory projects.
Prerequisite: BIOL 016 or 017 or permission of
the instructor.
Natural sciences and engineering practicum.
Writing course.
2 credits.
N ot offered 2005-2006.
BIOL 12 1. Physiological Ecology
Physiological basis for interactions between ani
mals and the environm ent, including th er
moregulation, seasonality, foraging, reproduc
tion, and energetics with an emphasis on critical
reading of primary literature. Independent labo
ratory research or field projects.
Prerequisites: BIOL 001, 002, and 020 or per
mission of the instructor.
Natural sciences and engineering practicum.
2 credits.
N ot offered 2005-2006.
BIOL 122. Developmental Neurobiology
Cellular and molecular mechanisms of nervous
system development and plasticity are studied
122
through extensive reading and discussion of re
search literature.
Independent laboratory projects.
Prerequisite: BIOL 022 or 111.
Natural sciences and engineering practicum.
2 credits.
N ot offered 2005-2006.
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 re
search literature.
Independent laboratory projects.
Prerequisite: BIOL 022 or permission of the
instructor.
Natural sciences and engineering practicum.
2 credits.
Fall 2005. Siwicki.
BIOL 124. Hormones and Behavior
This course will focus on endocrine regulation of
animal behaviors, including reproduction, ag
gression, stress, sickness, parental care, and sea
sonality, with an emphasis on critical reading of
primary literature.
Independent laboratory projects.
Prerequisites: BIOL 001 and 002 or the equiva
lent and one of the following: BIOL 020,022, or
permission of the instructor.
Natural sciences and engineering practicum.
2 credits.
N ot offered 2005-2006.
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, 002, and one other
Group II or Group III biology course.
Natural sciences and engineering practicum.
2 credits.
N ot offered in 2006.
BIOL 130. Behavioral Ecology
The study of the evolution of behavior as an
adaption to an environment. Topics include
bioeconomics, parental care, mating systems, co
operation, and communication.
Prerequisite: BIOL 030,032,034, or 036.
Students w ith preparation outside biology
should seek permission of the instructor.
Natural sciences and engineering practicum.
2 credits.
Spring 2006. Hagelin.
BIOL 132. Evolutionary Genetics
The genetic basis of evolutionary change.
Among the topics to be discussed will be the his
tory and development of modem evolutionary
theory; the development of population genetics;
the forces that disrupt genetic equilibrium, includ
ing 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 2005-2006.
processes 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 in
structor.
Natural sciences and engineering practicum.
2 credits.
Spring 2006. Machado.
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 em
phasize the strategies used by evolutionary biol
ogists to ascertain whether morphological, phys
iological, and behavioral traits in a given species
are tmly adaptive and how they might have
evolved. Readings will be drawn from Charles
Darwin and from modem literature.
One laboratory each week with continuing, in
dependent laboratory projects.
Prerequisites; BIOL 002 and BIOL 034 or per
mission of the instructor.
Natural sciences and engineering practicum.
2 credits.
Spring 2006. Purrington.
BIOL 13 7. 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 th e 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, taxo
nomic, or functional diversity in ecosystem
123
Black Studies
Coordinator: TIMOTHY BURKE (History)
Jenny Gifford (Administrative Assistant)
Committee:
Syd Carpenter (Art)
Stephen O’Connell (Economics)1
Adrienne Petty, Visiting Assistant Professor
Micheline Rice-Maxlmin (Modem Languages and Literatures, French)'
Peter Schmidt (English Literature)
Sarah Willie (Sociology/Anthropology)
1 Absent on leave, fall 2005.
The purpose of the Black Studies Program is (1)
to introduce students to the history, culture, so
ciety, and political and economic conditions of
black people in Africa, the Americas, and else
where in the world; and (2) to explore new ap
proaches—in perspectives, analyses, and inter
disciplinary 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 methodolog
ical 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 posi
tivist, comparative, progressive, modernist and
postmodernist, postcolonial, and Affocentric
approaches.
Students in any department may add an inter
disciplinary minor in black studies to their de
partmental 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 thè
coordinator of the program. All programs must
be approved by the Committee on Black Studies.
REQUIREMENTS AND RECOMMENDATIONS
All interdisciplinary minors in black studies are
required to take BLST 015: Introduction to
Black Studies, ordinarily in their first two years;
BLST 091: Special Topics in Black Studies, ordi
124
narily in the last semester of the senior year; and
three additional courses listed in the catalog that
gain black studies credit. O f these three addi
tional courses, at least one of them must be out
side of the departmental major, and at least one
of them must be taken at Swarthmore. We
strongly advise students to take a course in
African or African diasporic history.
BLST 091: Special Topics in Black Studies is a
community-based learning seminar that allows
students to participate in volunteer and/or re
search activities that focus on the black commu
nity and to combine them with their academic
knowledge.
Honors Minor
A ll students participating in the Honors
Program are invited to define a minor in the
Black Studies Program. Honors minors in black
studies do a single, 2-credit preparation. This
preparation may be based on 2 units of academ
ic credit selected from the course offerings with
in the Black Studies Program, or it may be a 2credit thesis written under program supervision.
Honors minors must meet all other requirements
of the interdisciplinary minor in course.
For an honors minor in black studies, the 2 cred
its that the student uses for the minor must come
from outside of the student’s major department.
One of these credits may be BLST 091. The
student may also pair black studies courses to
gether. Such course combinations could include,
for example, HIST 008B and RELG 010, or
FREN 033 and ENGL 061, or ECON 082 and
POLS 058. W ith respect to course combina
tions, it should be noted that all honors work is
normally done during the junior or senior years.
The 2-credit honors thesis option must include
work done for the interdisciplinary minor and
should entail some unifying or integrative prin
ciple 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. One unit of the 2credit preparation by minors will satisfy the
BLST 091 requirem ent. T he Black Studies
Committee must approve proposals for either
the 2-credit honors thesis or the honors courses
that will be examined. That is usually done in
the fall of the student’s senior year. In the case of
the thesis, a Black Studies Committee faculty
adviser will be appointed to work with the stu
dent. In the spring of the senior year, the stu
dent’s honors work will be examined with a writ
ten and/or oral examination by an outside exam
iner. (An honors thesis may include a videotape
or audiotape of a creative performance activity
in dance or music or other approved creative
work.)
Afficana 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 stu
dents to delve into some of black studies’ most
current and exciting scholarship with a focus on
the United States.
1 credit.
Fall 2005. Petty.
BLST 091. Special Topics in Black Studies
1 credit.
Spring 2006. Willie.
BLST 093. Directed Reading
1 credit.
Each semester. Staff.
Dance
COURSES
Courses in the Black Studies Program are listed
later. Courses of independent study, special at
tachments on subjects relevant to black studies,
and courses offered by visiting faculty (those
courses not regularly listed in the catalog) may,
at the discretion of the Black Studies Commit
tee, be included in the program. Students who
wish to pursue these possibilities should consult
with the coordinator of th e Black Studies
Committee.
The following courses may be counted toward a
minor in black studies. Descriptions of the cours
es can be found in each department’s course list
ings in this catalog.
Art
ARTH 025. Arts of Africa
ARTH 027. African American Art
Black Studies
BLST 015. Introduction to Black Studies
This course introduces students to the breadth
and depth of the discipline of black studies, using
primary sources. It begins with an examination
of current debates that define theory, method,
and goals in black studies. It also examines the
movement from the more object-centered
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 078. Dance/Drum Ensemble
Economics
ECON 073. Race, Ethnicity, and Gender in
Economics
ECON 082. The Political Economy of Africa
ECON 171. Labor and Social Economics
ECON 181. Economic Development
Education
EDUC 066. Race, Ethnicity, and Inequality in
Education
EDUC 068. Urban Education
English Literature
ENGL 009S. Black Liberty, Black Literature
ENGL 061. Fictions of Black America
ENGL 062. Black Autobiography
French
FREN 025. Introduction au monde
francophone
125
Black Studies
FREN 028. Francophone Cinema:
Configurations of Space in Postcolonial
Cinema
FREN 033. Fictions d’enfance ■
FREN 036. Poésies d’écritures françaises
FREN 075F. Haïti, the French Antilles and
Guyane in Translation
FREN 076. Ecritures au féminin
FREN 112. Ecritures francophones: fiction
et histoire dans le monde francophone
FREN 114. Théâtre d’écritures françaises
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
HIST 053. Topics in African American
Women’s History
HIST 087. Development and Modem Africa:
Historical Perspectives
HIST 137. Slavery: 1550-1865
HIST 138. Black Urban Communities:
1800-2000
HIST 140. The Colonial Encounter in Africa
Linguistics
LING 052. Historical and Comparative
Linguistics
Literature
LITR 028F. Francophone Cinema:
Configurations of Space in Postcolonial
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
126
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. Affo'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
Chemistry and Biochemistry
ROBERT S. RALEY, Professor
ROBERT F. PASTERNACK, Professor1
THOMAS A . STEPHENSON, Professor
KATHLEEN P. HOWARD, Associate Professor
PAUL R. RABLEN, Associate Professor and Chair
STEPHEN T. M ILLER, Assistant Professor
EDWARD A . GOODING, Visiting Assistant Professor
J . MATTHEW HUTCHISON, Visiting Assistant Professor
VIRGINIA M . INDIVERO, Lecturer
MARY E . ROTH, Lecturer
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 2005.
The objective of the Chemistry and Biochem
istry Department is to offer effective training in
the fundamental principles and basic techniques
of 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 010H.
Students not otherwise invited to enroll in
CHEM 010H but seeking credit and/or ad
vanced placement will be required to take a
placement examination. Consult with the de
partment chair.
The minimum requirement for a major in chem
istry is 9 credits in the department. These must
include CHEM 010/010H, 022, 032, 034, 038,
045A/B, 046, 050, and one single-credit semi
nar. Students should note the mathematics and
physics prerequisites for Physical Chemistry,
which are PHYS 003 and 004 (or 007 and 008),
MATH 015, one of MATH 025, 025S, or 026
and one of MATH 033, 034, or 035. Those con
sidering a major in chemistry are strongly urged to
complete these prerequisites by the end of the sopho
more year. In addition, all students must com
plete CHEM 010/010H, 022, and 034 before en
rolling in a Chemistry and Biochemistry De
partment advanced seminar. Students are urged
to complete these requirements by the fall se
mester 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. A ccreditation by the A m erican
Chemical Society is useful for those who intend
to pursue a career in academics or the chemical
industry and requires a year of independent re
search through CHEM 094, 096, or 180. In ad
dition, proficiency in reading scientific German,
Russian, or French is an asset to the practicing
chemist, as is a fourth semester of mathematics.
T he 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/SocSci/Education/.
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.
12 7
Chemistry and Biochemistry
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, p. 75), which allows the student to
gain a strong background in chemistry with spe
cial emphasis on the application of chemistry to
biochemical and molecular biological problems.
The requirements include CHEM 022,032,034,
038, 045A /C, 046, 050, and 108 or 110.
Biochemistry majors must also complete either
(1) a biochemically related, sophomore-level bi
ology course with a lab and a biochemically re
lated, advanced biology seminar with a lab; or
(2) two biochemically related, sophomore-level
biology courses (with labs). The term biochemi
cally related includes all Biology Group I courses
and other courses that are deemed appropriate
by consultation among members o f the
Chemistry and Biochemistry and Biology de
partments. Students should note the mathemat
ics, physics, chemistry, and biology prerequisites
for these courses, which include PHYS 003 and
004 (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 prerequi
sites by the end of the sophomore year. In addi
tion, all students must com plete CHEM
010/010H, 022, and 034 before enrolling in a
Chemistry and Biochemistry Department semi
nar. Students should complete these require
ments by the fall semester of the junior year.
Research opportunities are available in both the
Biology and Chemistry and Biochemistry de
partments. 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, p. 75);
which allows the student to gain a strong back
ground in the study of chemical processes from a
microscopic and molecular viewpoint. The spe
cial 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 mul
tivariable calculus are prerequisites to this work.
128
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 appro
priate to the major in either chemistry (CHEM
034,045, and/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. A n ex
ample of a major in chemical physics is CHEM
022,034,045A/B, 046,050, 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 046, CHEM 050, 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 prereq
uisites. T he chemistry credits must include
010/010H, 022, and 034 plus 2 other credits, one
of which must be numbered 040 or higher.
CHEM 001, CHEM 050, and research credits
(CHEM 094,096, and 180) may not be used to
fulfill this requirement. A t least 4 of the 5 cred
its must be obtained at Swarthmore.
HONORS PROGRAM
Fields Available lor Examination
The fields offered by the Chemistry and Bio
chemistry Department for examination as part of
the Honors Program are Topics in Modern
Organic Chemistry, Topics in Physical and Bio
logical Inorganic Chemistry, .Quantum Chem
istry and Spectroscopy, Topifcs 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
will be required to include a research thesis as
one of their three fields of study.
Preparation for a research thesis w ithin an
Honors Program consists of enrollment in 2
credits of CHEM 180 during the senior year.
Preparations for each of the other five fields con
sist of completion of the relevant single-credit
seminar and associated prerequisites. For each of
the preparations, these prerequisites include
CHEM 010/010H, 022, and 034; MATH 015
and 025 (or 025s or 026); and PHYS 003 and
004 (or their equivalent). Individual prepara
tions carry additional requirements and prereq
uisites, as noted subsequently:
Topics in Modem Organic Chemistry: CHEM
032; 102 (seminar); Quantum Chemistry and
Spectroscopy: MATH 033 (or 034 or 035)
(MATH 027 (or 028), linear algebra recom
mended), CHEM 105 (seminar); Topics in
Physical and Biological Inorganic Chemistry:
CHEM 046, 106 (seminar); Topics in Bio
chemistry: BIOL 001, CHEM 038 (045 A/B or
A/C recommended), 108 (seminar); Topics in
Modem Biophysical Chemistry: CHEM 038
(045A/B or A/C 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 examination, all
chemistry honors majors are required to com
plete CHEM 010/010H, 022, 032, 034, 038,
045A/B, 046, and 050.
Biochemistry Majors
The Honors Program in biochemistry will con
sist of four preparations in at least two depart
ments as follows: (1) Topics in Biochemistry
(CHEM 108) or Topics in Modem Biophysical
Chemistry (CHEM 110); (2) one biochemically
oriented preparation from the Biology Depart
ment; (3) a 2-credit biochemically oriented re
search thesis carried out under the supervision of
faculty from the Chemistry and Biochemistry
and/or Biology departments; and (4) one addi
tional preparation chosen from the Chemistry
and Biochemistry Department or the biochemi
cally related preparations offered by Biology and
Psychology departments. In addition to the aca
demic credits that the Honors Program com
prises, biochemistry majors are required to com
plete CHEM 010/010H, 022, 032, 034, 038,
045A/C, 046, and 050. Students should note the
chemistry, biology, physics, and mathematics
prerequisites to these courses and the seminars
that are included in the Honors Program.
Chemistry Minors
All of the fields available to chemistry and bio
chemistry majors are available for students who
wish to minor in the Chemistry Honors Pro
gram, with the exception of the research thesis.
All honors minors must meet the same prerequi
site requirements for seminars established by the
departm ent for chemistry and biochemistry
majors.
COURSES
CHEM 001. Chemistry in the Human
Environment
This course includes the study of the central
concepts of chemistry in the context of current
problems that have an impact on the human
environment. Class discussion about the philo
sophical and public policy aspects of these prob
lems as well as the chemistry involved is encour
aged. Assigned reading material will be nonmathematical and emphasize organic and bio
chemistry as well as general chemical principles.
Students may not receive credit for CHEM 001
if they have received credit for CHEM 010 or
CHEM 010H.
One laboratory period every second week.
Natural sciences and engineering practicum.
1 credit.
Spring 2006. Howard.
CHEM 010. General Chemistry
A study of the general concepts and basic princi
ples of chemistry, including atomic and molec
ular structure, bonding theory, molecular inter
actions, and the role of energy in chemical reac
tions. Applications will be drawn from current
issues in fields such as organic, polymer, transi
tion metal, and biological chemistry.
Fall: Two sections will be offered in lecture for
mat and are open to all students. One section
will be offered in seminar format and is open to
first-year students only.
Spring: One lecture section will be offered in the
spring semester with enrollment limited to 25.
One laboratory period weekly.
Natural sciences and engineering practicum.
I credit.
Fall 2005. Stephenson (lecture); Gooding
(seminar). Spring 2006. Hutchison.
CHEM 010H. General Chemistry:
Honors Course
Topics will be drawn from the traditional gener
al chemistry curriculum but discussed in greater
129
Chemistry and Biochemistry
detail and with a higher degree of mathematical
rigor. Special emphasis will be placed on the cor
relation of molecular structure and reactivity,
with examples drawn from such fields as biolog
ical, transition metal, organic, polymer, and en
vironmental chemistry. Some familiarity with
elementary calculus concepts will be assumed.
One section will be offered in lecture format and
one section in seminar format. Both are open to
first-year students only.
One laboratory period weekly.
Prerequisite: A score of at least 4 on the Ad
vanced Placement Chemistry Examination, a
score of at least 6 on the International Baccalau
reate advanced chemistry examination, equiva
lent performance on the departmental placement
examination, or permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2005. Hutchison (lecture); Miller (seminar).
CHEM 022. Organic Chemistry I
A n introduction to the chemistry of some of the
more important classes of organic compounds;
nomenclature, structure, physical and spectro
scopic properties, methods of preparation, and
reactions of aliphatic and aromatic hydrocar
bons, halides and monofunctional oxygen com
pounds, 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 first-year stu
dents only.
One laboratory period weekly.
Prerequisite: CHEM 010/010H or the equivalent.
Natural sciences and engineering practicum.
1 credit.
Spring 2006. Rablen.
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 2005. Paley.
130
CHEM 034. Principles of Physical
Chemistry
A survey of some basic concepts of physical
chemistry, including states of matter, the laws of
thermodynamics, chemical equilibria, electro
chemistry, chemical kinetics, and introductions
to quantum theory, atomic and molecular struc
ture, and spectroscopy.
One laboratory period weekly.
Prerequisites: CHEM 010/01 OH; MATH 015
025 (or 025S or 026); and PHYS 003, 004 (or
007,008).
Natural sciences and engineering practicum.
1 credit.
Fall 2005. Howard.
CHEM 038. Biological Chemistry
A n introduction to the chemistry of living sys
tems: protein conformation, principles of bio
chemical preparation techniques, enzyme mech
anisms and kinetics, bioenergetics, intermediary
metabolism, and molecular genetics.
One laboratory period weekly.
Prerequisite: CHEM 032 (BIOL 001
recommended).
Natural sciences and engineering practicum.
1 credit.
Spring 2006. Miller.
CHEM 045A. Intermediate Physical
Chemistry I
Continued discussion of the principles intro
duced in CHEM 034, focusing on thermody
namics, the properties of condensed matter, and
nonideal systems.
One laboratory period weekly.. .
Prerequisites: CHEM 034 and MATH 033 (or
034 or 035).
Natural sciences and engineering practicum.
0.5 credit.
Spring 2006, first half. Stephenson.
CHEM 045B. Intermediate Physical
Chemistry li
Continued discussion of the principles intro
duced in CHEM 034, focusing on chemical
bonding, spectroscopic methods, statistical ther
modynamics, and chemical reaction dynamics.
One laboratory period weekly.
Prerequisites: CHEM 034 and 045A.
Natural sciences and engineering practicum.
0.5 credit.
Spring 2006, second half. Stephenson.
CHEM 045C. Biophysical Chemistry
Continued discussion of the principles intro
duced in CHEM 034, focusing on the applica
tion of physical chemistry to the study of biolog
ical problems such as the determ ination of
macromolecular structure and the measurement
of both intram olecular and interm olecular
interactions important in stabilizing biological
structures.
One laboratory period weekly.
Prerequisites: CHEM 034,038, and 045A.
Natural sciences and engineering practician.
0.5 credit.
Spring 2006, second half. Gooding.
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 empha
sizes the synthesis, spectroscopy, and magnetic
properties of transition metal complexes includ
ing organometallic substances and ones of bio
chemical interest.
One laboratory period weekly.
Prerequisite: CHEM 034.
Natural sciences and engineering practkum.
1 credit.
Spring 2006. Pasternack.
CHEM 050. Advanced Laboratory in
Chemistry and Biochemistry
This laboratory-intensive course centers on
modem instrumental methods.
Approximately 5 hours of laboratory and 1 to 2
hours of class work each week.
Prerequisites: CHEM 032 and either 038 or
046. Prior or concurrent registration in CHEM
034 is required.
Writing course.
Natural sciences and engineering practician.
I credit.
Fall 2005. Rablen (organizer); staff.
SEMINARS
The following single-credit seminars may be
taken for credit toward a degree in course or for
papers in the External Examination Program. All
students should note that CHEM 010, 022, and
034 constitute a minimum set of prerequisites for en
rollment 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 addi
tional prerequisites, as listed here.
CHEM 102. Topics in Modern Organic
Chemistry
This course will address selected advanced topics
of current interest in the field of synthetic or
ganic chemistry. Material will largely be drawn
from the current research literature and will like
ly include such topics as the applications of stoi
chiometric and catalytic organometallic chem
istry, the control of relative and absolute stereo
chemistry, the use of “organocatalysts,” and car
bohydrates. The total synthesis of architecturally
challenging natural products will serve to high
light the application of these technologies.
Additional prerequisite: CHEM 032.
1 credit.
Spring 2006. Paley.
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 mole
cular symmetry and group theory, will be applied
to the study of atomic and molecular spectroscopy.
Additional prerequisite: MATH 033 (or 034 or
035). Some familiarity with linear algebra will
be useful.
1 credit.
Spring 2006. Stephenson.
CHEM 106. Topics in Physical and
Biological Inorganic Chemistry
This seminar begins with a review of some of the
theory and methods used to probe inorganic ma
terials (e.g., group theory, ligand field theory,
spectroscopy, and kinetics and mechanisms).
Topics for further discussion will include substi
tution and redox reactions with application of
the Marcus theory, inorganic clusters, organo-
131
Chemistry and Biochemistry
metallic chemistry, and bioinorganic chemistry.
Additional prerequisite: CHEM 046.
1 credit.
N ot offered 2005-2006.
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, nucleic acids,
carbohydrates, and lipid membranes will be
included.
Recent developments in the rational design of
ligands for biological receptors, based on results
from the physical methods described previously,
will be used to highlight the importance of di
verse approaches to the study of biomolecular
recognition.
Additional prerequisites: CHEM 038 and BIOL
001. (Prior or concurrent enrollment in BIOL
010 or 014 or 016 or 017 and/or CHEM 045A/B
or A/C is recommended).
1 credit.
Fall 2005. Miller.
CHEM 110 . Topics in Modern Biophysical
Chemistry
A n introduction to the interdisciplinary field of
biophysical chemistry in which biological sys
tems are explored using the quantitative per
spective of the physical scientist.
Additional prerequisite: CHEM 038. Prior or
concurrent enrollment in CHEM 045A/B or
A/C is recommended.
1 credit.
N ot offered 2005-2006.
STUDEHT 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 quali
fied students to participate in research with indi
vidual staff members. Students who propose to
132
take this course should consult with the staff dur
ing 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 pro
vided with an option of writing a senior research
thesis in lieu of taking comprehensive examina
tions. Students are strongly urged to participate
in on-campus research during the summer be
tween their junior and senior years. The student
will form an advisory committee to consist of
(but n o t be limited to) two members of the
Chemistry and Biochemistry Department, one
of whom is to act as the student’s research men
tor. 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 activ
ity 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.
1 credit.
Each semester. Staff.
CHEM 180. Research Thesis
A n opportunity for students in the External
Examination Program to participate in research
with individual staff members. The thesis topic
must be chosen in consultation with some mem
ber of the staff and approved early in the semes
ter preceding the one in which the work is to be
done.
1 credit.
Each semester. Staff.
Classics
WILLIAM N. TURPIN, Professor1
ROSARIA V. MUNSON, Professor and Chair
GRACE M .LED B ETTER , Associate Professor
DEBORAH BECK, Assistant Professor
JOHN BAUSCHATZ, Visiting Assistant Professor
DEBORAH SLOMAN, Administrative Assistant
1 Absent on leave, fall 2005.
Classics is the study of the ancient Greeks and
Romans: their languages, literatures, philoso
phies, cultures, and histories. The Department of
Classics offers majors and minors in Greek,
Latin, and Ancient History; only the minor in
Ancient History requires no work in each of the
ancient languages. Any student who wishes to
major or minor in Greek or Latin can do so with
out having studied it before entering college.
Those who begin a language at Swarthmore start
to read ancient texts 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 quan
tities 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; 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 of 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 require
ment in the Department of History, and they can
otherwise be counted as part of a major in that
department.
The Department of Classics 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
for study abroad or for intensive language study
in the summer.
The Classics Department participates in the
Medieval Studies Program, the Women’s Studies
Program, the comparative literature major, and a
special major in linguistics and languages.
REQUIREMENTS AND RECOMMENDATIONS
Major and Minor
Greek, Latin, or ancient history may be a stu
dent’s major or minor subject in either the course
or the Honors Program.
A major in Greek consists of at least 8 credits in
Greek beyond GREK 001-002 and at least three
seminars. A major in Latin consists of at least 8
credits in Latin beyond LATN 001-002 and 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
attachm ent 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 G reek seminar,
preferably LATN 102, LATN 105, or GREK
113. Admittance to seminars is based on the stu
dent’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 exami
nation, including written final examinations in
three fields (usually corresponding to seminars
taken) and an oral examination. Course majors
133
Classics
in Ancient History will take written examina
tions on Greek and Roman history. The oral ex
amination will be based on these examinations
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; in addition, 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 attach
ment to one of them. That attachment will be
presented to members of the department for
evaluation and oral examination.
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 exam
ination or the equivalent. This credit may also
be counted toward a major or minor in Latin.
Honnis Program
For a major in Greek or Latin, preparation for
honors examinations will normally consist of
three seminars (students may take a fourth sem
inar in the major but not for external examina
tion). A student minoring in Greek or Latin will
take one external examination based on one
seminar. Minors are, however, strongly encour
aged to take more than one seminar, in order 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 re
quirements for the major itself). Students minor
ing 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, al
though there are no absolute limits (except the
senior honors studies [SHS] lim it of 4,000
words). SHS is not required when an honors
preparation is a course with an attachment.
134
The portfolio sent to examiners will contain the
seminar papers, together with syllabi and related
materials, if any, from the instructors. A combi
nation of (3-hour) written and oral examina
tions will be the mode of external assessment for
seminars. Students preparing a course with an at
tachment 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. No
assumption exists 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 2005-2006. Munson.
GREK 010. Greek Prose Composition
Extensive translation of English into Greek.
Meets one hour per week.
Humanities. 0.5 credit.
N ot offered 2005-2006.
GREK 0 11. Intermediate Greek
The chief reading is usually a work of Plato. The
course emphasizes both language skills and the
discussion of literature and philosophy. Other
readings may include selections from the Greek
historians, orators, or tragedians (e.g., Euripides’
Medea).
Humanities. 1 credit.
Fall 2005. Bauschatz.
GREK 012. Homer
Selections from either the Iliad or the Odyssey
are read in Greek; the remainder of the poem is
read in translation.
Humanities. 1 credit.
Spring 2006. Ledbetter.
GREK 013. Plato and Socrates
The course will focus on one or more dialogues
of Plato and will examine Plato’s use of the dia
logue form both as a literary and a philosophical
device. In addition, we will explore the question
of the historic Socrates and his relationship to
the culture of fifth-century A thens and the
Sophistic movement in particular.
Prerequisite: GREK 011 or the equivalent.
Humanities. 1 credit.
Not offered 2005—2006.
GREK 015. Greek Poetry
In this course, we will examine the literary, per
formative, and political dimensions of Greek
lyric and tragic poetry, focusing first on a selec
tion of lyric poetry (including Sappho and
Pindar) and then on a single Greek tragedy. The
history of the reception of these genres and indi
vidual authors will also be considered.
Humanities. 1 credit.
Fall 2005. Ledbetter.
GREK 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.
Sallust, Livy, Tacitus, or Pliny the Younger, but
selections will vary to suit the interests of stu
dents and instructor. The course is intended for
students who have completed LATN 011 or the
equivalent. Students with three or four years of
high school Latin are encouraged to consider
taking this course but should consult with the
department first.
Humanities. 1 credit.
N ot offered 2005—2006.
LATN 0 11. Introduction to Roman Poetry
After a review of grammar, students read and dis
cuss some of the major poets of the Golden Age
of Roman literature (e.g., Catullus, Ovid, and
Vergil). The course emphasizes both language
skills and literary criticism, focusing on the spe
cial characteristics and concerns of Roman poet
ryPrerequisite: Normally taken after LATN 002 or
three to four years of high school Latin.
Humanities. 1 credit.
Fall 2005. Bauschatz.
LATN 013. Literature uf the Augustan Age
LATIN
LATN 001-002. Intensive First-Year Latin
Students learn the basics of the language, begin
reading major classical writers, and are intro
duced to the culture and thought of the Romans.
The course meets four times a week and carries
1.5 credits each semester.
Students who start in th e LATN 001—002
sequence must pass LATN 002 to receive credit
for LATN 001.
Humanities. 1.5 credits each semester.
Year course 2005—2006. Beck.
LATN 009. Latin Prose Composition
Extensive translation of English into Latin.
Meets one hour per week.
Humanities. 0.5 credit.
Not offered 2005-2006.
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 of
the Imperial period. Attention is given to vo
cabulary building and increasing fluency in read
ing Latin prose. Authors may include Cicero,
Selected readings by the poet Ovid. Topics will
include the range of poetic genres in which Ovid
wrote, the characteristics of his writing that re
main stable across these different genres, and
Ovid’s relationship to the history and culture of
the time in which he lived.
Prerequisite: LATN Oil or its equivalent.
Humanities. 1 credit.
Fall 2005. Beck.
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 011 or its equivalent.
Humanities. 1 credit.
Spring 2006. Bauschatz.
LATN 015. Latin Elegy
Selected readings in the Latin poetry of love and
death. Authors may include Propertius, Tibullus,
Sulpicia, and Ovid as well as some of the later
elegists.
Prerequisite: LATN 011 or its equivalent.
Humanities. I credit.
N ot offered 2005-2006.
135
Classics
LATN 0 17. Latin Poetry and the
Modernists
ANCIENT HISTORY
This course explores Latin poems influential in
the creation of the modernist verse of, in partic
ular, 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 read
ings given them by the modernists, in an attempt
to assess the uses and importance of their com
mon literary tradition.
Prerequisite: LATN 011 or its equivalent.
Humanities. 1 credit.
N ot offered 2005-2006.
All of the courses in ancient history are distribu
tions in social sciences. They also count as pre
requisites for advanced courses in the Depart
ment of History and as part of a major in history.
LATN 018. Latin Prose Authors
This course will consider one or more works of
Latin prose. The authors may be those important
for historical reasons, such as Caesar, Cicero,
Sallust, Livy, or Tacitus, or for more literary and
philosophical reasons, such as Petronius,
Seneca, or Apuleius. The course is intended for
students who have taken at least one semester of
college Latin (e.g., LATN 011) or the equivalent
in high school. It incorporates grammatical
review, of forms as well as syntax, and attempts
to add significantly to students’ vocabulary and
facility in reading Latin.
Humanities. 1 credit.
N ot offered 2005-2006.
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 depart
ment chair before enrolling.
Humanities. 1 credit.
N ot offered 2005-2006.
LATN 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.
CLAS 031. Greece and the Barbarians
This course studies the political and social his
tory of Greece from the Mycenaean Age to the
creation of the A thenian Empire of Pericles.
Topics will include the Trojan War, the origins of
hoplite warfare, the rise of the Greek city-state,
and the ideal of personal freedom. Particular at
tention will be given to the connections be
tween Greeks and non-Greeks and to the Greek
perceptions of their “barbarian” neighbors.
Readings include Homer, Hesiod, the lyric poets
(including Sappho), and Herodotus.
Writing course.
Social sciences. 1 credit.
N ot offered 2005-2006.
CLAS 032. The Roman Republic
This course studies Rome from its origins to the
civil wars and the establishment of the principate of Augustus (753-27 B.C.). Topics include
the legends of Rome’s foundation and of its re
publican 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.
N ot offered 2005-2006.
CLAS 042. Democratic Athens
Using diverse primary sources (Thucydides’
Histories, tragedy, comedy, and others), this
course explores several aspects of classical
A thenian 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.
Social sciences. 1 credit.
Fall 2005. Munson.
CLAS 044. The Early Roman Empire
A detailed study of the political, economic, so
cial, and cultural history of the Roman world
from the fall of the Republic through the
136
Antonine Age (50 B.C.-A.D. 192). Ancient
authors read include Petronius, Apuleius,
Suetonius, and, above all, Tacitus.
Social sciences. I credit.
Spring 2006. Bauschatz.
CLAS 056. Pagans and Christians in the
Roman Empire
This course considers the rise of Christianity and
its encounter with the religions and the political
institutions of the Roman Empire. It examines
Christianity in the second and third centuries of
the Comm on 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 of the Christian Martyrs.
No prerequisite exists, though CLAS 044 (Early
Roman Empire) and RELG 004 (New Testa
ment and Early Christianity) provide useful
background.
Social sciences. 1 credit.
Not offered 2005-2006.
CLAS 066. Rome and Late Antiquity
This course will consider the history of the
Roman Empire, from its near collapse in the
third century A.D. through the “conversion” of
Constantine and the foundation of Constan
tinople to the sack of Rome by A laric the
Visigoth in 410 A.D. Topics will include the so
cial, political, and military aspects of this strug
gle for survival as well as the religious and cul
tural 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.
Social sciences. 1 credit.
Not offered 2005-2006.
CLAS 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.
LITERATURE IN TRANSLATION
CLAS 0 11. First-Year Seminar: Persuasion
and Power in Ancient Greece
This course will study the craft of public speak
ing in ancient Greece and its role in the forma
tion of a civic identity, democratic deliberation,
and judicial proceedings. Readings will include
authoritative utterances of Homeric heroes
(Achilles in the Iliad), rhetorical displays of
sophists and politicians (Gorgias, Antiphon,
Pericles in Thucydides, Demosthenes), and
court speeches (Lysias). We will also examine
th e first theoretical formulations by Plato,
Aristotle, and others on the goals and instruments
of rhetoric. We will explore ancient exemplars
also in the light of modem political discourse.
Writing course.
Humanities. I credit.
N ot offered 2005-2006.
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 Euripedes, 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.
Humanities. 1 credit.
Fall 2005. Beck.
CLAS 020. Plato and His Modern Readers
(Cross-listed as PHIL 020)
Modem thinkers have ascribed to Plato some of
the fundam ental good and ills of m odern
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 totali
tarian, that Plato was a feminist, and that Plato
betrayed his teacher, Socrates. In this course, we
will view Plato through the lens of various mod
ern and postm odern interpretations (e.g.,
Nietzsche, Heidegger, Foucault, Irigaray, Rorty,
Murdoch, Nussbaum, Vlastos) alongside a close
analysis of ethical, metaphysical, and epistemolog
ical issues as they arise in the dialogues themselves.
Writingcourse. I credit.
N ot offered 2005-2006.
137
Classics
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 con
texts and discuss their exploration of such fun
damental human issues as the relations between
humans and divinity, individual and state, and
men and women as well as their differing con
ceptions of the hero. Readings include the Iliad
and Odyssey and plays by Aeschylus, Sophocles,
and Euripides, no prior knowledge of which is
assumed.
Humanities. 1 credit.
Not offered 2005—2006.
CLAS 034. Women in Classical Literature
H elen, Penelope, Clytem nestra, Electra,
Antigone, Deianira, Medea, Phaedra, Ariadne,
and Dido—these Greek and Roman women, ad
mirable or dangerous—are among the most com
plex literary creations of any period. This course
concentrates on the representations of women
in the epic poems and dramas of Greece and
Rome, but it also explores the relation between
such portrayals and the lives of actual women in
those societies.
Humanities. I credit.
N ot offered 2005—2006.
CLAS 036. Classical Mythology
The myths of the Greeks and Romans are cen
tral to the study of the ancient world and have
had an enormous influence on subsequent liter
ature and other arts. This course examines se
lected myths in the works of major authors of
Greek and Latin literature, including Homer,
Vergil, Ovid, Aeschylus, Sophocles, and Eurip
ides 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.
Humanities. 1 credit.
N ot offered 2005-2006.
CLAS 060. Dante and the Classical
Tradition
This course explores the ways in which Dante
and other 14th-century Italian authors reinter
preted the classical tradition to create revolu
tionary works of immense influence for later
times. The entire Divine Comedy and possibly
138
selections from Petrarch and Boccaccio are read
in English.
Humanities. 1 credit.
N ot offered 2005—2006.
CLAS 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.
SEMINARS
LA TN 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 to
ward 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.
Fall 2005. Bauschatz.
LATN 103. Latin Epic
This seminar usually focuses on Vergil’s Aeneid,
although it may include other major Latin epics.
2 credits.
N ot offered 2005-2006.
LATN 104. Ovid
This seminar is devoted to the-Metamorphoses,
which is read against the background of Ovid’s
Roman and Greek literary predecéssors.
2 credits.
N ot offered 2005-2006.
LATN 105. The Fall of the Roman Republic
This seminar examines Latin texts from the trau
matic period of the Late Republic (70-40 B.C.).
It focuses on the social and political crisis of the
period as well as its connections with the artistic
and philosophical achievements of the first great
period of Latin literature. Authors may include
Lucretius, Catullus, Caesar, Cicero, and Sallust.
2 credits.
N ot offered 2005-2006.
LATH 107. Horace
GREK 114 . Greek Drama
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. A n effort is made to grasp
the totality of Horace’s achievement in the con
text of the Augustan Age.
2 credits.
Spring 2006. Turpin.
This seminar usually focuses on one play by each
of the major tragedians—Aeschylus, Sophocles,
and Euripides. Other plays are read in transla
tion. The works are placed in their cultural set
ting and are discussed as both drama and poetry.
2 credits.
Spring 2006. Beck.
LATN109. The Latin Novel
This course will focus on one or both of the two
surviving Latin novels, the Satyrica of Petronius
and the Metamorphoses of Apuleius; other works
of Apuleius, especially his Apology, may also be
included, as well as the extant Greek novels, in
translation. The seminar will discuss modem
critical approaches to these complex texts and
will also consider them as documents of the so
cial world of the Roman empire. Among the is
sues to be addressed will be the nature of Roman
satirical writing, the use of allegory, and the con
nections between Roman fiction, religion, and
philosophy.
2 credits.
Not offered 2005-2006.
GREK 1 1 1 . Greek Philosophers
This seminar examines the development of
Greek philosophy from the Presocratics, through
Socrates, Plato, and Aristotle. Topics include
philosophy’s opposition to the mythical/literary
tradition, Plato vs. Aristotle on the good life,
and the origin of conceptions of reality.
2 credits.
Not offered 2005-2006.
GREK 112 . Greek Epic
This sem inar studies either the entirety of
Homer’s Odyssey in Greek or most of the Iliad.
2 credits.
N ot offered 2005-2006.
GREK 113 . Greek Historians
This seminar is devoted to a study of Herodotus
and Thucydides, both as examples of Greek his
toriography and as sources for Greek history.
2 credits.
Fall 2005. Munson.
139
Cognitive Science
Coordinator: USA MEEDEN (Computer Science)
Committee:
AlUII Baker (Philosophy)
David Harrison (Linguistics)
Ed Kako (Psychology)
Kathy Siwicki (Biology)
The minor in cognitive science has been devel
oped to guide the programs of those who are in
terested in the interdisciplinary study of the
mind, brain, and language, with emphases on
formal structure, biological information process
ing, and computation. The Cognitive Science
Program is designed to emphasize guided breadth
across various disciplines that contribute to cog
nitive science as well as depth within a chosen
discipline.
A student may have many reasons for deciding
to minor in cognitive science. Perhaps the sim
plest is to indicate and explore a particular inter
est 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 fed
eration of six specific disciplines. The disciplines
included are neuroscience (biology or psychobi
ology), computer science (including computer
engineering), linguistics, mathematics and sta
tistics, philosophy, and cognitive psychology. To
demonstrate breadth, students minoring in cog
nitive 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 statis
tics as one of their disciplines for a cognitive sci
ence minor must choose 2 credits from a single
subarea of mathematics and indicate its rele
vance 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.
140
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 require
ments, students must indicate one cognitive sci
ence field in which they have substantial depth
of preparation. Such depth can be documented
by completion of at least four courses from with
in a cognitive science discipline (even if some of
those courses are not directly related to cogni
tive science). Alternative curricular and ex
tracurricular ways of fulfilling the depth require
ment may be discussed with the coordinator.
Honors Minor
To complete an honors minor in cognitive sci
ence, students must complete all requirements
listed earlier. The honors preparation for the
minor will normally be a 2-credit 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 hon
ors major. Students are encouraged to develop
an appropriate preparation in consultation with
the coordinator.
A ll minors must normally take COGS 001:
Introduction to Cognitive Science.
COGS 001. Introduction to Cognitive
Science
A n introduction to the science of the mind from
the perspective of cognitive psychology, linguis
tics, neuroscience, philosophy, and artificial in
telligence. The course introduces students to the
scientific investigation of such questions as:
W hat does it mean to think or to have con
sciousness? Can a computer have a mind? What
does it mean to have a concept? W hat is lan
guage? W hat kinds of explanations are necessary
to explain cognition?
1 credit.
Spring 2006. Harrison.
Minors are no longer required to complete a l credit thesis in cognitive science in their senior
year, but the thesis option is available to those
wishing to get formal research experience.
Nonhonors theses in cognitive science will nor
mally be examined by Cognitive Science Com
mittee members from within at least two differ
ent 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 coordi
nator. A thesis may be used to establish depth in
an area and is normally a required component of
a special major in cognitive science.
1 credit.
Each semester. Staff.
The remaining 5 required credits are to be dis
tributed 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 current
ly 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. There are many
more courses taught on campus that are closely
relevant to cognitive science, and this list is sub
ject to periodic re-evaluation.
Computer Science/Computer Engineering
CPSC 037. Structure and Interpretation
of Computer Programs
ENGR 027/CPSC 027. Computer Vision
ENGR 127. Advanced Perception (focus
course*)
CPSC 063. Artificial Intelligence (focus course)
CPSC 065. Natural Language Processing
CPSC 081. Adaptive Robotics (focus course)
ENGR 028/CPSC 082. Mobile Robotics
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 037,048,049, and 102
Analysis: MATH 034,044,047,081,085,101,
and 103
Discrete Mathematics: MATH 029,046,065,
and 072
Geometry: MATH 045 and 106
Statistics: STAT 011,031, and 053; MATH 105
andSTAT 111
Topology: MATH 104
Neuroscience
BIOL 022. Neurobiology
PSYC 030. Physiological Psychology
PSYC 091. Advanced Topics in Behavioral
Neuroscience
PSYC 130. Physiological Seminar
BIOL 123. Learning and Memory
Philosophy
PHIL 012/031. Logic/Advanced Logic
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 043. Evolutionary Psychology
*Focus courses are concerned with issues most
central to cognitive science and normally
taught with this in mind.
141
Comparative Literature
Coordinator: CAROLYN LESJAK (English Literature)
Committee:
Alan BerkOWltZ (Modem Languages and Literatures, Chinese)
Jean-Vincent Blanchard (Modem Languages and Literatures, French)
Elizabeth Bolton (English Literature)
Edmund Campos (English Literature)
Marlon J . Faber (Modem Languages and Literatures, German)
Sibelan Forrester (Modem Languages and Literatures, Russian)3
Maria Luisa Guardiola (Modem Languages and Literatures, Spanish)
Allen Kuharski (Theater)
George Moskos (Modem Languages and Literatures, French)9,12
Rosaria V. Munson (Classics)
Philip M . Weinstein (English Literature)
Hansjakob Werlen (Modem Languages and Literatures, German)
3 Absent on leave, 2005—2006.
9 Campus coordinator, Swarthmore Program
in Grenoble, fall 2005.
12 Program director, Swarthmore Program
in Grenoble, spring 2006.
The comparative literature major is adminis
tered by a Comparative Literature Committee
made up of the coordinator and faculty repre
senting the Classics, English Literature, Modem
Languages and Literatures, and Theater depart
ments. 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. N ot for everyone, this
major assumes a fair degree of discipline, inde
pendence, and self-motivation on the part of the
student, especially in the development and writ
ing of the thesis.
In planning a comparative literature major, stu
dents should look at course listings in the
Classics, English, and Modem Languages and
Literatures departm ents. O f courses in the
Classics and Modem Languages and Literatures
departments, only courses in the original lan
guage numbered 011 or above are counted as
constituents of the comparative literature major.
O f English courses numbered 009A-Z, only one
may be counted for the major.
Students applying for the major will submit to
the comparative literature coordinator a propos
al 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 6- to 10page 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.
142
REQUIREMENTS ANO RECOMMENDATIONS
Major In Course
1. Ten credits in two or more literatures in the
original languages, including a substantial con
centration of 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 trans
lation as a part of their program, as long as it
is deeply relevant to their plan of study.
Students working in English and any lan
guage other than Chinese must do all of their
work in the original languages. Because of the
special demands of Chinese language and lit
erature, students working in Chinese may
propose a program based on attachments (in
Chinese) to literature courses taught in trans
lation.
2. A 1- or 2-credit thesis of 50 to 60 pages, cover
ing 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
committee may ask that the thesis he written
in whole or in part in the language of a litera
ture studied other than English.
3. An oral comprehensive examination, 1 to 1.5
hours in length, at the end of the senior year,
based on the thesis and courses and seminars
that the major comprises.
Major or Minor in the Honors Program
Major
Four 2-credit preparations in at least two litera
tures in the original language, one of which is a
thesis. One of the preparations may be used as an
independent minor (in Russian or German stud
ies, for instance) if the minor’s departmental
requirements have been met. Minors requiring
unrelated preparations such as biology or psy
chology are not allowed. All four honors prepa
rations are necessary components of the compar
ative literature honors major.
Minor
A 2-credit thesis of 50 to 60 pages, integrating
preparations, that have been done in two litera
tures in the original language.
Prerequisite for Admission into
the Honors Program
Successful completion of an advanced course in
literature in each of the literatures of the stu
dent’s program of study. A minimum grade of a B
is required.
Mode of Examination
For each preparation, a 3-hour written examina
tion prepared by the external examiner and a 30minute oral based on the contents of the written
examination.
Procedures for A ll Majors
All majors will meet with members of the Com
parative Literature Committee before the end of
the junior year to review and assess the student’s
program. A t this time, both course and honors
majors will submit thesis proposals and propose
faculty advisers.
The courses and seminars th at compose the
comparative literature major’s formal field of
study will naturally differ with each major. To
give some sense of the range of possibilities avail
able, a series of sample programs is offered.
SAM PLE: COMPARATIVE LITERATURE
COURSE MAJOR
Focus: The Black Atlantic
Courses
ENGL 009E. First-Year Seminar: The Subject
in Question
FREN 012L Introduction à l’analyse littéraire
ENGL 054. Core Course: Faulkner, Morrison,
and the Representation of Race
FREN 025. Centers and Peripheries in the
Francophone World
ENGL 061. Fictions of Black America
FREN 077. Prose Francophone: littérature et
société
ENGL 062. Black Autobiography
FREN 110. Écritures françaises hors de France
(Caribbean)
ENGL 086. Postcolonial Literature and Theory
1-credit thesis.
SAMPLE: COMPARATIVE LITERATURE
HONORS MAJORS
Focus: Modernism
Courses
GERM 013. Introduction to German Literature
GERM 052. The Body Machine:
Deconstructing the Body Politic in Postwar
German Drama
ENGL 045. Core Course: Modem British
Poetry
143
Comparative Literature
ENGL 053. Core Course: Modem American
Poetry
Seminars
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.
144
Computer Science
CHARLES F. KELEM EN, Professor and Chair
LISA MEEDEN, Associate Professor
TIANEW HALL, Associate Professor
RICHARD WICENTOWSKI, Assistant Professor3
BENJAMIN A . KUPERMAN, Visiting Assistant Professor
JEFFR EY KNERR, System Administrator
BRIDGET M . RDTHERA, Administrative Assistant
3 Absent on leave, 2005-2006.
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 for
mulation of theories and models to aid in the un
derstanding and analysis of the properties of al
gorithms, computing systems, and their interre
lationship.
The computer science program is designed to
provide students with a flexible set of computing
choices that can be tailored to satisfy various in
terests and depths of study. All courses empha
size the fundamental concepts of computer sci
ence, treating today’s languages and systems as
current examples of the underlying concepts.
The computer science laboratory provides upto-date software and hardware facilities. Three
entry points to the computer science curriculum
are available at Swarthmore.
FIRST-YEAR SEMINAR
CPSC 015: Privacy and Trust in Cyberspace is a
first-year seminar that satisfies the W require
ment. 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.
REQUIREMENTS AND RECOMMENDATIONS
ment. No previous experience with computers is
necessary. This course is appropriate for all stu
dents who want to write programs. It is the usual
first course for computer science majors and mi
nors. Students with Advanced Placement credit
or extensive programming experience may be
able to place out of this course.
CPSC 035: Data Structures and Algorithms as
sumes that the student has completed CPSC 021
or its equivalent. It is an appropriate entry point
for students with extensive computing experi
ence. Students who think they may qualify and
have not taken CPSC 021 should see the in
structor 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.
T h e C om puter Science D epartm ent offers
course majors and minors and honors majors and
minors. Students interested in any of these op
tions 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 both CPSC 021 and
CPSC 035 sometime in their first three semes
ters at Swarthmore. The minor in computer sci
ence is designed for students who desire a coher
ent 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.
CPSC 021: Algorithmic Problem Solving will
introduce fundamental ideas in computer sci
ence while building skill in software develop-
145
Computer Science
REQUIREMENTS
Major
The following are the requirements for a major
in computer science:
A. Two mathematics courses at the level of Dis
crete Mathematics or above (Discrete Math
and Linear Algebra are recommended).
B. Each of CPSC 021, CPSC 025, CPSC 035,
CPSC 046, and CPSC 097.
C. One of CPSC 022 or CPSC 037.
D. Three of CPSC 027, CPSC 040, CPSC 041,
CPSC 044, CPSC 045, CPSC 063, CPSC
065, CPSC 075, CPSC 081, CPSC 082,
CPSC 085, CPSC 091, CPSC 093, CPSC
127, CPSC 129, and CPSC 140.
Successful completion of at least two computer
science courses including CPSC 035 is ordinar
ily required to be admitted as a computer science
major. (If exempted from CPSC 021, CPSC 041,
CPSC 045, or CPSC 075 must be taken in place
of CPSC 021 to satisfy requirement B.)
Minor
The following are the requirements for a minor
in computer science:
A. One mathematics course at the level of Dis
crete Mathematics or above (Discrete Math
recommended).
B. Each of CPSC 021, and CPSC 025, and
CPSC 035.
C. One of CPSC 022 or CPSC 037.
D. Either CPSC 041 or CPSC 046.
E. One of the following (must be different from
the choice in part D): CPSC 027, CPSC
040, CPSC 041, CPSC 044, CPSC 045,
CPSC 046, CPSC 063, CPSC 065, CPSC
075, CPSC 081, CPSC 082, CPSC 085,
CPSC 127, CPSC 129, or CPSC 140.
Successful completion of at least two computer
science courses including CPSC 035 is ordinari
ly required to be admitted as a computer science
minor. (If exempted from CPSC 021, CPSC
041, CPSC 045 or CPSC 075 must be taken in
place of CPSC 021 to satisfy requirement B.)
Honors Program
Honors majors and minors in computer science
are available.
146
Honors Major
An honors major in computer science will con
sist of two 2-credit preparations, one 2-credit re
search report or thesis, and a minor preparation.
The following will be submitted to external ex
aminers for evaluation:
1. Two 2-credit preparations to be selected from
the combinations of courses listed under
Approved Preparations. Each of these 2-cred
it 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 circum
stances, the Computer Science Department
may be willing to consider other groupings of
courses, seminars, or courses with attach
ments. If the required courses and prepara
tions would not satisfy a course major, addi
tional computer science courses must be
taken to meet course major requirements. In
all cases, the Computer Science Department
must approve the student’s plan of study.
2. One research report or thesis to be read by an
external examiner and examined in an oral
examination.
A t a minimum, this will involve a review of
scholarly papers from the primary literature of
computer science and the writing of a schol
arly, scientific paper. We hope 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 scholar
ly groundwork will be completed before the
fall semester of the senior year, either by 1
credit of work in the spring semester of the ju
nior 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:
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 022 or CPSC 037, and at least one of
CPSC 025 or CPSC 046.
2. Have demonstrated proficiency in mathemat
ical argument and reasoning by the end of the
junior year. Ordinarily, this proficiency will be
assumed if the student has:
a. Passed Discrete Mathematics and Linear
Algebra with a grade of B+ or better, or
b. Passed Linear Algebra Honors with a grade
of B or better, or
c. Completed Introduction to Real Analysis
or Introduction to Modem Algebra with a
grade of B - or better.
3. Complete by the end of the senior year a set
of courses that would qualify for an ordinary
computer science major as well as CPSC 180
(Thesis) and CPSC 097 with course students.
Honors Minor
One 2-credit preparation to be selected from the
combinations of courses listed under Approved
Preparations. A n examiner will set both a 3hour written examination and an oral examina
tion for the preparation.
To be eligible for an honors minor in computer
science, a student must:
1. Have a B+ average in all computer science
courses completed by the end of the junior
year. These must include CPSC 021, CPSC
035, CPSC 022 or CPSC 037, and at least
one of the CPSC 025 or CPSC 046.
2. Have dem onstrated some proficiency in
mathematical argument and reasoning by the
end of the junior year. Ordinarily, this profi
ciency will be assumed if the student has com
pleted the following:
a. Passed Discrete Mathematics or Linear
Algebra with a grade of B or better, or
b. Passed Linear Algebra Honors or
Introduction to Real Analysis or
Introduction to Modem Algebra with a
grade of B—or better.
3. Complete by the end of the senior year a set
of courses that would qualify for an ordinary
computer science minor.
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
Course Combination
Algorithms and Theory
CPSC 041.
CPSC 046.
CPSC 081.
CPSC 063.
CPSC 046.
CPSC 075.
CPSC 045.
CPSC 085.
CPSC 027.
CPSC 081.
Intelligent Systems
Compiler Design and Theory
Distributed Systems
Perception and Action Systems
Systems
Visual Information Systems
Graphics
Natural Language Models
Robotics
Language Processing
CPSC 025.
CPSC 045.
CPSC 027.
CPSC 040.
CPSC 040.
CPSC 140.
CPSC 063.
CPSC 065.
CPSC 081.
CPSC 082.
CPSC 091.
CPSC 065.
Algorithms
Theory of Computation
Robotics
Artificial Intelligence
Theory of Computation
Compiler Design and Construction
Operating Systems
Distributed Systems
Computer Vision
Adaptive Robotics or CPSC 082
Mobile Robotics
Computer Architecture
Operating Systems
Computer Vision
Computer Graphics
Computer Graphics
Advanced Computer Graphics
Artificial Intelligence
Natural Language Processing
Adaptive Robotics
Mobile Robotics
Information Retrieval
Natural Language Processing
14 7
Computer Science
STUDY ABROAD
Students planning to major or minor in comput
er science may opt to study abroad for one se
mester or a whole year. Because some advanced
courses in computer science are offered in only
alternate years, some selections will be unavail
able to some students. The chair of the Com
puter Science Department should approve all
courses of study abroad. The department will
credit appropriate courses based on sufficient ev
idence presented by the student upon returning
to Swarthmore. Depending upon the resources
available to the department, independent study
and/or reading courses may be offered to accom
modate students who are unable to take desired
offerings because of study abroad.
GRADUATE STUDY
Students interested in graduate study in comput
er science will be well prepared with a computer
science major. Some graduate programs will also
accept students who have majored in mathemat
ics or engineering and completed a sufficient
num ber and selection of com puter 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 Depart
ment. Other majors are also reasonable for stu
dents with special interests. For example, a
major in linguistics or psychology might be ap
propriate for a student interested in artificial in
telligence or cognitive science. In such cases,
students should consult with the chair of the de
partment 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. C onstitution, the
Supreme Court has created and protected a con
cept of privacy in the physical world. Yet in cy
berspace (the world of interconnected comput
ers), information about you and your loved ones
148
is gathered, used, bought, and sold without your
knowledge or permission. How is this possible?
W hy is undetected cyber-snooping relatively
easy? W hat can you do to improve your infor
mation privacy? W ho 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 informa
tion in cyberspace: the design of digital comput
ers, machine and assembly language program
ming, operating systems and high-level lan
guages, computer networks, encryption, decryp
tion, and software system vulnerabilities.
We will work through these topics in the con
text of the biography A im Turing: The Enigma by
Andrew Hodges and the novel Cryptonomicon
by Neal Stephenson.
Prerequisite: Four years of high school mathematics.
Writing course.
1 credit.
Fall 2005. Kelemen.
CPSC 021. Algorithmic Problem Solving
This course will introduce fundamental ideas in
computer science while building skill in software
development. Algorithms will be implemented
as programs in the Java programming language.
Object-oriented programming and data struc
tures will be introduced in order to construct
correct, understandable, and efficient algo
rithms. A deeper coverage of these topics will be
presented in CPSC 035. CPSC 021 is appropri
ate 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 Ad
vanced Placement credit or extensive program
ming experience may be able to place out of this
course. Students who think thàt they may fall
into this latter category should consult with any
computer science faculty member.
Lab work required, programming intensive. No
prerequisites.
1 credit.
Each semester. Staff.
CPSC 024. Fundamentals nf Digital
Systems
(Cross-listed as ENGR 015)
Digital and continuous systems are fundamen
tally different. This course will introduce stu
dents to digital system theory and design tech
niques, including Boolean logic, digital repre
sentations 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.
I credit.
Fall 2005. Cheever.
CPSC 025. Principles of Computer
Architecture
(Cross-listed as ENGR 025)
This course covers the physical and logical de
sign of a computer. Topics include current micro
processors, CPU design, RISC and CISC con
cepts, pipelining, superscalar processing, cache,
paging, segmentation, virtual memory, parallel
architectures, bus protocols, and I/O devices.
Labs cover analysis of current systems and mi
croprocessor 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.
Offered every spring semester. Staff.
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 extrac
tion, stereovision, motion analysis, color and re
flection models, and object representation and
recognition. The course will focus on object rec
ognition and detection, introducing the tools of
computer vision in support of building an auto
matic object recognition and classification sys
tem. Labs will involve implementing both off
line and real-time object recognition and classi
fication systems.
Lab work required.
Prerequisites: ENGR 012, CPSC 021, or permis
sion of the instructor. Mathematics background
at the level of Linear Algebra or Calculus is
strongly recommended.
Natural sciences and engineering practicum.
1 credit.
N ext offered spring 2007. Maxwell.
CPSC 035. Data Structures and
Algorithms
This course completes the broad introduction to
computer science begun in CPSC 021. It pro
vides a general background for further study in
the field. Topics to be covered include objectoriented programming in Java, imperative pro
gramming in C, advanced data structures (prior
ity queues, trees, hash tables, graphs, etc.) and
algorithms, software design and verification.
Students will be expected to complete a number
of programming projects illustrating the con
cepts presented.
Lab work required.
Prerequisite: CPSC 021 or permission of the
instructor. Discrete Mathematics is strongly
recommended.
1 credit.
Each semester. Staff.
CPSC 037. Structure and Interpretation
of 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 pro
gramming idioms and paradigms, recursion, in
formation retrieval, binding and scope, inter
preters, and compilers.
Lab work required.
Prerequisite: CPSC 035.
1 credit.
Next offered spring 2006. Meeden.
149
Computer Science
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 geome
try, 2-D and 3-D model representations, clip
ping, hidden surface removal, rendering, hierar
chical 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 hierar
chical modeling system that incorporates realistic
lighting models and fest hidden surface removal.
Lab work required.
Prerequisites: ENGR 012, CPSC 021, or the per
mission of the instructor. Mathematics back
ground at the level of Calculus and Linear
Algebra Honors is strongly recommended.
Natural sciences and engineering practicum.
1 credit.
Next offered fad 2006. Maxwell.
CPSC 041. Algorithms
The study of algorithms is useful in many diverse
areas. As algorithms are studied, considerable at
tention is devoted to analyzing formally their
time and space requirements and proving their
correctness. Topics to be covered include ab
stract data types, trees (including balanced
trees), graphs, searching, sorting, NP complete
optimization problems, and the impact of sever
al models of parallel computation on the design
of algorithms and data structures.
Lab work required.
Prerequisites: CPSC 035. Discrete Mathematics
is strongly recommended.
1 credit.
N ext offered fall 2006. Kelemen.
CPSC 044. Database Systems
This course provides an introduction to rela
tional database management systems. Topics
covered include data models (ER and relational
model); data storage and access methods (files,
indices); query languages (SQL, relational alge
bra, relational calculus, QBE); query evaluation;
query optimization; transaction management;
concurrency control; crash recovery; and some
advanced topics (distributed databases, objectrelational databases). A project that involves
implementing and testing components of a rela
tional database management system is a large
component of the course.
Lab work required.
Prerequisite: CPSC 035.
1 credit.
N ot offered 2005-2007.
CPSC 045. Operating Systems
This course is an introduction to the theory, de
sign, and implementation of operating systems.
A n operating system is the software layer be
tween user programs and the computer hard
ware. It provides abstractions of the underlying
hardware that are easier to program, and it man
ages the machine’s resources. The following top
ics will be covered: processes (including syn
chronization, communication, and scheduling);
memory (main memory allocation strategies,
virtual memory, and page replacement policies);
file systems (including naming and implementa
tion issues); I/O (including devices, drivers,
disks, and disk scheduling); and security.
Lab work required.
Prerequisite: CPSC 035. CPSC 025 is recom
mended.
I credit.
Fad 2005. Newhall.
CPSC 046. Theory of Computation
(Cross-listed as MATH 046)
This is a study of various models of computation
leading to a characterization, of 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.
Spring 2006. 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 rea
soning, expert systems, natural language process-
►
►■
;
|
mg, modeling human performance (cognitive
science), planning, and robotics. This course
will focus on a subset of these topics and specifi
cally on machine learning, which is concerned
with the problem of how to create programs that
automatically improve with experience. Ma
chine learning approaches studied will include
neural networks, decision trees, genetic algo
rithms, and reinforcement techniques.
Lab work required.
Prerequisites: CPSC 035.
Natural sciences and engineering practicum.
1 credit.
Fall 2005. Meeden.
CPSC 065. Natural Language Processing
J
This course is an introduction to the fundamen
tal concepts in natural language processing, the
study of human language from a computational
perspective. The focus will be on creating statis
tical algorithms used in the analysis and produc
tion of language. Topics to be covered include
parsing, morphological analysis, text classifica
tion, speech recognition, and machine transla
tion. No prior linguistics experience is necessary.
Prerequisite: CPSC 035.
1 credit.
Next offered fall 2006. Wicentowski.
CPSC 075. Principles of Compiler Design
and Construction
This course introduces the design and construc
tion of language translators for imperative, pro
cedure-oriented programming languages. Topics
covered include formal grammars, lexical analy
sis and finite automata, syntax analysis and push
down 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.
1 credit.
Spring 2007. Meeden.
CPSC 081. Adaptive Robotics
This course addresses the problem of controlling
robots th at will operate in dynamic, unpre
dictable environments. Students will work in
groups to program robots to perform a variety of
tasks such as navigation to a goal, obstacle avoid
ance, and vision-based tracking in a laboratory
session. In lecture/discussion sessions, students
will examine the major paradigms of robot con
trol through readings with an emphasis on adap
tive approaches.
Lab work required.
Prerequisite: CPSC 035 or permission of the in
structor.
Natural sciences and engineering practicum.
1 credit.
Spring 2006. Meeden.
CPSC 082. Mobile Robotics
This course addresses the problems of control
ling 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 learn
ing, and robot simulation environments. To
demonstrate these concepts, we will be looking
at mobile robots, robot arms and positioning de
vices, and virtual agents. Labs will focus on pro
gramming 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.
Offered when demand and staffing permit.
CPSC 085. Distributed Systems
This course covers a broad range of topics related
to distributed and cluster computing. Distrib
uted systems consist of a collection of computers
connected by a network. The computers in a dis
tributed 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 imple
mentation of distributed and cluster computing
systems. In addition, students will have the op
portunity 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-topeer systems, cluster systems, distributed operat
ing systems, and distributed database systems.
151
Computer Science
The department’s new gigabit cluster is available
for course programming assignments and projects.
Prerequisites: CPSC 035. CPSC 045 is recom
mended,
i credit.
N ext offered spring 2006. Newhall.
Lab work required.
Prerequisite: CPSC 027/ENGR 027 or permis
sion of the instructor.
Natural sciences and engineering practicum.
1 credit.
N ext offered spring 2008. Maxwell.
CPSC 091. Special Topics in Computer
Science
CPSC 140. Advanced Computer Graphics
Subject matter for CPSC 091 is generally depen
dent on group need or individual interest. The
course is normally restricted to upper-level stu
dents and offered only when staff interests and
availability make it practicable to do so.
1 credit.
Fall 2006. 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 com
puter science with the permission of a staff mem
ber who is willing to supervise.
CPSC 097. Senior Conference
This course provides honors and course majors
an opportunity to delve more deeply into a par
ticular topic in computer science, synthesizing
material from previous courses. Topics have in
cluded natural language processing (2004); ad
vanced algorithms (2003); networking (2001
and 2002); evolutionary computation (1998 and
1999); complexity, encryption, and compression
(1996); and parallel processing (1995). CPSC
097 is the usual method used to satisfy the com
prehensive requirement for a computer science
major and the senior honors study requirement
for a computer science honors major.
1 credit.
Fall 2005. Kuperman.
CPSC 12 7. Advanced Perception
(Cross-listed as ENGR 127)
Advanced perception will look at techniques for
understanding sensory information from vision,
audio, and other sources of information. We will
be going in depth into a number of areas, in
cluding visual motion and tracking,, object detectionand recognition, speech recognition, and
stereo vision and audio analysis. We will be fo
cusing on technical papers in the specific areas,
implementing a number of techniques over the
course of the semester.
152
(Cross-listed as ENGR 126)
This course takes an in-depth look at a series of
current topics in computer graphics, determined,
in part, by student interests. Topics can include
shading models, radiosity, ray tracing, imagebased rendering, modeling, texture, animation,
physically based modeling, hybrid computer vi
sion and graphics techniques, non-photo-realistic rendering, and special effects. The course is
taught as a seminar, and meetings revolve
around computer graphics papers from technical
proceedings, such as ACM SIGGRAPH, and
other computer graphics journals. Students will
be responsible for reading and preparing presen
tations of papers. In addition, there will be sev
eral significant projects where students imple
ment computer graphics programs based on the
papers and topics covered in the course.
Prerequisite: CPSC 040/ENGR 026.
1 credit.
Offered when staffing permits. Maxwell.
CPSC 180. Thesis
CPSC 199. Senior Honors Study
Economics
JOHN P. CASKEY, Professor and Ghair
STEPHEN S. GOLUB, Professor
ROBINSON G. HOLLISTER J R ., Professor
PHILIP N. JEFFERSON, Professor
MARK KUPERBERG, Professor
ELLEN B. MAGENHEIM, Professor
STEPHEN A . O'CONNELL, Professor'
LARRY E . WESTPHAL, Professor2
AMANDA BAYER, Associate Professor
THOMAS S- DEE, Associate Professor
JULIE BECHER, Visiting Assistant Professor (part time)
NANCY CARROLL, Administrative Assistant
1 Absent on leave, fall 2005.
Economics is the study of how scarce resources
are allocated and the implications of such allo
cations. Because scarcity is a fundamental fact of
social life, an understanding of economics is rel
evant 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 distri
butional equity. Economics does not provide de
finitive answers to these questions, but it does
give the student the tools needed to formulate
and evaluate such answers.
ECON 001 or its equivalent is a prerequisite for all
other work in the department. In addition, all ma
jors in economics must satisfy a theory require
ment by taking ECON O il (Interm ediate
Microeconomics) and ECON 021 (Intermediate
Macroeconomics). They must also satisfy a statis
tics requirement by taking ECON 031 (Statistics
for Economists) or ECON 035 (Econometrics).
A knowledge of elementary calculus is extreme
ly useful to read economics literature critically.
The department strongly recommends that stu
dents take MATH 015 and MATH 025 (basic
calculus). MATH 027 (Linear Algebra), MATH
034 (Several Variable Calculus) and MATH 044
(Differential Equations) are valuable for those
who intend to focus on the more technical as
pects of economics. Students who plan to attend
graduate school in economics should give serious
2 Absent on leave, spring 2006.
thought to taking additional m athem atics
courses including MATH 047 (Introduction to
Real Analysis).
To graduate as majors, students must have at
least 8 credits in economics; have taken the
three core courses; and, in their senior year, pass
the comprehensive examination given early in
the spring semester (course students) or the hon
ors examinations given at the end of the spring
semester (honors students). To be prepared for
the comprehensive examination, course stu
dents are very strongly advised to complete
ECON O il, ECON 021, and ECON 031 (or its
equivalent) before the second semester of their
senior year.
Students who are contemplating a major in eco
nomics should consult Economics at Swarthmore:
Department Handbook (available in the depart
ment office) for additional information regard
ing the details of the program.
Economics majors can complete the require
ments for teacher certification through a pro
gram approved by the state of Pennsylvania. For
further information about the relevant set of re
quirements, please contact the Educational
Studies Department chair, the Economics De
partm ent chair, or the Educational Studies
Department Web site at www.swarthmore.edu/SocSci/Education.
The Economics Department does not offer a minor
in economics except in the Honors Program.
153
Economies
COURSES
ECON 001. Introduction to Economics
Covers the fundamentals of microeconomics
and macroeconomics: supply and demand, mar
ket structures, income distribution, fiscal and
monetary policy in relation to unemployment
and inflation, economic growth, and interna
tional economic relations. Focuses on the func
tioning of markets as well as on the rationale for
and the design of public policy. Prerequisite for
all further work in economics.
1 credit.
Fall 2005 and spring 2006. Staff.
ECON 002. First-Year Seminar: Greed
In 1776, Adam Smith wrote in The Wealth of
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 in
terest.... 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 pur
suing his own interest he frequently promotes
that of the society more effectually than when he
really intends to promote it.” This seminar in
vestigates the degree to which self-interest
should be the organizing principle of economic
and social organization.
This course counts as 1 of the 8 economics cred
its needed to fulfill an economics major, but it
does not take the place of ECON 001. It, there
fore, cannot be used to fulfill the ECON 001
prerequisite for further work in the Economics
Department.
I credit.
N ot offered 2005-2006.
ECON 005. Savage Inaccuracies:
The Facts and Economics of Education
in America
(Cross-listed as EDUC 069)
This course investigates the relationship be
tween issues of resource allocation and educa
tional attainment. It examines the facts about
student achievement, educational expenditure
in the United States, and the relationship be
tween them. It studies such questions as: Does
reducing class size improve student achieve
ment? Does paying teachers more improve
154
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
m arket-oriented education reforms such as
vouchers and charter schools. This course may
be counted toward a concentration in public
policy.
1 credit.
Fall 2005. Kuperberg.
ECON 0 11. Intermediate Microeconomics
Provides a thorough grounding in intermediatelevel microeconomics. The standard topics are
covered: behavior of consumers and firms, struc
ture and performance of markets, income distri
bution, general equilibrium, and welfare analy
sis. Students do extensive problem solving to fa
cilitate the learning of theory and see practical
applications.
1 credit.
Fall 2005. Westphal.
ECON 012. Games and Strategies
How should you bargain for a used car or medi
ate a contentious dispute? This course is an in
troduction to the study of strategic behavior and
the field of game theory. We analyze situations of
interactive decision making in which the partic
ipants attempt to predict and to influence the
actions of others. We use examples from eco
nomics, business, biology, politics, sports, and
everyday life. This course may be counted toward
a concentration in peace and conflict studies.
1 credit.
Fall 2005. Bayer.
ECON 021. Intermediate Macroeconomics
The goal of this course is to give the student a
thorough understanding of the actual behavior
of the macroeconomy and the likely effects of
government stabilization policy. Models are de
veloped of the determination of output, interest
rates, prices, inflation, and other aggregate vari
ables such as fiscal and trade surpluses and
deficits. Students analyze conflicting views of
business cycles, stabilization policy, and inflation/unemployment trade-offs.
I credit.
Spring 2006. Kuperberg.
ECON 022. Banking and Financial Markets
This course examines the economics of financial
institutions and markets. Among the topics con
sidered are (1) economic explanations for the
existence and operations of banks; (2) the regu
lation of financial institutions and markets; and
(3) theories of stock, bond, futures, and options
prices.
1 credit.
Spring 2006. Caskey.
ECON 031. Statistics for Economists
The focus of this course is on understanding how
simple and multiple regression can be used to es
timate economic relationships (e.g., price or in
terest elasticities, returns to assets, or education)
arid test their statistical significance. Problems
and estimation with real data sets will be stressed.
1 credit.
Fall 2005. Dee. Spring 2006. Hollister.
ECON 032. Operations Research
(Cross-listed as ENGR 057)
This course highlights the principles of opera
tions research as applied in defining optimal so
lutions to engineering and economic problems
to assist decision making. The working princi
ples of engineering economics are introduced in
conjunction with operation's research topics.
Normally for junior and senior students.
Prerequisites: Elementary linear algebra and
high school algebra.
1 credit.
Not offered 2005-2006.
ECON 033. Accounting
This course surveys financial and managerial ac
counting. The concepts and methods of finan
cial accounting following generally accepted ac
counting principles and the effects of alternative
principles on the measurement of periodic in
come and financial status are covered. Recent
changes in accounting methods such as those
stimulated by manufacturing advances are ex
amined, as are concerns about ethical standards.
(This course cannot be used to satisfy the College’s
distribution requirements.)
1 credit.
Spring 2006. Staff.
ECON 035. Econometrics
Quantitative methods used in estimating eco
nomic models and testing economic theories are
studied. Students learn to use statistical packages
to apply these methods to problems in business,
economics, and public policy.
Prerequisite: ECON 031 or STAT 053.
1 credit.
Fall 2005. Jefferson.
ECON 041. Public Finance
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 in
teraction w ith politics. This course may be
counted toward a concentration in public policy.
Recommended: ECON Oil.
1 credit.
Spring 2006. Dee.
ECON 042. Law and Econnmics
The purpose of this course is to explore the
premises behind the use of utilitarian constructs
in the analysis of public policy issues. In particu
lar, the appropriateness of the growing use of
economic methodology will be examined
through an intensive study of issues in property,
tort, contract, and criminal law. This course may
be counted toward a concentration in public
policy.
Recommended: ECON 011.
1 credit.
N ot offered 2005-2006.
ECON 044. Urban Ecnnumics
The topics covered in this course include the
economic decline of central cities, transporta
tion policies, local taxation, theories of urban
growth patterns, local economic development
initiatives, and the economics of land use and
housing.
1 credit.
Spring 2006. Caskey.
ECON 051. The international Economy
This course surveys the theory of trade (micro
economics) 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; ex
change-rate fluctuations, the international mon
etary system, and macroeconomic interdepen
dence. This course may be counted toward a
concentration in public policy.
155
Economics
Prerequisite: ECON O il or ECON 021; both
recommended.
1 credit.
Spring 2006. Golub.
ECON 053. International Political
Economy
(Cross-listed as POLS 068)
This course uses political and economic perspec
tives to analyze the international economy.
Topics include the rise and decline of hegemon
ic 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.
Spring 2006. Golub/Hopkins.
ECON 061. Industrial Organization
This course examines why firms and markets are
organized as they are and how their organization
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 ef
fects of regulation. This course may be counted
toward a concentration in public policy.
Prerequisite: ECON Oil.
1 credit.
N ot offered 2005-2006.
sis of results, and translation to the policy con
text 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.
Prerequistes: ECON 031 or STAT 011, or consent
of the instructor.
1 credit.
Spring 2006. Hollister.
ECON 073. Race, Ethnicity, and Gender
in Economics
This course focuses on the roles of gender,
ethnicity, and race in economic systems. Topics
include the economic status of women and of
various racial and ethnic groups; sources of in
equality, including wage and job discrimination;
public policy issues (e.g., comparable worth, af
firmative action, child care, and welfare reform);
and bias in economic theory and policy. This
course may be counted toward concentrations in
public policy, women’s studies, and black studies.
1 credit.
Fall 2005. Bayer.
ECON 075. Health Economics
This course applies the tools of microeconomic
analysis to the health care industry. We will an
alyze the determinants of demand for and supply
of health care, including the relationship be
tween demographic variables, health status, and
health care consumption. The structure and be
havior of the major components of the supply
side will be studied, including physicians, hospi
ECON 063. Public Policies in Practice:
tals, and insurance companies. The variety of
Establishing What Works and for Whom
ways in which the government intervenes in the
Participants in this course will examine research
health care sector—regulation, antitrust, social
on specific policy interventions designed to
insurance, and direct provision—will be consid
change outcomes for individuals, corporations,
ered. Finally, we will study some more specialized
and communities. Particular focus will be on at
topics, including the intersection of bioethics
tempts to establish whether such policy inter-and economics, mental health economics, and
ventions can cause changes in outcomes for in
international health system comparisons. Stu
dividuals, corporations, or communities. In re
dents will write a series of short papers, examin
cent decades, random assignment/experimental
ing medical, economic, and policy considera
designs have increasingly been applied to esti
tions related to a health problem or issue.
mate the impact of changes in policies on em
Writing course.
ployment, welfare, housing, education, policing,
1 credit.
public health, and community development.
Social policy experiments and alternative meth N ot offered 2005-2006.
ods to examine cause and effect will be covered,
ECON 076. Environmental Economics
with emphasis on actual examples from the pre
Introduction to basic concepts and methods
viously mentioned fields. Specific issues in de
used in evaluating environmental benefits and
sign, implementation of such studies, the analy
156
costs and in assessing mechanisms for allocating
environmental resources among present and
future uses, with due attention to seemingly non
economic concerns. Specific topics include
pollution and environmental degradation; use of
exhaustible and renewable resources; manage
ment of air, water, and energy resources; sustain
able economic growth; and international resource
management. This course may be counted toward
concentrations in environmental studies and
public policy.
Recommended: ECON Oil.
1 credit.
Not offered 2005—2006.
least one South Asian country as well. This course
may be counted toward a concentration in public
policy as well as a program in Asian studies.
1 credit.
N ot offered 2005-2006.
ECON 099. Directed Reading
W ith consent of a supervising instructor, indi
vidual, or group study in fields of interest not
covered by regular course offerings.
Fall or spring semester. Staff.
SEMINARS
ECON 081. Economic Development
A survey covering the principal theories of eco
nomic development and the dominant issues of
public policy. Within a perspective that empha
sizes choice and transfer of technology as well as
technological development, emphasis is given to
agricultural and industrial development, to in
teractions among sectors, and to international
trade and capital flows (including foreign aid).
This course may be counted toward a concentra
tion in public policy or peace and conflict stud
ies as well as programs in black studies and Asian
studies.
1 credit.
Not offered 2005-5006.
ECON 082. Political Economy of Africa
A survey of the economic development experi
ence in Sub-Saharan Africa, focusing on the
postindependence period. We study policy
choices in their political and institutional con
text, using case study evidence and the analyti
cal tools of positive political economy. Topics of
current interest include the economic role of the
state, risk management by firms and households,
devaluation in the CFA zone, and international
financial flows. This course may be counted
toward concentrations in peace and conflict
studies, black studies, or public policy.
1 credit.
Not offered 2005-2006.
ECON 083. Asian Economies
Examines economic development and current
economic structure, along with major policy is
sues (domestic plus vis-à-vis the United States),
in some of the principal economies of Asia, fo
cusing on those in East Asia but including at
ECON 101. Advanced Microeconomics
Subjects covered include consumer and pro
ducer theory, optimization and duality, general
equilibrium, risk and uncertainty, asymmetric
information, and game theory.
Prerequisites: ECON Oil and MATH 033.
2 credits.
N ot offered 2005-2006.
ECON 102. Advanced Macroeconomics
Subjects covered include microfoundations of
macroeconomics, growth theory, rational expec
tations, and New Classical and New Keynesian
macroeconomics. Extensive problem solving,
with an emphasis on the qualitative analysis of
dynamic systems.
Prerequisites: ECON 011 and ECON 021,
MATH 033 (or MATH 023 with permission of
the instructor).
Recommended: MATH 043.
2 credits.
Spring 2006. Jefferson.
ECON 122. Financial Economics
The seminar examines modem developments in
the theory of asset prices and the economics of fi
nancial institutions. Topics include ( 1) econom
ic explanations for the existence and operations
of banks; (2) the regulation of financial institu
tions and markets; and (3) theories of stock,
bond, futures, and option prices.
Prerequisites: ECON O il, ECON 031 or ECON
035, and MATH 023.
2 credits.
Fall 2005. Caskey.
157
Economies
ECO N135. Advanced Econometrics
ECON 1 7 1 . Labor and Social Economics
Quantitative methods used in estimating eco
nomic models and testing economic theories are
studied. Students learn to use statistical packages
to apply these methods to problems in business,
economics, and public policy. Students will also
evaluate studies applying econometric methods
to major economic issues. A n individual empiri
cal research project is required.
Prerequisites: ECON 035 and MATH 027.
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, deter
minants 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.
Fall 2005. Hollister.
1 credit.
Spring 2006. Jefferson.
ECON 14 1. Public Finance
This seminar focuses on the analysis of govern
ment expenditure, tax, and debt policy. This
seminar may be counted toward a concentration
in public policy.
Prerequisite: ECON O il. Recommended: ECON
021.
2 credits.
Spring 2006. Dee.
ECON 15 1. international Economics
Both microeconomics and macroeconomics are
applied to an in-depth analysis of the world
economy. Topics include trade patterns, trade
barriers, international flows of labor and capital,
exchange-rate fluctuations, the international
monetary system, financial crises, macroeco
nomic interdependence, the roles of organiza
tions such as the World Trade Organization and
International Monetary Fund, and case studies
of selected industrialized, developing, and transi
tion countries. This seminar may be counted
toward a concentration in public policy.
Prerequisites: ECON 011 and ECON 021.
2 credits.
Spring 2006. Golub.
ECON 16 1. Industrial Organization and
Public Policy
The seminar examines the organization of firms
and markets and the relationship between orga
nization and outcomes with respect to pricing,
advertising, product differentiation, and other
aspects of behavior. Other topics include the ef
fects of antitrust policy, and economic regulation
and deregulation. This seminar may be counted
toward a concentration in public policy.
Prerequisite: ECON Oil.
2 credits.
Fall 2005. Magenheim.
158
ECON 18 1. Ecunomic Development
A survey of theories of growth, stabilization, in
come distribution, trade policy, and household
behavior in developing countries. Issues of cur
rent interest include the Asian “miracle,” tech
nological change, and the political economy of
government policy. Students write several short
papers examining the literature and a longer
paper analyzing a particular country’s experi
ence. This seminar may be counted toward a
concentration in public policy or black studies or
in the Asian Studies Program.
Prerequisite: ECON O il or 021.
2 credits.
Spring 2006. O’Connell.
ECON 198. Thesis
With consent of a supervising instructor, honors
majors may undertake a senior thesis for double
credit.
Fall 2005 and spring 2006. Staff.
Educational Studies
K. ANN RENNINGER, Professor'
LISA SMULYAN, Professor and Chair2
EVA F. TRAVERS, Professor
DIANE ANDERSON, Assistant Professor
FRANK D. GROSSMAN, Assistant Professor
HERBERT R. KOHL, Lang Visiting Professor for Issues of Social Change
ROBERT GROSS, Dean of Students
ELAINE METHERALL BRENNEMAN, Visiting Assistant Professor (part time)
MARY ANN BLACK, Supervisor of Student Teachers
NANCY DONALDSON, Supervisor of Student Teachers
KAE KALWAIC, Administrative Assistant1
1 Acting chair, spring 2006.
The Educational Studies Department has three
purposes: to expose students to issues in educa
tion from a variety of disciplinary perspectives;
to provide a range of field experiences for stu
dents who wish to explore their aptitude and in
terest in teaching, counseling, or research in an
educational setting; and to prepare students for
public school teacher certification, in accor
dance with the requirements of Pennsylvania
Chapters 354,49, and 4.
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 intro
ductory and upper-level courses draw on the dis
tinctive approaches of psychology, sociology, an
thropology, political science, economics, and
history. W ith the exception of EDUC 016:
Practice Teaching and EDUC 017: Curriculum
and Methods Seminar, all education courses in
clude many students who do not intend to be
come teachers. Because students major in a vari
ety of disciplines, courses in education offer both
an opportunity to apply the particular skills of
one’s chosen field to a new domain and interac
tion with other students whose disciplinary ap
proaches may differ significantly from one’s own.
There is a limit of 4 field-based education cred
its (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 program.
2 Absent on leave, spring 2006.
SPECIAL MAJORS
There is no major in educational studies, but
special majors with history, linguistics, mathe
matics, political science, psychology, sociology
and anthropology, and English literature are reg
ularly approved, and special majors with other
fields such as art, computer science, music, and
biology have also been designed. Special majors
involving education usually include 10 to 12
credits, at least 4 of which must be in education,
though typically there are 5 to 6 credits in each
of the two departments that make up the major.
A thesis or a comprehensive examination inte
grating 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), where an integrative, 2-credit thesis re
ceives 1 credit from both departments. A ll educa
tion special majors in the Honors Program com
plete a 2-credit thesis and write a short intellec
tual autobiography that will be submitted to the
honors examiner. Education minors in the
Honors Program take a 2-credit seminar, a
course and an attachment, or write a 2-credit
159
Educational Studies
thesis to prepare for the external examination.
They also write an intellectual autobiography.
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 educa
tional 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, ed
ucational policy, educational psychology, school
and society, urban education, environmental ed
ucation, literacy, gender and education, and spe
cial 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), pro
vided th a t 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 grant
ed once Introduction to Education has been
completed.
TEACHER CERTIFICATIUN
Swarthmore offers a competency-based teacher
preparation program for students who seek sec
160
ondary certification from the Commonwealth of
Pennsylvania. Competency is judged by an in
terdisciplinary committee of the faculty whose
members include education faculty and faculty
from the majors in which we certify students.
The Teacher Education Committee has estab
lished criteria for certification in biology, chem
istry, citizenship education, English, French,
German, mathematics, physics, Spanish, social
science, and social studies that meet the state’s
“G eneral Standards” and “Specific Program
Guidelines for State Approval of Professional
Education Programs.” Individual student pro
grams are designed in conjunction with depart
mental representatives and members of the edu
cation faculty. All students seeking certification
must meet Swarthmore College’s distribution re
quirements in the humanities, natural sciences,
and social sciences and the requirements for a
major or special major. Students are formally ad
mitted 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 com
plete 6 credit hours of college-level math and
English or meet the requirements for waivers be
fore being admitted to the program. They must
also pass the specific PRAXIS examinations re
quired 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 Web site
http://www.swarthmore.edu/SocSci/Education/.
Ninth-semester option. Students who have com
pleted all the requirements for certification in
their discipline and in education, except for
Student Teaching (EDUC 016) and 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, and they pay for
a total of one course of tuition and student fees.
They are n o t eligible for campus housing.
Further information on the ninth-semester op
tion is available in the Educational Studies
Office.
REQUIREMENTS FOR SECONDARY
TEACHER CERTIFICATION
Students who plan to seek secondary certifica
tion 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: Curric
ulum 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 042. Educating the Young Learner
4. EDUC 045. Literacies and Social Identities
5. EDUC 061. Gender and Education
6. EDUC 062. Sociology of Education
7. EDUC 063. School and Society
8. EDUC 065. Environmental Education
9. EDUC 066. Race, Ethnicity, and Inequality
in Education
10. EDUC 068. Urban Education
An honors seminar in education may be substi
tuted for the elective course.
Students will be admitted to the certification
program after submitting their sophomore paper
and taking EDUC 014: Introduction to Educa
tion. To student teach, students must be recom
mended by -their major department, by their co
operating teacher in Introduction to Education,
and by members of the education faculty who
have taught the student. Placement of students
for practice teaching is contingent on successful
interviews with the chair of the Educational
Studies Department and with appropriate sec
ondary school personnel.
College (Communication Arts for Children and
Teaching of Reading), they can receive elemen
tary certification through Eastern College. The
required Swarthmore courses for elementary cer
tification are EDUC 014: Introduction to
Education; EDUC 021: Educational Psychology;
PSYC 039: Developmental Psychology; EDUC
042: Educating the Young Learner; 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 re
garding the cohorts of students who have com
pleted the Teacher Certification Program since
1999. Swarthmore College’s Secondary Certifi
cation program completers have had a 100 per
cent pass rate on all of the required PRAXIS
tests in every year since reporting has begun:
Reading, Writing, Math, Listening, and the
Principles of Learning and Teaching 7-12.
There has also been a 100 percent pass rate on all
subject specialty tests, but these could not be of
ficially reported because there were fewer than
10 people taking 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. AH of the
Swarthmore College graduates who have been
certified and desired employment as a teacher
held teaching positions in the academic year fol
lowing certification. Most chose to teach in the
Philadelphia metropolitan area, although in a
typical year, many Swarthmore teacher educa
tion graduates teach throughout the country.
COURSES
EDUC 001C. The Writing Process
Elementary Certification Option
(See ENGL 001C)
Fall semester. Staff.
Swarthmore College does not offer certification
in elementary education. However, if students
complete the Swarthmore courses listed subse
quently and enroll for two courses at Eastern
EDUC 014. Introduction to Education
This course provides a survey of issues in educa
tion within an interdisciplinary framework. In
addition to considering the theories of individu-
161
Educational Studies
ais such as Dewey, Skinner, and Bruner, the
course explores some major economic, histori
cal, and sociological questions in American edu
cation and discusses alternative policies and pro
grams. The course gives students an opportunity
to determine their own interest in preparing to
teach and furnishes them with firsthand experi
ence in current elem entary 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 dis
ciplines 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 oppor
tunity for students to explore their interests in
teaching, student learning, and educational policy.
Writing course.
1 credit.
Fall 2005. Staff.
EDUC 016. Practice Teaching
This course involves supervised full-time teach
ing in either secondary or elementary schools.
Students pursuing certification must take EDUC
017 concurrently. (Single-credit practice teach
ing may be arranged for individuals not seeking
certification.)
2 credits.
Each semester. Staff.
EDUC 0 17. Curriculum and Methods
Seminar
This seminar is taken concurrently with EDUC
016. Readings and discussion focus on the appli
cations of educational research and theory to
classroom practice. Course content covers: les
son planning; classroom management; inquiryoriented teaching strategies; questioning and
discussion methods; literacy; the integration of
technology and media; classroom-based and
standardized assessments; instruction of specialneeds populations; topics in multicultural, non
162
racist, and nonsexist education; and legislation
regarding the rights of students and teachers. As
part of the seminar, students take a series of spe
cial methods workshops in their content area.
1 credit.
Each semester. 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 devel
opment provide the core readings for the course.
In addition, students tutor in local schools and
participate in a laboratory section that provides
an introduction to the process of research
Prerequisite: EDUC 014 or permission of the
instructor.
Writing course.
1 credit.
Fall 2005. Renninger.
EDUC 023. Adolescence
(Cross-listed as PSYC 023)
In this course, students will examine adolescent
development from psychological, sociological,
and life-span perspectives, reading both tradi
tional 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 in
dividual development (e.g., cognitive, affective,
physiological, etc.). The second part of the se
mester focuses on the adolescent’s adaptation in
major social contexts (e.g., family, peer group,
school, etc.).
Prerequisite: EDUC 014 or permission of the
instructor.
1 credit.
Spring 2006. Staff.
EDUC 025. Counseling: Principles
and Practice
In this course, students critically examine coun
seling theories and techniques used within the
context of school and community-based coun
seling agencies. Students will develop and prac
tice counseling skills through case studies, role
plays, and other modeling exercises.
1 credit.
N ot offered 2005-2006.
EDUC 026. Special Education: Issues
and Practice
This course is designed to provide students with
a critical overview of special education, includ
ing its history, the classification and description
of exceptionalities, and its legal regulation.
Major issues related to identification, assess
ment, educational and therapeutic interven
tions, psychosocial aspects, and inclusion are ex
amined. Field placement is required.
1 credit.
Not offered 2005—2006.
EDUC 042. Educating the Young Learner
This course explores the myriad ways that chil
dren learn in classrooms and construct meaning
within their personal, community, and school
lives. Transmissionist, constructivist, social prac
tice, and participation theories of learning will
frame the course. Areas to be explored include
conditions of learning environments; ways that
teachers can learn by observing learners; prob
lem-solving and inquiry approaches; direct
instruction, practice, and rote learning; and
feedback for learners. Literacy, numeracy, and
science learning will serve as the content for
instructional and curricular explorations in
teaching young children. Intersections of home,
community, school, and peer groups will be ex
plored. Fieldwork is required. Required for ele
mentary teacher certification.
Writing course.
1 credit.
Not offered 2005-2006.
EDUC 045. Literacies and Social
Identities
This course explores the intersections of litera
cies, social identities, and social and academic
domains. Topics will include orality and literacy;
history of literacy; methods of teaching reading
and writing; reader response theories; sociolinguistic tools for textual and discourse analysis;
the intersections of literacy with race, gender,
class, religion, and sexual orientation; personal
and academic literacies; situated, participatory,
and daily literacy practices; and functional, aca
demic, and sacred views of literacy. The course
will draw on readings from education, anthro
pology, sociology, and linguistics. Students will
have opportunities to explore topics of individ
ual interest. Typical fieldwork will include a
partnership with a college staff member in the
Learning for Life program. Highly recommended
for students interested in secondary English/language arts teaching and elementary teaching.
Writing course.
I credit.
Fall 2005.
EDUC 051. Language, Culture, and
Difference: Current Issues in Teaching
English as a Second or Other Language
(TESOL)
This course examines current questions and de
bates in the field of language education. Topics
will include models for English Language
Learner (ELL) instruction, including English as
a Second Language (ESL), bilingual education,
content-based instruction, and immersion pro
grams; the role of culture in TESOL; assessment
of the ELL learner; focus on form or fluency first
as methods of instruction in the classroom; iden
tities of the language learner; literacy and lan
guage; and issues of status and placement of the
ESL professional within the public school struc
ture. Fieldwork is required.
1 credit.
N ot offered 2005-2006.
EDUC 054. Oral and Written Language
(See LING 054)
Prerequisite: LING 001, 040, 045, or 050.
1 credit.
N ot offered 2005-2006..
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 gen
der 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.
I credit.
N ot offered 2005-2006.
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
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Educational Studies
array of educational and social problems. The
course will examine schools as socializing insti
tutions, the ways in which schooling influences
social stratification, social mobility, and adult so
cioeconomic success. Topics will include un
equal 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 of the
instructor.
1 credit.
Fall 2005. Grossman.
nance, and multiculturalism. The special chal
lenges 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.
Fieldwork is required.
1 credit.
Spring 2006. Grossman.
EDUC 063. School and Society
(Cross-listed as ECON 005)
This course investigates the relationship be
tween issues of resource allocation and educa
tional attainment. It examines the facts about
student achievement, educational expenditure
in the United States, and the relationship be
tween them. It studies such questions as: Does
reducing class size improve student achieve
ment? 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
m arket-oriented education reforms such as
vouchers and charter schools. This course may
be counted toward a concentration in public
policy.
Prerequisites: ECON 001 and any statistics
course (or the consent of the instructor). EDUC
014 is strongly recommended.
1 credit.
Fall 2005. Kuperberg.
(Cross-listed as SOAN 069)
This course examines the multiple and contra
dictory purposes and functions of schools, focus
ing on the ways in which schools claim to be
meritocratic while reproducing the class, racial,
gender, and sexual orders of U.S. society. The
course explores topics including the aims of
schooling; parent/school/community interac
tion; race, class, and gender in secondary
schools; the school as a workplace; and critical
multicultural education. Students in this course
are also introduced to qualitative methods in the
study of school and society and become critical
readers in the field.
1 credit.
N ot offered 2005-2006.
EDUC 065. Environmental Education
This course will explore the developments in en
vironmental education, earth education, and
watershed programs from practical, curricular,
and philosophical perspectives. We will assess
the possibility of making environmental educa
tion a central part of the curriculum. Students
will survey current programs, curricula, and re
search and consider the role of formal education
in generating environmental awareness in light
of global ecological crises. Fieldwork is required.
1 credit.
N ot offered 2005-2006.
EDUC 068. Urban Education
(Cross-listed as SOAN 020B)
This course examines issues of practice and poli
cy, including financing, integration, compen
satory education, curricular innovation, parent
involvement, bilingual education, high-stakes
testing, comprehensive school reform, gover
164
EDUC 069. Savage Inaccuracies: The
Facts and Economics of Education in
America
EDUC 0 71. Special Projects (Issues in
Music and Dance Education)
(Cross-listed as DANC 091 and MUSI 091)
A n introduction to the fields of music and dance
education. This course will involve frequent vis
its to schools, studios, and other educational in
stitutions in the Philadelphia area. We will ob
serve a variety of teaching methods and discuss
the guiding principles of music and dance educa
tion. We will also address such questions as the
place of music and dance in hiigher education in
general and at Swarthmore in particular. In some
cases, coursework may include some teaching,
depending on student experience and inclina
tion. Open to any student who has taken at least
one course in music, dance, or education.
0.5 credit (CR/NCR).
Fall 2005. Arrow, Whitman.
EDUC 073. Theory and Practice of
Teaching for Social Justice
This class will focus on the following topics:
teaching human rights; developing anti-racist,
-sexist, -homophobic, and other curricula; inte
grating ethnicity into classroom practice; creat
ing social justice programs in the classroom and
implementing them across all subject areas; and
developing student voice and democratic func
tioning within the whole school as well as the
classroom. There will also be an emphasis on the
ories of democratic learning and teaching and
how they relate to specific pedagogical practice.
Prerequisite: EDUC 014 or permission of the
instructor.
1 credit.
Fall 2005. Kohl.
EDUC 074. Teacher as Stranger: Knowing
Your Students and Shaping Your Pedagogy
This class will consider how teachers can come
to know their students and the communities in
which they work and focus on the complex roles
teachers have to play in order to be effective in
schools that have histories of failure. The class
will also examine community-based pedagogical
theories and explore the role of social imagina
tion in sustaining good practice. Finally, it will il
lustrate how effective teacher-created curricu
lum can emerge through cooperative work with
students and community despite pressure from
advocates of centralized uniform standards,
high-stakes testing, and mechanized teaching.
Prerequisite: EDUC 014 or permission of the
instructor.
I credit.
Spring 2005. Kohl.
EDUC 091 A. Special Topics
With permission of the instructor, qualified
students may choose to pursue a topic of special
interest in education through a field project in
volving 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 de
signing an independent reading or project that
usually requires a comprehensive literature re
view, laboratory work, and/or field-based
research.
0.5 or 1 credit.
Each semester. Staff.
EDUC 096-097. Thesis
I or 2 credits, normally in conjunction with a special
major.
Each semester. Staff.
SEMINARS
EDUC 12 1. Child Psychology and Practice
This seminar focuses on (1) general develop
mental principles revealed in and applicable to
contexts of practice as well as (2) practical ap
plications of research and theory in develop
mental psychology. Members of the seminar
work together to consider topics in education
(e.g., motivation, professional learning, and in
structional practice); cognitive science (e.g.,
strategy use, metacognition, and individual vari
ation); and social policy (e.g., evaluation, com
munity initiatives, and educational reform)
through fieldwork, directed readings, and a liter
ature review on a question of their choice. The
fieldwork for the seminar focuses on the evalua
tion of an issue or problem identified by the local
community.
Prerequisites: EDUC 014 and 021.
Writing course.
2 credits.
N ot offered 2005-2006.
EDUC 13 1. Social and Cultural
Perspectives on Education
In this seminar, students examine schools as in
stitutions that both reflect and challenge exist
ing social and cultural patterns of thought, be
havior, and knowledge production. Seminar par
ticipants study and use qualitative methods of re
search and examine topics including the aims of
schooling, parent/school/community interac
tion, schooling and identity development, and
classroom and school restructuring.
Prerequisites: EDUC 014 and an additional
course in the 060s.
Writing course.
165
Educational Studies
2 credits.
Not offered 2005-2006.
EDUC14 1. 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 de
bates over educational policy. The course will
examine a range of current policy topics, includ
ing school finance, issues of adequacy and equi
ty, 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 and an additional course
in the 060s; EDUC 068 is strongly recommended.
Writing course.
2 credits.
Fall 2005. Travers.
EDUC 15 1. Literacy and Numeracy
Research, Policy, and Practice
This seminar will explore issues in the design,
implementation, outcomes, and evaluation of
literacy and/or numeracy programs at any of the
following levels: preschool, elementary, sec
ondary, and adult learning. Policies emanating
from local, state, and federal levels will be exam
ined in terms of outcomes and impact on local
populations, programs, and assessments. Field
work possibilities include program evaluation,
investigation of a local problem or issue, devel
opment of an approach to address a problem, or
a collaborative research project. Members of the
seminar may work together or individually on
topics and questions of their choice, contribut
ing through directed readings and literature re
views 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 2006. Anderson.
EDUC 180. Honors Thesis
A 2-credit thesis is required for students com
pleting special honors majors including educa
166
tion. The thesis may be counted for 2 credits in
education or for 1 credit in education and 1 cred
it in the other discipline in the student’s Honors
Program.
2 credits.
Each semester. Staff.
Engineering
ERIK CHEEVER, Professor and Chair
NELSON A . MACKEN, Professor2
ARTHUR E . McGARITY, Professor3
LYNNE A . MOLTER, Professor
FREDERICK L . ORTHLIEB, Professor
FARUQ M .A . SIDDIQUI , Professor
ERICH CARR EVERBACH, Associate Professor
BRUCE A . MAXW ELL, Associate Professor3
MICHAEL J . PIOVOSO, Visiting Associate Professor (part time)
HOLLY CASTLEMAN, Administrative Assistant
EDMOND JAOUDI, Electronics, Instrumentation, and Computer Specialist
GRANT SMITH, Mechanician
2 Absent on leave, spring 2006.
3 Absent on leave, 2005-2006.
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 of advanced technology with
in our economic and social infrastructures de
mands that engineers more fully recognize and
take into account the potential economic and
social consequences that may occur when signif
icant and analytically well-defined technical is
sues are resolved. A responsibly educated engi
neer 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 apprecia
tion 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.
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 effec
tively, and collaborate well with others.
The Engineering Department and its students
provide to the College community a unique
perspective that integrates technical and non
technical factors in the design of solutions to
multifaceted problems.
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 Depart
ment seeks to graduate students with a broad,
Objectives
Graduates with the bachelor of science degree in
engineering will have the following:
1. Proficiency in the analysis of engineering
systems
2. Proficiency in engineering design
3. Broad background in the liberal arts
4. Skills to communicate effectively and collab
orate well with others
5. Skills to adapt to changing situations and new
technical challenges
Our departmental major program is accredited
by the Engineering Accreditation Commission
of the Accreditation Board for Engineering and
Technology.
The structure of the department’s curriculum
permits engineering majors to devote as much as
three-eighths of their course work to the hu
manities and social sciences. W ithin their fouryear course of study, about half of our majors pur-
167
Engineering
sue 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 lab
oratories for general instruction and individual
student projects in electronics, electromagnet
ism, optics, systems dynamics and control, com
munications, engineering materials, solid and
structural mechanics, fluid mechanics, fossil and
solar energy conversion, acoustics, nonlinear dy
namics, and environmental water and air pollu
tion control. The laboratories contain a wide va
riety of modem measurement equipment config
ured for computer-assisted data acquisition and
process control. The department’s facilities also
include a workstation laboratory with high per
formance color graphics and industry-standard
engineering design, analysis, and graphics soft
ware. Electronics, metal, and woodworking
shops that support our courses and laboratories
are also available for student use.
Courses Readily Available to Students Not
Majoring or Minoring in Engineering
High-Performance Composites (001), Exploring
Acoustics (002), Problems in Technology (003),
and Art and Science of Structures (007) are de
signed for students contemplating only an intro
duction to engineering. Mechanics (006) is pri
marily for prospective majors, but other interest
ed students, particularly those preparing for ca
reers in architecture or biomechanics, are en
couraged to enroll. Introduction to Environ
mental Protection (004A), Operations Research
(057), Solar Energy Systems (035), W ater
Quality and Pollution Control (063), Swarthmore and the Biosphere (004B), Environmental
Systems (066), and Environmental Policy and
Politics (004C) appeal to many students major
ing in other departments, particularly those pur
suing an environmental studies minor. Students
interested in computers, including computer sci
ence majors or minors, may wish to consider
Fundamentals of Digital Systems (015), Prin
ciples of Computer Architecture (025), Com
puter Graphics (026), Computer Vision (027),
and Mobile Robotics (028). Students majoring
in the physical sciences or mathematics may en
roll routinely in advanced engineering courses.
Department faculty members also support mi
nors in computer science and environmental
studies and a special major with the Linguistics
Program.
168
N ote th at Engineering Methodology, HighPerformance Composites, Exploring Acoustics,
Problems in Technology, A rt and Science of
Structures, Introduction to Environmental Pro
tection, Swarthmore and the Biosphere, and
Environmental Policy and Politics are not ad
missible as technical electives within an engi
neering major or minor but may be taken as free
electives subject to the 20-course rule.
Course Major
Engineering majors must complete requirements
from two categories: (1) 12 engineering credits;
and (2) 8 credits in math and science, normally
4 in math and 4 in science. No courses taken at
Swarthmore and intended to satisfy these de
partmental requirements, except those taken fall
semester in the first year, may be taken credit/no
credit. The requirements are detailed below,
with math and science discussed separately.
Requirements
Math. To fulfill the math requirement for the en
gineering major students must receive from the
Department of Mathematics and Statistics ei
ther placement or credit for: Elementary Single
Variable Calculus (Math 015); Topics in Single
Variable Calculus or Advanced Topics in Single
Variable Calculus (Math 025 (025S) or Math
026); Multivariable Calculus (Math 033,034 or
035); and Differential Equations (Math 043 or
044). Student with placement, but not credit,
for one or more math courses should take Linear
Algebra (Math 027 or 028). Students are nor
mally required to complete four credits in math
ematics. The exception to this requirement is a
student with fewer than four credits who has re
ceived credit for Linear Algebra (Math 027 or
028), Multivariable Calculus (Math 033,034 or
035) and Differential Equations (Math 043 or
044). Such a student may take a fifth science
course in lieu of the fourth math credit.
Science. To fulfill the science requirement for the
engineering major, students must receive 2 cred
its from the Physics and Astronomy Department
and at least two additional, unspecified, science
credits. The physics credits must include either
PHYS 003 and 004, or 007 and 008, or the
equivalent. The unspecified science course(s)
must be acceptable for credit toward a minimal
major in the offering department to count to
ward the engineering major. These course(s)
should complement the student’s overall pro
gram of study and must include at least 1 credit
from either the Biology Department or from the
Chemistry and Biochemistry Department. The
other credit(s) can come from biology, chemistry, computer science, or physics. Each of the
unspecified course(s) in biology, chemistry, or
physics must be a Natural Science and Engineer
ing practicum to count toward the science re
quirement. A student may include PHYS 006 or
ASTR 003 as part of the science requirement
only if that course is taken before PHYS 007.
Engineering. Students majoring in engineering
are required to take at least six engineering core
courses. Core courses fall into three categories
according to their primary focus: Engineering
Science (three courses), Engineering Methodol
ogy (three courses), and Engineering Design
(one course). All three Engineering Science
courses are required and are normally taken in
the following order: Mechanics (ENGR 006),
Electric C ircuit Analysis (ENGR 011), and
Thermofluid Mechanics (ENGR 041).
Each engineering major must also take at least
two of the Engineering Methodology courses:
Linear Physical Systems Analysis (ENGR 012),
Experim entation for Engineering Design
(ENGR 014), and Fundamentals of Digital
Systems (ENGR 015). The Engineering Metho
dology courses are normally taken during sopho
more or junior year; typically, ENGR 012 and
ENGR 014 are taken in the sophomore year and
ENGR 015 in the junior year.
Students desiring more breadth within engineer
ing may take all three Engineering Methodology
courses and five engineering electives. Students
who want more depth within an engineering
specialty may choose two Engineering Metho
dology courses, which allows for six engineering
electives. Studénts should consult with their en
gineering adviser to determine an appropriate
course sequence based on their long-term goals
and objectives.
Engineering Design (ENGR 090) is the culmi
nating experience for engineering majors, and
must be taken by all majors in spring of senior
year. Submission and oral presentation of the
final project report in Engineering Design con
stitutes the comprehensive examination for en
gineering majors.
five or six elective courses depending on the
number of core courses taken. They are submit
ted for departmental approval as part of the for
mal application for a major in engineering dur
ing the spring semester of the sophomore year.
A student’s elective program may not conform to
some traditional or conventional area of engi
neering specialization (e.g., computer, electrical,
mechanical, or civil). Therefore, the department
requires each plan of advanced work to have a
coherent, well-justified program that meets the
student’s stated educational objectives.
Typical elective program plans include the
following:
1. Electrical engineering group. Electronic Circuit
Applications, Physical Electronics, Electro
magnetism, Communication Systems, Digital
Signal Processing, VLSI Design, and Control
Theory and Design. Students having an in
terest in digital systems might replace one or
more of these courses with Principles of Com
puter Architecture or Computer Graphics.
2. Computer engineering group. Principles of
Computer Architecture, Computer Graphics,
Com puter Vision, and Mobile Robotics.
Students with an interest in computer hard
ware may include Electronic Circuit Applica
tions, Physical Electronics, Digital Signal
Processing, VLSI Design, or Control Theory
and Design.
3. Mechanical engineering group. Mechanics of
Solids, Engineering Materials, Fluid Mechan
ics, Heat Transfer, Thermal Energy Conver
sion, Solar Energy Systems, or C ontrol
Theory and Design.
4. Civil and environmental engineeringgroup. Basic
preparation includes Mechanics of Solids,
Structural Theory and Design I, Soil and
Rock Mechanics, and W ater Quality and
Pollution Control. Additional courses in
clude Operations Research and Environmen
tal Systems for those interested in the envi
ronm ent or urban planning, or Structural
Theory and Design II for those interested in
architecture or construction. Other recom
mended courses include Solar Energy Systems,
Fluid Mechanics, and Engineering Materials.
Elective Program
Course Minor
Each student devises a program of advanced
work in the department in consultation with his
or her adviser. These programs normally include
Academic advising. Students interested in pursu
ing a minor must find a faculty member within
the Engineering Department to advise them. If
possible, this faculty member should have inter-
169
Engineering
ests that overlap the area of the minor. Students
who encounter difficulties in identifying an ad
viser should seek the assistance of the chair of
the Engineering Department. Students who plan
to minor in engineering should regularly consult
their engineering advisers. The sophomore pa
pers of engineering minors should indicate the
plan to minor and the courses chosen to fulfill
the minor.
Requirements. A minimum of 5 credits in engi
neering is required, of which at least 2 but not
more than 3 must be core courses (ENGR 006,
O il, 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 requirem ent of th e 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 for
eign study or domestic exchange work in par
tial 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 require
ments are met.
• No culminating experience will be required.
Only students pursuing the major in engi
neering may enroll in ENGR 090.
Areas o f study. Although packaged selections of
courses will be suggested as options for those in
terested 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 N atural Sciences and Engi
neering may apply for an honors major in engi
neering. This B+ average must be maintained
170
through the end of the junior year to remain in
the Honors Program. A listing of preparations
supported by existing engineering courses is ap
pended. Credits from approved attachments or
special topics courses may substitute for not
more than 1 credit within any preparation.
Honors Major
Honors majors must complete the same require
ments as course majors in engineering. In addition:
• The honors major in engineering is a four-ex
amination program that includes three prepa
rations in engineering (the major) and one
minor preparation. Each area comprises 2 cred
its of work. None of the core courses (except
ENGR 090) may be used in the preparations.
• 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. All engi
neering graduates will receive an ABETaccredited bachelor of science degree.
• If one of the major preparations includes
ENGR 090, it must be paired with an appro
priately related upper-level engineering elec
tive or a 1-credit honors thesis to be complet
ed in the frill semester of senior year. Honors
thesis credit may not substitute for any of the
12 engineering credits required for the bache
lor 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 engi
neering electives. A précis of riot more than
12 pages (including tables and figures) of each
candidate’s ENGR 090 project must be sub
mitted 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.
Honore Minor
• Senior honors study is required for all engi
neering 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 be
cause ENGR 090 serves as the culminating
experience.
• Every engineering honors minor preparation
must include two related upper-level engi
neering 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 at
tachments or special topics courses in engi
neering may substitute for not more than one
of the two upper-level courses within an engi
neering minor preparation.
• Prerequisites to upper-level engineering elec
tives may be waived by the department, de
pending on the student’s documentation of
equivalent work in another department at the
time of application.
• Formats of examination will follow those ap
propriate for the engineering major.
Prospective engineering majors and minors re
ceive more specific information about course
and honors programs from the department each
December. Additional information is also avail
able on the engineering Web site at http://www.
engin.swarthmore.edu.
Poland Foreign Study Program
A program of 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 cours
es taught in English consisting of two engineer
ing electives and the survey course Environ
mental Science and Policy in C entral and
Eastern Europe plus an intensive orientation
course on Polish language and culture provided
by the Jagiellonian University. Coordinator:
McGarity.
COURSES
ENGR 001. High-Performance Composites
Students are introduced to the structure, proper
ties, and performance of composite materials in
sports, automotive, energy, and aeronautic appli
cations. Simple models of material behavior are
developed and used to examine products like ski
poles, tennis racquets, radial tires, human-pow
ered aircraft and superconductor wire. Weekly
labs include making, examining and/or testing
polymer and ceramic and metal matrix compos
ites, with a project of the student’s choice.
Primarily for students not contemplating an en
gineering major.
Prerequisite: high school physics.
Natural sciences and engineering practicum.
1 credit.
N ot offered 2005-2006.
ENGR 002. Exploring Acoustics
(Cross-listed as LING 002)
This course exposes students to basic scientific
and engineering principles through an explo
ration of the acoustics of musical instruments,
the human voice, structures, and the environ
ment. Hands-on analysis is emphasized, with a
minimum use of mathematics. This course is for
students not majoring in engineering and in
cludes a laboratory.
Writing course.
1 credit.
N ot offered 2005-2006.
ENGR 003. Problems in Technology
For students not majoring in science or engi
neering, this course bas most recently concen
trated on the automobile and its impact on soci
ety. Technical, political, and socioeconomic as
pects are discussed. Class members also work on
teams with engineering students in designing,
building, and testing a hybrid electric car. Enroll
ment is limited.
Writing course.
Natural sciences and engineering practicum.
1 credit.
Fall 2005. Macken.
004: ENVIRONMENTAL COURSES FOR
N0NMAJ0RS
Courses numbered ENGR 004A-004Z serve all
students interested in environmental science, technology, and policy. Indicated courses may be used to
satisfy the writing course and natural sciences and
engineering practicum requirements. Some may also
meet requirements for minors in environmental stud
ies or public policy and special majors in environ
mental science or environmental policy and technol-
171
Engineering
ogy. 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 for 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 de
pletion, with an emphasis on technological solu
tions. Topics include scientific concepts neces
sary to understand local and global pollution
problems, pollution control and renewable ener
gy technologies, public policy developments re
lated to regulation of pollutants, and methods of
computer-based systems analysis for developing
economically effective environmental protec
tion policies. This course counts toward distrib
ution credit in the Division of Natural Sciences
and Engineering and satisfies the environmental
science/technology component of the environ
mental studies minor. Normally offered in the
spring semester.
1 credit.
Spring 2006. Everbach.
ENGR 004E. Introduction to Sustainable
Systems Analysis
This course covers definitions of sustainability
and sustainable development. Topics include
quantitative indicators for evaluating sustain
able policy, projects, technology, products, and
education; interactions between ecology, soci
ety, and economy; alternatives to economic val
uation, including energy and energy analysis; de
materialization and recycling; life-cycle analysis;
sustainable industrial production; waste mini
mization; clean technologies; sustainable habita
tion and communities; and sustainable interna
tional, 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 environ
mental studies minor.
Natural sciences and engineering practicum.
I credit.
Offered when demand and staffing permit.
172
ENGR 005. Engineering Methodology
A course for those interested in engineering, pre
senting techniques and tools that engineers use
to define, analyze, solve, and report on technical
problems, and an introduction to department fa
cilities. Designed for students who are potential
majors as well as those interested only in an in
troduction to engineering. Although ENGR 005
is not required of prospective engineering ma
jors, it is strongly recommended. This course is
not to be used to fulfill the requirements for the
engineering major or minor. Offered in the fell
semester.
0.5 credit.
Fall 2005. Everbach.
ENGR 006. Mechanics
This course covers fundamental areas of statics
and dynamics. Elem entary concepts of de
formable bodies are explored, including stressstrain 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.
Spring2006. Siddiqui.
ENGR 007. Art and Science of Structures
This introduction to the basic principles of
structural analysis and design includes an em
phasis 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.
Fall 2005. Siddiqui.
ENGR 0 11. Electrical Circuit Analysis
The analysis of electrical circuits is introduced,
including resistors, capacitors, inductors, opamps, and diodes. The student will leam to de
velop equations describing electrical networks.
Techniques are taught to solve differential equa
tions resulting from linear circuits. Solutions will
be formulated both in the time domain and in
the frequency domain. There is a brief introduc
tion to digital circuits and a laboratory. Offered
in the fall semester.
Prerequisites: MATH 006B and PHYS 004 or
their equivalents or permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2005. Molter/Piovoso.
ENGR 012. Linear Physical Systems
Analysis
Engineering phenomena that may be represent
ed by linear, lumped-parameter models are stud
ied. This course builds on the mathematical
techniques learned in ENGR O il and applies
them to a broad range of linear systems, includ
ing 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 O il or the equivalent or
permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2006. Molter/Cheever.
ENGR 014. Experimentation for
Engineering Design
Students are introduced to measurement sys
tems, instruments, probability, statistical analy
sis, measurement errors, and their use in experi
mental design, planning, execution, data reduc
tion, and analysis. Techniques of hypothesis test
ing, confidence intervals, and single and multivariable linear and nonlinear regression are cov
ered. This course includes a laboratory and is
offered in the spring semester.
Prerequisite: ENGR O il.
Naturd sciences and engineering practicum.
I credit.
Spring 2006. Orthlieb/Everbach.
ENGR 015. Fundamentals of Digital
Systems
(Cross-listed as CPSC 024)
Digital systems are fundamentally different from
continuous systems. This course will introduce
students to digital system theory and design
techniques, including Boolean logic, digital rep
resentations of data, and techniques for the de
sign of combinational and sequential digital cir
cuits. Because moving information between sys
tems is critical to real-world applications, the
course will include interfaces between digital
systems and between digital and continuous sys
tems. In addition, the course will cover selected
topics in numerical analysis and applied mathe
matics that are relevant to modem engineering
and computer science. Offered in the fall semester.
Prerequisites: ENGR O il, CPSC 035, or permis
sion of the instructor.
N aturd sciences and engineering practicum.
1 credit.
Fall 2005. Cheever.
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 micro
processors, CPU design, RISC and CISC con
cepts, pipelining, superscalar processing, cache,
paging, segmentation, virtual memory, parallel
architectures, bus protocols, and input/output de
vices. Labs cover analysis of current systems and
microprocessor design using CAD tools, includ
ing VHDL. Offered in the spring semester.
Prerequisites: ENGR 015 or CPSC 035.
N aturd sciences and engineermgpracticum.
1 credit.
Spring 2006. Staff.
ENGR 026. Computer Graphics
(Cross-listed as CPSC 040)
Computer graphics deals with the manipulation
and creation of digital imagery. We cover draw
ing algorithms for two-dimensional (2-D) graph
ics primitives, 2-D and three-dimensional (3-D)
matrix transformations, projective geometry, 2D and 3-D model representations, clipping, hid
den 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 hierarchi
cal 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.
N aturd sciences and engineering practicum.
1 credit.
N ot offered 2005—2006.
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Engineering
ENGR 027. Computer Vision
(Cross-listed as CPSC 027)
Computer vision studies how computers can an
alyze 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 au
tomatic object recognition and classification sys
tem. Labs will involve implementing both off
line and real-time object recognition and classi
fication systems. Offered in the fall semester,
twice every four years.
Prerequisites: ENGR 015 or CPSC 035. MATH
016 is strongly recommended.
1 credit.
N ot offered 2005—2006.
Natural sciences and engineering practicum.
1 credit.
Fall 2005. Orthlieb.
ENGR 041. Thermofiuid Mechanics
This course introduces macroscopic thermody
namics: 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
fall semester.
Prerequisites: ENGR 006 and ENGR 011 or the
equivalent.
Natural sciences and engineering practicum.
1 credit.
Fall 2005. Everbach/Orthlieb.
ENGR 028. Mobile Robotics
ENGR 057. Operations Research
(Cross-listed as CPSC 082)
This course addresses the problems of control
ling 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 learn
ing, and robot simulation environments. To
demonstrate these concepts, we will be looking
at mobile robots, robot arms and positioning de
vices, and virtual agents. Labs will focus on pro
gramming robots to execute tasks and to explore
and interact with their environment.
Prerequisites: ENGR 015 or CPSC 035. MATH
016 is strongly recommended.
Natural sciences and engineering practicum.
1 credit.
Offered when demand and staffing permit.
(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 plan
ning, and water and food resources. It includes a
case study project and an introduction to the
AMPL modeling language. Offered in the fall
semester.
Natural sciences and engineering practicum.
1 credit.
N ot offered 2005—2006.
ENGR 035. Solar Energy Systems
Fundamental physical concepts and system de
sign techniques of solar energy systems are cov
ered. Topics include solar geometry, components
of solar radiation, analysis of thermal and photo
voltaic solar collectors, energy storage, computer
simulation of system performance, computeraided design optimization, and economic feasibil
ity assessment. This course includes a laboratory.
Offered in the fall semester of alternate years.
Prerequisites: PHYS 004, MATH (506, or the
equivalent or the permission of the instructor:
1 74
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 re
sponse, and state space techniques. It also pro
vides an introduction to digital control tech
niques, including analysis of A/D and D/A con
verters, digital controllers, and numerical con
trol algorithms. A laboratory is included. Offered
in the spring semester.
Prerequisite: ENGR 012 or permission of the
instructor.
. ;
Natural sciences and engineering practicum.
I credit.
Spring 2006. Staff.
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, de
flections, photoelasticity, and elastic and plastic
theories. A laboratory is included. Offered in the
fell semester.
Prerequisite: ENGR 006 or the equivalent.
Natural sciences and engineering practicum.
1 credit.
Fall 2005. 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 in
cluded. Offered in the spring semester.
Prerequisite: ENGR 059 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2006. Siddiqui.
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, consolida
tion, stresses in soil masses, slope stability, and
bearing capacity as well as their application to
engineering design problems. A laboratory is in
cluded. Offered in the fall semester of alternate
years.
Prerequisite: ENGR 006 or permission of the in
structor. May be taken concurrently with ENGR
059.
Natural sciences and engineering practicum.
1 credit.
Not offered 2005-2006.
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 includ
ed. Normally offered in the spring semester, in
alternative years.
Prerequisite: ENGR 060.
Natural sciences and engineering practicum.
1 credit.
N ot offered 2005-2006.
ENGR 063. Water Quality and Pollution
Control
Students will study elements of water quality
management and treatm ent of wastewaters
through laboratory and field measurements of
water quality indicators, analysis of wastewater
treatment processes, sewage treatment plant de
sign, computer modeling of the effects of waste
discharge, stormwater, and nonpoint pollution
on natural waters, and environmental impact as
sessment. Offered in the fall semester of alter
nate years.
Prerequisites: CHEM 010, MATH 006, or the
equivalent or the consent of instructor.
Natural sciences and engineering practicum.
1 credit.
N ot offered 2005-2006.
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 pro
gramming 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
permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
N ot offered 2005-2006.
ENGR 0 71. Digital Signal Processing
Students will be introduced to difference equa
tions and discrete-time transform theory, the Ztransform and Fourier representation of se
quences, and fast Fourier transform algorithms.
Discrete-time transfer functions and filter design
techniques are also introduced. This course in
troduces the architecture and programming of
digital signal processors. A laboratory is included.
Prerequisite: ENGR 012 or permission of the in
structor.
Natural sciences and engineering practicum.
1 credit.
Spring 2006. Cheever.
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Engineering
ENGR 072. Electronic Circuit Applications
This course is of interest to a broad range of stu
dents in the sciences. The student will learn the
fundamentals of electronic circuit design start
ing with a brief survey of semiconductor devices
including diodes and bipolar and field effect
transistors. The course continues with op-amp
applications, including instrumentation and fil
ter design. The use of digital logic is also ex
plored. Throughout the course, practical consid
erations of circuit design and construction are
covered. This course includes a laboratory.
Offered in the fall semester.
Prerequisite: ENGR O il or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2005. Molter.
ENGR 073. Physical Electronics
Topics include the physical properties of semi
conductor 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.
Natural sciences and engineering practicum.
1 credit.
Spring 2006. Molter.
ENGR 075 ,076. Electromagnetic Theory I
and II
The static and dynamic treatment of engineer
ing applications of Maxwell’s equations will be
explored. Topics include macroscopic field treat
ment of interactions with dielectric, conducting,
and magnetic materials; analysis of forces and
energy storage as the basis of circuit theory; elec
tromagnetic waves in free space and guidance
within media; plane waves and modal propaga
tion; and polarization, reflection, refraction, dif
fraction, 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 de
tection. Laboratories for both courses will be ori
176
ented toward optical applications using lasers,
fiber and integrated optical devices, modulators,
nonlinear materials, and solid-state detectors.
ENGR 075 is offered in the fall semester of al
ternate years.
Prerequisite: ENGR 012 or the equivalent.
ENGR 075 or a physics equivalent is a prerequi
site for ENGR 076.
Natural sciences and engineering practicum.
1 credit.
ENGR 075: Not offered 2005-2006.
ENGR 076: Offered when demand and staffing
permit.
ENGR 0 77. VLSI Design
This course is an introduction to the design,
analysis, and modeling of integrated circuits,
both analog and digital. The course will focus on
CMOS technology and introduce sophisticated
models of MOS transistors and discuss how they
can be used to develop analog and digital cir
cuitry. There will be a heavy emphasis on com
puter modeling of devices and circuits. A labora
tory is included. Offered in the fall semester of al
ternate years.
Prerequisite: ENGR O il or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Foil 2005. Staff.
ENGR 078. Communication Systems
Theory and design principles'of analog and digi
tal communication systems are explored. Topics
include frequency domain analysis of signals; sig
nal transmission and filtering; random signals
and noise; AM, PM, and FM signals; sampling
and pulse modulation; digital signal transmis
sion; PCM; coding; and information theory.
Applications to practical systems such as televi
sion and data communications are covered. A
laboratory is included. Offered in the spring se
mester of alternate years.
Prerequisite: ENGR 012 or the equivalent.
Natural sciences and engineering practicum.
1 credit.
N ot offered 2005—2006.
ENGR 081. Thermal Energy Conversion
This course covers thé development and appli
cation of the principles of thermal energy analy
sis to energy conversion systems, including cy-
des and solar energy systems. The concepts of
availability, ideal and real mixtures, and chemi
cal and nuclear reactions are explored. A labora
tory is included. Offered in the spring semester of
alternate years.
Prerequisite: ENGR 041.
Natural sciences and engineering practicum.
1 credit.
Spring 2006. Staff.
ENGR 082. Engineering Materials
Material structure, properties, and processing is
introduced with an nalysis of microstructures,
physical properties, thermal and mechanical
transformation of metals, polymers, concrete,
wood, and a variety of composites. Material se
lection in design, laboratory testing for quality
assurance, and performance evaluation in ser
vice are included through labs and a semester
project. Offered in the fall semester of alternate
years.
Prerequisite: ENGR 059 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Foil 2005. Orthlieb.
ENGR 083. Fluid Mechanics
Fluid mechanics is treated as a special case of
continuum mechanics in the analysis of fluid
flow systems. Conservation of mass, momentum,
and energy are covered along with applications
to the study of inviscid and viscous, incompress
ible, and compressible fluids. A laboratory is in
cluded. Offered in the spring semester of alter
nate years.
Prerequisite:.ENGR 041.
Natural sciences and engineering practicum.
1 credit.
Not offered 2005-2006.
ENGR 084. Heat Transfer
Students are introduced to the physical phe
nomena involved in heat transfer. Analytical
techniques are presented together with empiri
cal results to develop tools for solving problems
in heat transfer by conduction, forced and free
convection, and radiation. Numerical tech
niques are discussed for die solution of conduc
tion problems. A laboratory is included. Offered
in the fall semester of alternate years.
Prerequisite: ENGR 041.
Natural sciences and engineering practicum.
1 credit.
N ot offered 2005-2006.
ENGR 090. Engineering Design
Students work on a design project that is the cul
minating exercise for all senior engineering ma
jors. 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 re
quired. Offered in the spring semester. This class
is available only to engineering majors.
Writing course.
1 credit.
Spring 2006. Staff.
ENGR 091. Special Topics
Subject matter dependent on a group need or in
dividual 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 the
oretical, experimental, or design emphasis in an
area not covered by regular courses with the per
mission of the department and a willing faculty
supervisor.
1 credit.
Offered only with department approval and faculty
supervision.
ENGR 096. Honors Thesis
In addition to ENGR 090, an honors major may
undertake an honors thesis in the fell semester of
the senior year with approval of the department
and a faculty adviser. A prospectus of the thesis
problem must be submitted and approved not
later than the end of junior year.
1 credit.
Offered only with department approval and faculty
supervision.
ENGR 126. Advanced Computer Graphics
(Cross-listed as CPSC 140)
This course takes an in-depth look at a series of
current topics in computer graphics, partly de
termined by student interests. Topics may in
clude shading models, radiosity, ray tracing,
image-based rendering, modeling, texture, ani
mation, physically based modeling, hybrid com
puter vision and graphics techniques, nonphoto-
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Engineering
realistic rendering, and special effects. The course
is taught as a seminar, and meetings revolve
around computer graphics papers from technical
proceedings, such as ACM SIGGRAPH, and
other computer graphics journals. Students will
be responsible for reading and preparing the pre
sentation of papers. In addition, there will be
several significant projects where students im
plement computer graphics programs based on
the topics covered in the course.
Prerequisite: ENGR 26/CPSC 40 and permis
sion of instructor.
1 credit.
Offered when demand and staffing permit.
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 and II
ENGR 12 7. Advanced Perception
Electronics
(Cross-listed as CPSC 127)
Advanced Perception covers techniques for un
derstanding sensory information from vision,
audio, and other sources of information. The
course takes an in-depth look at a number of
areas of computer perception, including visual
motion and tracking, object detection and recog
nition, speech recognition, and stereo vision and
audio analysis. The course centers around tech
nical papers in the selected areas, and students
will implement a number of the techniques cov
ered over the course of the semester.
Prerequisite: ENGR 27/CPSC 27 and permis
sion of the instructor.
1 credit.
Offered when demand and staffing permit.
Electronic Circuit Applications
Physical Electronics
ENGR 199. Senior Honors Study
Senior honors study is available only for engi
neering 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 of the senior year.
0.5 or 1 credit.
Offered when demand and staffing permit.
Environmental Systems
Operations Research
Environmental Systems
Heat Transfer and Fluid Mechanics
Heat Transfer
Huid Mechanics
Integrated Electronics
Electronic Circuit Applications
VLSI Design
Materials Engineering
Mechanics of Solids
Engineering Materials
Mobile Robotics and Machine Vision
Computer Vision
Mobile Robotics
Signals and Systems
Control Theory and Design
Digital Signal Processing
Solar Thermal Systems
PREPARATION FOR HONORS
EXAMINATIONS
The department will arrange honors examina
tions in the following areas to be prepared for by
the combinations of courses indicated. Other
preparations are possible by mutual agreement.
178
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
Watér Quality and Pollution Control
Environmental Systems
179
English Literature
NATHALIE ANDERSON, Professor
PETER J . SCHMIDT, Professor and Chair
PHILIP M . WEINSTEIN, Professor
CRAIG WILLIAMSON, Professor
ELIZADETH DOLTON, Associate Professor
NORA JOHNSON, Associate Professor3
CAROLYN LESJAK, Associate Professor
PATRICIA WHITE, Associate Professor3
EDMUND CAMPOS, Assistant Professor
ANTHONY FOY, Assistant Professor
JILLGLADSTEIN, Assistant Professor and Director of Writing Associates Program
KENDALL JOHNSON, Assistant Professor
DAKIRATHI MANI, Assistant Professor3
DARDARARIEDLING, Visiting Associate Professor (part time)*5
RONAOUCHALTER, Visiting Assistant Professor (part time)5
RAIMA EVAN, Visiting Assistant Professor (part time)
RACHEL PASTAN, Visiting Instructor (part time)6
WENDY DOWKINGS, Visiting Lecturer (part time)
CAROLYN ANDERSON, Administrative Coordinator
NANCY BECH, Administrative Assistant (part time)
3 Absent on leave, 2005-2006.
5 Fall 2005.
6 Spring 2006.
This department offers courses in English litera
ture, American literature, Native American lit
erature, A frican and Caribbean literatures,
Asian and Asian American literatures, gay and
lesbian literatures, drama, film, some foreign lit
eratures in translation, creative writing, critical
theory, and journalism. The departmental cur
riculum includes the intensive study of works of
major writers, major periods of literary history,
and the development of literary types; it also pro
vides 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 forma
tion and the impact of gender on the creation
and reception of literary works.
rollment of 12 to 15 first-year students only.
First-year seminars are numbered ENGL
009A-Z. These seminars are designed to empha
size in-depth study of literary texts from a variety
of perspectives, with careful attention to writing
and maximum opportunity for elass discussion.
All first-year seminars in English count as hu
manities W courses. Students may take only one
first-year seminar in the English Department.
We also offer core courses (CC). CCs pay special
attention to one or more of the following: close
reading, historical context, secondary (i.e., the
oretical 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 of
ferings by the fact that there are no prerequisites
for these courses other than-a W course from any
department on campus. For the Class of 2007
and beyond, all majors are required to take a CC.
In addition, first- and second-year students who
have n o t taken a first-year sem inar in the
English Department will be required to take a
REQUIREMENTS AND RECOMMENDATIONS
First-Year Seminars and Core Coqrses
First-year seminars (FYS) are limited to an en
180
p CC before doing upper-division work in the de
partm ent. T his policy does n o t apply to
070A-070C. Students are welcome to take more
than one CC.
Requirements tor Admission to the
English Major
Because changes in our curriculum are being imple
mented gradually, you should consult the following
information carefully for your particular year:
Class of 2006: A n English PDC and one other
course in English. You are encouraged but not
required to take a CC at some point before or
during the English major.
Class of 2007: You must have taken two English
I courses before being admitted to the major.
These can be (1) an English PDC and some
other English class, whether or not it was a CC;
or (2) a CC in English and some other English
class. The prerequisite for the C C is either a
PDC or a W course from anywhere on campus.
Class of 2008 and beyond: A W in any depart
ment, followed by a CC and one other English
course. Students who have taken an English
first-year seminar can take either a C C or some
other course in the department before applying
to major.
(
Prerequisites for Admission to an
Upper-Division Course (Nonmajors or
Prospective Majors)
Because changes in our curriculum are being imple
mented gradually, you should consult the following
information carefully for your particular year:
Class of 2006: No prerequisites for seniors.
Class of 2007: For juniors there are no prereq
uisites. We recommend but do not require that
you take a C C before taking upper-division
courses. It is assumed that under the new college
requirements, all juniors and seniors will have
taken at least one W course somewhere on
campus.
Class of 2008 and beyond: First-year students
and sophomores are required to have taken a W
from any department plus a C C . If you have
taken an English FYS, we recommend but do not
require that you take a CC before taking upperdivision courses.
Students with Advanced Placement (AP) scores
of 4 to 5 in English literature and/or English lan
guage receive credit toward graduation. Only the
credit for English literature may count toward
the major or minor requirements. AP credit does
n o t satisfy the prerequisite for upper-level
courses. Scores of 6 or 7 on the International
Baccalaureate are treated in the same way.
Students considering a major in English are
strongly urged to take one or two additional
English courses during the sophomore year.
Majors and prospective majors should consult a
member of the English Department for informa
tion about courses in other departments comple
mentary 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 certi
fication in English should see a member of the
department for early help in planning their pro
grams, as should students who plan to include
work in English literature in a special or crossdisciplinary major or in a program with a concen
tration. We offer English certification through a
program approved by the state of Pennsylvania.
For further information about the relevant set of
requirements, contact the Educational Studies
Department or English Department chairs or
visit the Educational Studies Department Web
site at www.swarthmore.edu/SocSci/Education/.
Students who wish to study abroad should con
sult with the department chair far enough in ad
vance 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 ex
perience in evaluating the work of students re
turning from these programs and on careful ex
amination of course descriptions, syllabi, and
schedules. Students may sometimes undertake
preparations for examination in the Honors
Program while studying abroad but should con
sult carefully in advance with the appropriate
department faculty. For further details concern
ing department policies for study abroad, consult
the department statement filed with the Foreign
Studies Office.
Course Major
The major in course for the Class of 2006 con
sists of a minimum of 8 units of credit in the de
partment, including at least 3 units in literature
written before 1830 (such courses are marked
with a *), and 3 in literature written after 1830.
Beginning with the Class of 2007, 9 units of
credit are required for the English major. Majors
are encouraged but not required to take one or
more core courses. Courses marked with a ***
181
English Literature
may be counted as pre-1830 or post-1830 but not
both. First-year seminars or courses previously
designated as PDCs may not be counted as part
of the pre- or post-1830 requirement. Students
must also write a senior essay. Details about the
essay are available in the department office.
Course Minor
The minor in course consists of a minimum of 5
units of 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 encour
aged but not required to take core courses.
Honors Major
Majors in English who seek a degree with honors
will, in the spring of their sophomore year, pro
pose for external examination a program con
sisting of four fields: three in English and one in
a minor. The three preparations in the major
(constituting 6 units of credit) will be constitut
ed as follows: A ll three preparations will normal
ly be done through seminars (if approved by the
department, one preparation may be a thesis or
creative writing project); the program must in
clude at least one Group I and one Group II sem
inar. Students may also take courses in Roman
ticism as a two-course honors preparation.
Honors majors, as part of their overall work in
the department, must meet the general major re
quirement of 3 units of credit in literature writ
ten before 1830 and 3 units of credit in literature
written after 1830. Beginning with the Class of
2007, 9 units of credit are required for the
English major. Honors majors are encouraged
but not required to take core courses. The Hon
ors Program requirements are described in detail
in the departmental handout.
Students who wish either to write a thesis or pur
sue a creative writing project under faculty su
pervision as part of the Honors Program must
submit proposals to the department; the number
of these ventures the department can sponsor
each year is limited. Students who propose cre
ative writing projects will normally be 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 plus a 1-credit
Directed Creative Writing Project. For further
information, including deadlines for Directed
Creative Writing proposals, see rubric under
ENGL070K.
<■
182
Honors Minor
Minors must do a single, 2-credit preparation in
the department, normally by means of a seminar
(or under special circumstances, a creative writ
ing 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 preand one post-1830 credit. Honors minors are en
couraged but not required to take core courses.
Students interested in pursuing honors within a
faculty-approved interdisciplinary major, pro
gram, or concentration that draws on advanced
English courses or seminars should see the chair
for early help in planning their programs.
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 depart
ments. 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.
A t 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 of study. Only one integra
tive 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 cre
ative writing in addition to the usual depart
mental requirements of pre- arid post-1830 units.
The creative-writing credits will normally con
sist 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 m orethan one workshop
offered by departm ents other th an English
Literature. Admission into the program will de
pend on the quality of thè student’s written work
and the availability of faculty to supervise the
work. Students who are interested in the pro
gram are urged to talk both with the department
chair and with one of the department faculty
who regularly teach the workshops.
CURRICULUM
The English Department courses are grouped to
gether by historical period, genre, or course level
as follows:
001A, B, C: Special courses that do not count
toward the major
009A, B, C, etc.:
FYS (counted as W courses)
010-096:
Advanced courses including core
courses
010,011:
Survey Courses in British
Literature
Medieval
014-019:
Renaissance and 17th Century
020-029:
Restoration, 18th Century, and
030-039:
Romantic
040-049:
Victorian to Modem
American (including African
050-069:
American, Asian American, and
Native American)
070A, B, C, etc.:
Creative Writing and Journalism
Workshops
071A, B, C, etc.:
Genre Studies
Comparative
072-079:
Literature/Literature in
Translation
Critical Theory, Film, and Media
080-096:
Studies
097-099:
Independent Study and
Culminating Exercises
Honors Seminars, Theses, etc.
Over 100:
(open to juniors and seniors with
approval of the department chair
only)
001: SPECIAL COURSES
These courses are special writing-intensive courses
that count toward graduation credit but not toward
the English major. They may not be substituted for a
prerequisite course in English.
ENGL 001 A . Insights Into Academic
Writing
This course offers students 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 of the writing process and will develop
their ability to write for an academic audience.
A variety of writing assignments, given through
out 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 con
ferences with the instructor to discuss writing
related to the course as well as other academic
assignments.
After completing ENGL 001A, students who
wish to continue to work on their academic writ
ing 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.
Fall 2005. Buchalter. Spring 2006. Gladstein.
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:
Theory and Practice
(Cross-listed as EDUC 001C)
How do you work with both the writer and his
writing? W hat is argument and its role in acade
mic writing? W hat is style, and how does it in
fluence the tone of a text?
This course combines composition theory, re
search, and practice together with class discus
sions and assignments in order to educate stu
dents on all aspects of the writing process.
Students deconstruct the structure of a paper,
starting with the overall argument and working
through to sentence construction and word
choice. The course also introduces students to
183
English Literature
the fundamentals of serving as a writing associ
ate (WA) by covering such topics as conference
dynamics and working with writers with diverse
learning styles.
This course is required and open to only those
selected as WAs. It is a credit/no credit course.
Meets distribution requirements but does not
count toward the major.
Writing course.
I credit.
Fall 2005. Gladstein.
009: FIRST-YEAR SEMINARS
These courses are limited to 12 to 15 first-year stu
dents only. N o student may take more than one. All
count as Wcourses.
ENGL 009A. First-Year Seminar:
Legal Fictions in America
In 1776, Thomas Jefferson declared indepen
dence by asserting the “self-evident” truth that
“all men are created equal.” This course consid
ers 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, Jeffer
son, Poe, Apess, Douglass, Jacobs, Zitkala Sa,
Sone, Petry, A lexie, Tapahonso, Williams,
Hughes, and Wilson.
Writing course.
1 credit.
N ot offered 2005-2006. K. Johnson.
ENGL 009R. First-Year Seminar: Utopias
This course explores utopia on uncharted is
lands, in dark futures, and in the virtual nowhere
of cyberspace. W hat is the place of desire, tech
nology, and the individual in utopian fictions?
The textual range embraces philosophical trea
tises, political satires, travel narratives, and sci
ence fiction. Authors may include Plato, Thomas
More, Daniel Defoe, Jules Verne, Aldous Huxley,
George Orwell, Margaret Atwood, Samuel
Delany, Toni Morrison, and William Gibson.
Writing course.
1 credit.
Fall 2005. Campos.
184
ENGL 009C. First-Year Seminar:
Cultural Practices and Social Texts
W hat constitutes “culture”? Who is entitled to
it? W hat are the effects of not having it? This
course will look at how different conceptualiza
tions of culture— in theory and in practice—
have at stake questions of identity (individual
and collective), political practice and agency,
structures of power, and possibilities for social
transformation. Authors will include Shakespeare,
Arnold, Kipling, Brecht, Zora Neale Hurston,
and Tsitsi Dangarembga.
Writing course.
1 credit.
Fall 2005. Lesjak.
ENGL 009D. First-Year Seminar:
Nation and Migration
Drawing on novels, short stories, film, and poet
ry produced by immigrant writers from South
Asia, Africa, and the Caribbean, this course ex
plores the ways in which identity and communi
ty 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 Gordimer,
Kureishi, Mootoo, Ondaatje, Said, and Rushdie.
Writing course.
1 credit.
N ot offered 2005-2006. Mani.
ENGL 009E. First-Year Seminar:
The Subject in Question
How do we become who we are? W hat social dis
courses and practices enable the shaping of iden
tity? How does reading affect this process? This
course will explore the ways'in which subjectiv
ity and ideology interpenetrate within a range of
texts and our commentary upon them. Writers
will include Shakespeare, Flaubert, Kafka,
Faulkner, Rich, Morrison, and DiLillo. Theoret
ical essays may also be assigned.
Writingcourse.
1 credit.
N ot offered 2005-2006. Weinstein.
ENGL 009G. First-Year Seminar: Comedy
This course covers a range of comic dramas and
comic performances. It will introduce key theo
ries about comedy as a genre and comic perfor
mance as a cultural practice. We will also work
intensively on expository writing and revision.
Likely texts include plays by Aristophanes,
Shakespeare, Behn, and Wilde; films by Preston
Sturges and Billy Wilder; and materials on
vaudeville, early film, genre theory, and perfor
mance studies.
Writing course.
1 credit.
Not offered 2005-200 6 . N. Johnson.
sage chosen by the student; analysis of a novel’s
use of source material; thematic analysis; analy
sis of a keyword (a thematically central and fre
quently repeated word in the text); and a re
search paper addressing one or more of the nov
els in a broader historical or stylistic context.
Writingcourse.
1 credit.
Fall 2005. Bolton.
ENGL 009H. First-Year Seminar:
Portraits of the Artist
ENGL 009N. First-Year Seminar:
Illicit Desires in Literature
We will study a variety of works portraying artists
in different cultures and contexts and media.
Writingcourse.
1 credit.
Fall 2005. Schmidt.
This course will examine literary expressions of a
range of sexual desires from the 17th century to
the present day. Among other questions, we will
ask what differences race and gender have made,
noting, for instance, that works by canonical
writers can depict and even celebrate forms of
sexuality that are much more problematic for
those who speak from positions of less privilege.
Writingcourse.
1 credit.
N ot offered 2005-2006. N. Johnson.
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 dis
cuss novels, poems, movies, and legal docu
ments, we will reach to understand the broader
national history of revolution and reconstitution
that mark the city in our day. Authors may in
clude Benjamin Franklin, Edgar A llan Poe,
Fanny Kemble, William Still, Harriet Jacobs,
Theodore Dreiser, David Goodis, Daniel Hoff
man, and John Edgar Wideman.
Writingcourse.
I credit.
Each semester. 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 condi
tions. We’ll read Austen’s six major novels along
with the 18th-century fiction, politics, and phi
losophy to which she was responding; we’ll also
consider recent critical views on Austen and the
ways films of the 1990s engaged Austen’s style
and social critique. A t the same time, students
themselves will engage the genre of the academ
ic essay by writing and revising several of the fol
lowing kinds of literature essays: a close reading
of an assigned passage; a close reading of a pas
ENGL 009P. First-Year Seminar:
Women and Popular Culture: Fiction,
Film, and Television
This course looks at Hollywood “women’s films”
and television soap operas, their sources in 19thand 20th-century popular fiction and melo
drama, and the cultural practices surrounding
their promotion and reception. How do race,
class, and sexual orientation intersect with gen
dered genre conventions, discourses of author
ship and critical evaluation, and the paradoxes
of popular cultural pleasures? Uncle Tom’s Cabin,
Gone With the Wind, Rebecca, The Joy Luck Club.
Weekly screenings.
Writingcourse.
1 credit.
N ot offered 2005-200 6 . 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. O r 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 C haucer’s Tales to Vikram S eth ’s
Golden Gate, from Bob Perelman’s verse essays to
185
English Literature
Carolyn Fotche’s prose poems—to explore our
assumptions about the nature of genre.
Writing course.
1 credit.
Fall 2005. Anderson.
ENGL 009R. First-Year Seminar:
Old Texts/New Tellings
A study of four traditional literary texts, of criti
cal perspectives or “slants” on the texts, and of
modem reshapings of these old stories into new
forms. Pairings of old and new will include
Beowulf and Gardner’s Grendel, Shakespeare’s
Hamlet and Stoppard’s Rosencrantz and Guildenstem Are Dead, Conrad’s Heart of Darkness and
Coppola’s Apocalypse Now, and various versions
of the Cinderella story.
Writing course.
1 credit.
Fall 2005. Williamson.
ENGL 009S. First-Year Seminar:
Black Liberty, Black Literature
A rising from the tomb o f slavery, A frican
American literature has, from its origins, con
cerned itself with the unfinished project of free
dom. 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 tra
dition from the 19th century to the present.
Writing course.
1 credit.
Each semester. 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: W hat is power? Where does it
originate? How does it differ from “authority,”
“right,” and “sovereignty”? W hat are its effects
on race, gender, and class? O n love and sex? As
we tackle such questions, we will be seeking both
perennial and carefully historicized answers to
the problems power raises, looking foj' “universals” while differentiating between our contem
porary experiences and lives for removed from
186
our own in circumstance, distance, and time.
Among others, writers include Sophocles,
Shakespeare, Frederick Douglass, and Virginia
Woolf as well as selected poetry.
Writing course.
1 credit.
Spring 2006. Riebling.
010-096: ADVANCED COURSES
These courses are open to freshmen and sophomores
who have successfully completed the necessary pre
requisites and to juniors and seniors without prereq
uisite.
CORE COURSES
Prerequisite for core courses: A W ( “writing”)
course from any department on campus. For fuller
descriptions, see the following:
ENGL 010. Core Course: Survey I: Beowulf to
Milton*
ENGL 011. Core Course: Survey II: NeoClassical to Post-Colonial
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 045. Core Course: Modem British Poetry
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 066. Core Course: American Literature
Survey I*
ENGL 07IB. Core Course: The Lyric Poem in
English***
ENGL 071D. 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
0 10 -011. SURVEY COURSES IN
BRITISH LITERATURE
ENGL 010. Core Course: Survey I:
Beowulf to Milton*
Oxford Clerk, we hope “to gladly leme and glad
ly teche.”
1 credit.
N ot offered 2005—2006. Williamson.
A historical and critical survey of poetry, prose,
and drama from Beowulf to Milton. This will in
clude British literature from the following peri
ods: Anglo-Saxon, Middle English, Renaissance,
and 17th century.
1 credit.
Not offered 2005-2006. Williamson.
ENGL 019. Core Course: Chaucer and
Shakespeare
ENGL 0 11. Core Course: Survey II:
Neo-Classical to Post-Colonial
A historical and critical survey of poetry, prose,
and drama from Pope to Rushdie, focusing on
progress, modernity, and the subject as central
concepts that British literature of this period
confronts whether in form or content.
I credit.
Not offered 2005-2006. Lesjak.
014-019: MEDIEVAL
ENGL 014. Old English/History of the
Language*
(Cross-listed as LING 014)
A study of the origins and developm ent 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 word
play, a history of sounds and spellings, modem
coinages, and creoles. We range from Beowulf to
Cummings, from Chaucer to Chomsky.
This course may be taken without the usual pre
requisite course in English; however, it may not
serve in the place of a prerequisite for other ad
vanced courses.
Counts as humanities distribution credit under
this listing.
1 credit.
Not offered 2005—2006. Williamson.
ENGL 016. Chaucer*
Readings in Middle English of most of Chaucer’s
poetry with emphasis on The Canterbury Tales
and Troihs and Criseyde. We place the poems in
a variety of critical and cultural contexts—both
medieval and modem—which help to illumi
nate Chaucer’s art. In the manner of Chaucer’s
A comparative study that focuses on treatments
of plot and character, genre, and critical and cul
tural context. How are issues of class treated in
the Knight-Miller and the Theseus-Bottom di
alectics? How do the authors portray ethnicity in
The Merchant of Venice and The Prioress’s Tale?
How do heroines like Kate, Alice, and Viola
struggle against or reinvent ideas of gender?
W hat is the sense of (self-)consciousness rising
in The Merchant's Tale and Hamlet? How do
Chaucer’s and Shakespeare’s Cressidas “converse”
across time?
1 credit.
N ot offered 2005—2006. Williamson.
020-029: RENAISSANCE AND
17TH CENTURY
ENGL 020. Shakespeare*
W e’ll cover many topics in this survey of
Shakespeare’s plays, including kingship, comedy
and tragedy, father-daughter relationships, sexu
ality, race, performance, the roles of women, lan
guage, and the rewriting of history. We will fre
quently return to the question of theater’s place
in 16th- and 17th-century England as represent
ed on stage and in other writings of the period.
We will also examine Shakespeare’s place in the
cultures we inhabit.
1 credit.
Fall 2005. Riebling.
ENGL 021. Race in Early Mudern England*
Renaissance conceptions of race were very dif
ferent from our own. In fact, the term “race” used
to denote phenotypic, ethnic, or cultural speci
ficity did n o t even exist in the age of
Shakespeare. Nevertheless, international war,
colonization, and the increase in global trade
and exploration brought Elizabethans and
Jacobeans into contact with a host of cultural
others such as Jews, Turks, Moors, Amerindians,
and Spaniards. This course will explore the ways
in which the Renaissance stage explored the cat
egories of religion, nationality, and skin color in
order to continually redefine English identity
over and against constructed fantasies of cultur-
18 7
English Literature
al others. Works include Othello, The Merchant of
Venice, Henry V (Shakespeare), Tamburlaine,
The Jew of Malta (Marlowe), The Fair Maid of the
West (Heywood), and The Renegado (Massinger).
1 credit.
Spring 2006. Campos.
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 con
texts, 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.
N ot offered 2005-2006. 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 pri
vate. This course will explore such questions in
relation to Renaissance sexuality, examining
several sexual categories— th e hom oerotic,
chastity and friendship, marriage, adultery, and
incest— in a range of literary and secondary
texts,
i credit.
N ot offered 2005—2006. N. Johnson.
ENGL 024. Witchcraft and Magic*
Renaissance magic had two faces: witchcraft, a
crime associated with women, and hermetic phi
losophy, a pseudoscience derived from occult
forms of knowledge and practiced by men. In
this course, we will explore both sides of magic
with special attention to the gender divide dis
tinguishing these two forms. Witchcraft: How
were plays like Shakespeare’s Macbeth influenced
by contemporary beliefs in witches? How did the
European witch hunts determine the theatrical
representation of witches and women in general?
H erm etic philosophy: How do plays like
Marlowe’s Doctor Faustus elide conjuration and
performance? Why do forms of ritual magic
make for such good theater? W hat separates the
thaumaturge from the dramaturge?
1 credit.
Spring 2006. Campos.
188
ENGL 026. Core Course: English Drama
Refore 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 dis
solution in the Civil War.
1 credit.
N ot offered 2005-2006. N. Johnson.
ENGL 027. Tudor-Stuart Drama*
A survey o f plays and masques w ritten 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.
N ot offered 2005-2006. N. Johnson.
ENGL 028. Milton*
Study of Milton’s poetry and prose with partic
ular emphasis on Paradise Lost.
1 credit.
N ot offered 2005-2006. N. Johnson.
ENGL 029. Renaissance Travel and
Discovery*
High seas adventure, first contact, conquest, col
onization, and imperial expansion. This course
examines transatlantic literature in the Age of
Discovery by charting the influence of the newly
discovered Americas over the literary produc
tion of Renaissance England. Readings explore
the interplay between travel narratives (Colum
bus, Raleigh, and Drake) and a wide range of lit
erary forms, including drama (Shakespeare,
Marlowe, and Heywood); romance (Spenser and
Lodge); and poetry (Donne).
1 credit.
N ot offered 2005—2006. Campos.
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 rea
son and the age of exaggerated emotion; an era of
imperialism and expanding political participa
tion; a time of progress and melancholy, techni
cal advances, and spiritual necrophilia. We’ll ex
amine the 18th century’s schizophrenic “spirit of
the age” and its implications for our own time.
1 credit.
Spring 2006. 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). W hat does this transcen
dence look like? How is it achieved? W hat re
sources does it offer us, and at w hat cost?
Authors include Burke, Blake, the Wordsworths,
Coleridge, Byron, the Shelleys, and Keats.
1 credit.
Not offered 2005-2006. Bolton.
ENGL 035. Rise of the Novel*
This course will look at classic 18th-century
novels considered to constitute the origins of the
novel in relation to less canonical texts—main
ly by women—in order to examine the debate
over the cultural legitimacy of the novel and
questions regarding high/low art (and concomi
tant distinctions of gender) raised by it.
Novelists include Behn, Burney, Defoe, Richard
son, Fielding, Haywood, and Austen.
1 credit.
Not offered 2005-2006. Lesjak.
ENGL 036. The Age of Austen*
First, we’ll read Austen’s novels and other rele
vant texts in order to sketch the general con
tours of “The Age of Austen.” Then, we’ll turn
to recent film and television remakes of Austen
novels to explore what’s gained and lost in the
translation to film— and the reasons behind
Austen’s resurgent appeal to late 20th-century
audiences.
I credit.
Not offered 2005-2006. Bolton.
ENGL 037. Revolution and Literature,
1789-1812*
The French Revolution and its radical recon
ception of political and social relations present
ed not only a political and philosophical but also
a literary challenge to turn-of-the-century
Britons. We’ll read Edmund Burke’s highly influ
ential 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 of 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’ll 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 re
visionary epics. Romanticism’s revolutionary vi
sion 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.
N ot offered 2005-200 6 . Bolton.
ENGL 038. Regency Skepticism,
1815-1832*
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 in
tegrity w ithin a period of complex social
changes, transform a certain wry cynicism into
both an art form and a tool of inquiry. We’ll start
by considering the varieties of theatricality (and
its counterpart, sincerity) operating in works like
A usten’s M ansfield Park, Byron’s M anfred,
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 differ
ent 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 adven
tures and end—still questioning but more affir
matively— with Shelley’s “Ode to the West
Wind” and Keats’s great odes.
1 credit.
N ot offered 2005-2006. Bolton.
189
English Literature
ENGL 039. Advanced Topics in
Romanticism
As a group, we will select among topics includ
ing but not limited to single author studies;
Romantic ecology; women poets; working-class
poets; madness (Cowper, Blake, Clare); formal
innovation (lyric, romance, mixtures of ro
mance and epic, lyric and epic); political and
historical referents and the notion of prophecy;
Romantic theater and theatricality; originality
and its discontents; post-Romantics and their
models (Wordsworth to Arnold, etc.; Blake to
Rossetti, Yeats, the Beats; Keats to Stevens;
Shelley to Oliver, etc.).
Prerequisite: ENGL 033: The Romantic Sub
lime or permission of the instructor.
1 credit.
Fall 2005. Bolton.
040-049: VICTORIAN TO MODERN
ENGL 040. Victorian Studies
A n interdisciplinary study of British cultural for
mation during the Victorian period. This course
will focus on how and why certain cultural
boundaries were drawn between civilized and
savage, man and machine, normal and deviant,
paying particular attention to some of the more
unsuspecting forms (gothic horror, “sensational”
mysteries, the detective story, and children’s
literature)— in and through which ideas of gen
der, sexuality, domination, and violence are
approached.
1 credit.
N ot offered 2005-2006. Lesjak.
ENGL 041. The Victorian Poets:
Eminence and Decadence
From Tennyson’s mythic moralizing to Robert
Browning’s vivid ventriloquism, from Elizabeth
Barrett Browning’s sharp-eyed social commen
tary to Oscar Wilde’s tragic outrageousness, this
course examines the responses of the Victorian
poets to the stresses peculiar to their era.
1 credit.
Spring 2006. Anderson.
ENGL 044. Modern Bodies in the Making:
The 19th-Century Novel
Covering a wide range of Victorian novels, this
course will examine how these narratives under
stand and represent class and gender formation,
national and racial definition, productive and
190
reproductive labors and sexualities, and issues of
representation as they are redefined through
these narratives. Authors will include Austen,
th e Brontes, Dickens, Eliot, Hardy, W ilkie
Collins, William Morris, and Wilde.
1 credit.
N ot offered 2005-2006. Lesjak.
ENGL 045. Core Course: Modern
British Poetry
Steven Spender called them “recognizers,” cre
ating a complex, fractured art out of circum
stances they experienced as extraordinary, un
precedented. This course examines the respons
es of British male and female poets—and some
American expatriates—to the wars, shifting be
liefs, complicated gender roles, and other dislo
cations of early 20th-century life.
1 credit.
N ot offered 2005-2006. Anderson.
ENGL 046. Fantastic Worlds
Works will include the following series: Tolkien’s
Lord o f the Rings, Card’s Erider’s World, and
Pullman’s His Dark Materials. We will also read
portions of the classic texts that have influenced
works such as Beoundf, Milton’s Paradise Lost,
and Blake’s Marriage of Heaven and Hell. Topics
will include the homeless child as hero, pathways
between innocence and experience, the role of
higher authority (wizards, angels, hive queens,
computer consciousness) the nature of evil and its
relation to good, and the portrayal of other fantas
tic cultures. Some film versions will be included.
1 credit.
N ot offered 2005-2006. Williamson.
ENGL 048. Contemporary Women’s Poetry
“Merely the private lives of one-half of humani
ty.” 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 per
sonal. This course considers a variety of poetic
styles and stances employed by women writing in
English today—feminist or wqmanist, intellec
tual or experiential, lesbian or straight, and
mindful of ethnic heritage or embracing the new
through artistic experimentation.
1 credit.
Spring 2006. 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 con
texts of contemporary Ireland.
1 credit.
Not offered 2005-2006. 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 (au
tobiography, novels, poetry, storytelling, images,
film, as well as the 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, W illiam Bradford, James Fenimore
Cooper, Black Hawk, Sim on Ortiz, Luci
Tapahonso, Leslie Marmon Silko, and Sherman
Alexie.
1 credit.
Spring 2006. K. Johnson.
ENGL 052B. Core Course: U.S. Fiction,
1945 to the Present
Major authors and emerging figures, with an em
phasis on the novel, key works from each decade
of the postwar era, and relations between the
U.S. and global events as represented in fiction.
The reading load will be heavy, averaging a
novel a week. Authors will probably include
Ellison, Kerouac, Bellow, McCarthy, Kingston,
Dandicat, Kingsolver, Cisneros, Ozick, and Roth.
Prerequisite: a W (writing) course from any de
partment at Swarthmore.
1 credit.
Spring 2006. 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 2005-2006. Schmidt.
ENGL 054. Core Course: Faulkner,
Morrison, and the Representation of Race
This course has two abiding aims. One is to ex
plore in depth—and back to back—the fiction
of (arguably) the two major 20th-century novel
ists 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 read
ings 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 of
Solomon, Beloved, and Paradise.
1 credit.
Fall 2005. 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 immediately
after the American Civil War. We will consider
how authors in various historical contexts re
worked these ideas to promote or confound the
romance of American self-realization. Authors
may include Rowlandson, Behn, The Declaration
of Independence, Crbvecoeur, Franklin, Rowson,
Child, Cooper, Douglass, Jacobs, Melville, and
James.
1 credit.
Not offered 2005-200 6 . 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.
W hat is all the fuss? This course explores the role
of sentiment in formulating national American
identity from the colonial period to the mid-
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English Literature
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, Crbvecoeur, Franklin, Paine, C.B.
Brown, Rowson, Emerson, Douglass, Stowe,
Whitman, and James.
1 credit.
Not offered 2005—2006. K. Johnson.
ENGL 058. The American Sublime*
This course explores the intersection of visual
art and literature in the late 18 th- and early
19th-century United States. We will consider
authors who appeal to sight, to art, and to aes
thetic ideals of the beautiful, sublime, and pic
turesque. We will examine how writers blended
science and art in order to illustrate the world
and its democratic potential. Authors may in
clude Burke, Paine, Jefferson, Crevecoeur, Barlow, Irving, Sedgwick, Catlin, Emerson, Fuller,
Melville, Hawthorne, Louis Agassiz, Whitman,
James, and Jacob Riis.
1 credit.
Not offered 2005-2006. K. Johnson.
ENGL 061. Fictions of Black America
T his course considers th e developm ent of
African American fiction over the course of the
20th century, paying particular attention to its
attempts to resolve (or simply represent) an in
terconnected series of problems: realism, racism,
sexism, color and class, place, community, and
history. Though the assigned texts will vary con
siderably from semester to semester, they may
include work by Chesnutt, J.W. Johnson, Larsen,
Hurston, Wright, Marshall, Morrison, or Wideman.
1 credit.
Each semester. Foy.
ENGL 062. Black Autobiography
The autobiographical self has played a funda
mental 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 autobiogra
phers have employed in constructing public
selves, we will also focus on the social relations
(structured by race, class, gender, and nation)
producing, and produced in, black autobiography.
1 credit.
Spring 2006. Foy.
192
ENGL 065. Introduction to Asian American
Literature
How does “Asian American” literature function
as the site of debates about ethnic and national
identify? This course examines literature and
critical essays by writers such as Theresa Hak
Kyung Cha, Maxine Hong Kingston, Jhumpa
Lahiri, and Lisa Lowe, in order to explore topics
such as Asian American racial formation, gen
dered narratives of immigration, and the chang
ing face (and space) of Asian America.
1 credit.
Not offered 2005-2006. 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 wjjll con
sider the social conflicts that underlie the estab
lishment of 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 M anifest 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.
Spring 2006. K. Johnson.
ENGL 069. Blues, Jazz, and American
Culture
Can words help us understand musicians and the
power of 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 syl
labus 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 mu
sicians by Albert Murray, Paule Marshall, and
Raft 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 of Jazz: Race and Representa
tion in Postwar American Culture, and Nathaniel
Mackey’s Discrepant Engagement: Dissonance,
Cross-Culturalism, and Experimental Writing.
I credit.
Not offered 2005-2006. Schmidt.
070: CREATIVE WRITING AND JOURNALISM
WORKSHOPS
Regular creative writing workshops are limited to 12
and require the submission of writing samples in
order for students to apply for them. Workshops
marked with a # combine a balance of substantial hterary analysis of models along with creative writing
exercises geared to the models; these workshops are
limited to 15, do not require the submission of man
uscripts, and have as their prerequisite (for freshmen
and sophomores but not for juniors or seniors) an in
troductory English course. Students may normally
take only one workshop at a time .E N G L 070A and
070C may be taken only once. ENGL 070B may
be taken twice.
ENGL 070A. Poetry Workshop
A class, limited to 12, in which students write,
read, translate, and talk about poetry. We will
emphasize the discovery and development of
each individual’s distinctive poetic voice, imagistic motifs, and thematic concerns, within the
context of contem porary poetics. Students
should submit three to five pages of poetry for ad
mission, at a time announced during fall semes
ter. The workshop will meet once a week for four
hours. Admission and credit are granted at the
discretion of the instructor.
No prerequisite.
1 credit.
Spring semester each year.
Spring 2006. Bolton.
ENGL 070R. 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. Twelve students are
admitted to the class on the basis of a writing
sample submitted during fall semester.
No prerequisite.
1 credit.
Spring semester each year.
Spring 2006. Pastan.
ENGL 070C. Advanced Poetry Workshop
Intensive volumes of poetry often represent their
authors’ conscious statements, made through se
lection, organization, and graphic presentation.
This course—in which students design and com
plete 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. Admission and credit are
granted at the discretion of the instructor.
1 credit.
Not offered 2005-2006. Anderson.
ENGL 0700. Grendel’s Workshop
(New Texts From Old)#
John Gardner rewrote the ancient epic Beowulf
in modem idiom from the monster’s viewpoint.
Shapers like Cesaire and Auden have brought
Shakespeare’s Tempest into the 20th century.
Angela Carter’s Beauty liked the Beast better
than the Prince. Students will study old texts
and their modem revisions and then, using these
models as starting points, reshape their own
beautiful or beastly visions.
1 credit.
Fall 2005. 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 physi
cally as if the top of my head were taken off, I
know that it is poetry.” Students will examine
varieties of the lyric and then shape their own
criticisms, visions, cerebral explosions in re
sponse.
I credit.
Fall 2005. Anderson.
ENGL 070F. Journalism Workshop
“Journalism is literature in a hurry,” said poet and
critic Matthew Arnold. With that in mind, this
crash course in journalism will focus on the ba
sics of gathering information and presenting
what’s news. Weekly story assignments will put
into action lessons on reporting, writing, ethics,
fairness, and more. The course will focus on
“hard news” and newspapers, although feature
stories will be included. Prominent journalists,
including a Pulitzer Prize winner, will visit the
class to speak about their careers. And there will
193
English Literature
be a tour of the The Philadelphia Inquirer. Enroll
ment limited to 15.
This course is open to all students and is espe
cially recommended for those considering jour
nalism as a career. It counts as a general human
ities credit but not as a W (Writing) course, nor
as a credit toward a major or minor in English
literature.
1 credit.
Fall 2005. Dowkings.
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 experi
mental 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.
I credit.
Not offered 2005-2006. 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
faculty who might supervise the project and
must submit a prospectus to the department by
way of application for such work before the be
ginning 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 W riting 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 de
fined 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 writ
ten 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
194
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 th a t 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.
I credit.
Staff.
ENGL 070M. Advanced Fiction Workshop
In the first part of the semester, students will ap
prentice 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 pro
ducing and honing their own work while re
searching and reporting on a variety of literary
journals, small presses, or contemporary writers.
Prerequisites: ENGL 070B, D, G or by permis
sion of the instructor.
1 credit.
Fall 2005. Bolton.
071: GENRE STUDIES
See also ENGL 081. Theory of the Novel.
ENGL 071D. Core Course: The Lyric Poem
in English***
A survey of the history of the lyric poem in
English from its origins in O ld and Middle
English to contemporary poetry, using an an
thology. There will also be special emphasis on
the essentials of prosody, the study of meter and
rhythm. Each version of the course will also fea
ture 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 hut not both.
1 credit.
Not offered 2005-2006. Schmidt.
ENGL 071C. The Short Story
As we read widely in the 19th- and 20th-centu
ry short story, we’ll focus on technical develop
ments as well as certain recurring preoccupa
tions of the genre: fragmentation and recon
struction, the staging of an encounter between
the ordinary and die extraordinary, and the refu
tation of time and mortality.
1 credit.
Not offered 2005-2006. 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 high
ly mobile and fragmented society or because it’s
highly stratified but pretends it is not? This
course will introduce students to classic and con
temporary 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 ex
plore. We will read one to two stories each for
most of the writers studied.
Prerequisite: a W (writing) course from any de
partment at Swarthmore.
1 credit.
Fall 2005. Schmidt.
ENGL 071F. Gothic Possibilities
“High G othic” flourished in England in the
1790s; “Southern Gothic” adapted the conven
tions 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 (Por
ter), fragmentation (Faulkner), and cultural
critique (Toomer).
1 credit.
Not offered 2005-2006. Bolton.
ENGL 071J . Cherchez la femme: The
“Mystery” of Woman in the Mystery
Genre
From Eden on, our cultural narratives of decep
tion and discovery have often centered on
Woman, vulnerable, culpable, and duplicitous.
The concept of woman as potential victim and
perpetrator powered many detective novels pop
ular in the 19th and 20th centuries and has para
doxically enabled startling revisions of the genre
by contemporary women writers. Our investiga
tion of this “mystery” will involve male authori
ties—Conan Doyle, Chandler, Hammett—and
female private “P’s—Sara Paretsky, Sue Grafton,
and Barbara Wilson.
1 credit.
Not offered 2005—2006. 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 cur
rent developments in cultural studies influence
our understanding of the lesbian cultures of the
’50s, ’60s, and ’70s? W hat is at stake in the de
scription of the recent lesbian past?
1 credit.
Not offered 2005-2006. N. Johnson.
072-079: COMPARATIVE LITERATURE/
LITERATURE IN TRANSLATION
ENGL 072. Proust, Joyce, and Faulkner
Selections from Proust’s Remembrance of Things
Past, Joyce’s Dubliners and Ulysses entire, and
Faulkner’s The Sound and the Fury and Absalom,
Absalom! Emphasis on the ideological and for
mal tenets of modernism.
1 credit.
Spring 2006. Weinstein.
ENGL 073. Modernism: Theory and Fiction
Drawing on a range of theorists and novelists,
this course will explore some of the most com
pelling energies and problems th a t drive
Western modernism (from the 1840s through
the 1940s). Focus will be on modernism’s con
cern 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 com m itted less to
knowledge than to “unknowing.” Theoretical
readings begin w ith Kierkegaard’s Fear and
Trembling, to be followed by N ietzsche’s
Genealogy of 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 of Things
Past), and Woolf (To the Lighthouse, Between the
Acts). The course will conclude by attending to
several pertinent essays in Benjamin’s Illuminations.
1 credit.
Not offered 2005—2006. Weinstein.
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English Literature
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 W estern modernity. Beginning w ith
“prophetic voices” from the mid-19th century,
we then concentrate upon “urban fables” of early
20th-century high modernism, concluding
briefly w ith late-20th-century “postmodern
lenses.” Texts will be chosen from among the fol
lowing writers: Marx, Baudelaire, Nietzsche, and
Dostoevsky; Rilke, Kafka, Freud, Joyce, and
Woolf; Weber, Simmel, Adorno, Benjamin, and
Lukács; Bakhtin, A rendt, C an etti, and de
C erteau; C alvino and Borges; Berman and
Harvey. The central topics under study are the
phenomena of the modem subject and the mod
em city, as expressed in literature, analyzed in so
ciology and critical theory, and represented in a
range of cultural practices.
I credit.
Not offered 2005-2006. Weinstein.
ENGL 074. Modern Epic: Tolstoy, Joyce,
and García-Márquez
This course will examine three “encyclopedic”
texts (War and Peace, Ulysses, One Hundred
Years of Solitude) that rehearse and interrogate
inherited paradigms of cultural identity, purpose,
and destiny. Through sustained attention to for
mal and ideological tenets of these specific texts,
we will also seek to interrogate some of the
salient procedures of realism, modernism, and
postmodernism.
1 credit.
Not offered 2005-2006. Weinstein.
ENGL 075. South Asian Diasporas:
Culture, Politics, and Place
This interdisciplinary course surveys a century of
migration from the Indian subcontinent over-'
seas, and examines the impact of South Asian
im m igration on the racial and cultural
economies of the U nited States, the United
Kingdom, and Canada. Literary, historical,
ethnographic, and cinematic texts explore the
following topics: the history of Indian immigra
tion to the Caribbean and North América in the
19fh century; queer South Asian diasporas, gen
dered narratives of immigration; and the politics
of popular culture among second-generation
South Asian youth. The course emphasizes how
South Asians in diaspora negotiate new forms of
196
national identity and cultural citizenship, with
specific attention to axes of gender, generation,
sexuality, and class.
1 credit.
Not offered 2005-2006. Mani.
ENGL 076. Core Course: The World, the
Text, and the Critic
This core class surveys a range of literary texts in
English by writers from around th e world.
Drawing upon postcolonial literary studies and
theories of identity and difference, the course in
troduces students to critical approaches in con
temporary global literatures. Authors include
Zadie Smith, White Teeth-, Arundhati Roy, The
God of Small Things; V.S. Naipaul, The Enigma of
Arrival; and J.M. Coetzee, Disgrace.
1 credit.
Not offered 2005-2006. Mani.
080-096: CRITICAL THEORY, FILM , AND
MEDIA STUDIES
ENGL 080. Core Course: Critical and
Cultural Theory
A n introduction to texts and contexts in con
temporary critical theory and cultural studies.
We will read narrative, psychoanalytic, Marxist,
poststructuralist, feminist, queer, and postcolo
nial theory, raising questions of subjectivity, dif
ference, ideology, representation, methodology,,
and cultural politics.
1 credit.
Not offered 2005-2006. White.
ENGL 081. Theory of the Novel
A study of novels representative of the novel’s
development as a form in conjunction with dif
ferent theories of the novel. We will consider the
origins of the novel, the relationship between
the history of the novel and the history of sexu
ality, and debates regarding the novel and the
politics of realism, modernism, and contempo
rary postmodernism. Authors include Watt,
Lukács, Brecht, Armstrong, Jameson, Richard
son, Eliot, and Woolf.
1 credit.
Spring 2006. Lesjak.
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 contribu
tions of women of color in the United States and
of feminist movements in the “Third World”
radically reshape the form and content of femi
nist politics? Through critical inquiry into major
texts in transnational fem inist studies, the
course dynamically reconceptualizes the rela
tionship between women and nation; between
gender and globalization; and between feminist
theory and practice.
1 credit.
Not offered 2005—2006. Mani.
ENGL 083. Feminist Theory
Close readings of a range of feminist theory, from
early feminist texts which attempt to establish
the fact of sex-based oppression to later works
addressing psychoanalysis and the problem of
“master discourse”; the issue of what is “woman”;
and questions of how class, sex, gender, imperial
ism, and race intersect.
1 credit.
Not offered 2005-2006. Lesjak.
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.
I credit.
Not offered 2005-2006. Schmidt.
ENGL 086. Postcolonial Literature and
Theory
A comparative study of postcolonial literature
and theory within a global framework, emphasiz
ing the political, historical, and cultural dimen
sions of these texts. O f central concern will be
how the “empire writes back”: its representations
of political and literary histories, nationalism,
race, and gender. Readings by Said, Aijaz
Ahmad, Amin, Rushdie, Emecheta, Ousmane,
Dangarembga, Achebe, Nwapa, and Mariamma
Ba.
1 credit.
Not offered 2005-2006. Lesjak.
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 tradi
tions such as “race movies.” Genres such as the
western, the melodrama, and film noir express
aspirations and anxieties about race, gender,
class and ethnicity in the U n ited States.
Auteurist, formalist, Marxist, feminist, and psy
choanalytic methods will be explored.
1 credit.
Not offered 2005-2006. White.
ENGL 087A. Topics in American Cinema
Explores different periods, themes, genres, or
authors each time it is offered.
1 credit.
Not offered 2005-2006. 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 audi
ences of the Hollywood studio system and tele
vision networks. This team-taught tricollege in
terdisciplinary 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 2005-2006. White.
ENGL 090. Queer Media
How are sexual identities mediated by popular
culture? How do lesbian and gay film and video
makers “queer” sexual norms and standard media
forms? Challenging classic Hollywood’s hetero
sexual presumption and mass media appropria
tions of lesbian and gay culture, we will examine
lesbian and gay aesthetic strategies and modes of
address in contexts such as the American and
European avant-gardes, AIDS activism, and diasporan film and video movements.
1 credit.
Not offered 2005-2006. White.
ENGL 091. Feminist Film and Media
Studies
This course focuses on critical approaches to
films and videos made by women in a range of
historical periods, national production contexts,
and styles: mainstream and independent, narra
tive, documentary, video art, and experimental.
Readings will address questions of authorship
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English Literature
and aesthetics, spectatorship and reception,
image and gaze, race, sexual, and national ideiv
tity, and current media politics.
1 credit.
Not offered 2005-2006. White.
ENGL 094. Shakespeare and F ilm ***
A study of th e complex ways in w hich
Shakespeare is transformed from text to film in
the hands of directors and actors like Oliver,
Welles, Kurosawa, and Branagh. Plays and their
film versions will include The Taming of the Shrew
(Taylor), A Midsummer Night’s Dream (Rein
hardt), As You Like It (Czimmer), Romeo and
Juliet (Zeffirelli), Twelth Night (Dunn), Henry IV
(Welles), Hamlet (Oliver, Zeffirelli, Branagh),
and Macbeth (Polanski, Kurosawa).
1 credit.
Not offered 2005-2006. Williamson.
097-099: INDEPENDENT STUDY AND
CULMINATING EXERCISES
ENGL 097. Independent Study and
Directed Reading
Students who plan an independent study or a di
rected reading must consult with the appropriate
instructor and submit a prospectus to the depart
ment 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 supervi
sion 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.
198
1 or 2 credits.
Staff.
ENGL 099. Senior Culminating Essay
During the fall and spring terms of the senior
year, each course major is required to write a se
nior essay. Proposals are due in the fall, and com
pleted essays are due in the spring. Details about
the essay are available in the English Literature
D epartm ent Office. O ne-half credit will be
awarded for the essay, normally in the spring
term; the essay will receive a regular letter grade.
0.5 credit.
Spring semester. Staff.
SEMINARS
Honors seminars are open to juniors and seniors
only and require approval of the department
chair. Priority is given to honors majors and
minors.
GROUP I: (Pre-1830)
ENGL 10 1. Shakespeare*
Study of Shakespeare as dramatist and poet. The
emphasis is on the major plays, with a more rapid
reading of much of the remainder of the canon.
Students are advised to read through all the plays
before entering the seminar.
2 credits.
Fall 2005. Campos.
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, Arthur
ian materials, and Margery Kempe’s autobiogra
phy. Chaucer will be read in Middle English;
other works will be read in translation or mod
ernized versions.
2 credits.
Spring 2006. Williamson.
ENGL 106. Renaissance Epic*
T he two major English epics of the period,
Spenser’s Farie Queene and M ilton’s Paradise
Lost, considered in contexts of social and literary
history, including two epic antecedents, Virgil’s
Aeneid and Tasso’s Jerusalem Delivered.
2 credits. .
Not offered 2005-2006. N. Johnson.
ENGL 107. Renaissance Literature*
Covers a range of Renaissance writing, empha
sizing relations between texts and their social
realms. We’ll study the private exchange of elite
poetic texts, the relation between fame and stig
ma for published authors, the profession of the
playwright, the roles of women who wrote, and
the uses of writing in the Civil War.
2 credits.
Not offered 2005-2006. N. Johnson.
ENGL 110 . Romantic Poetry*
We’ll read the women poets of the period
(Smith, Robinson, Baillie, Wordsworth, Hemans,
and L.E.L.) alongside their more famous male
contemporaries (Blake, Wordsworth, Coleridge,
Byron, Shelley, and Keats) in order to explore is
sues of concern to both: formal innovation, colo
nial expansion, (counter) revolutionary politics.
2 credits.
In 2005—2006, this honors preparation will be
offered through a combination of two courses,
ENGL 033: The Romantic Sublime and ENGL
039: Advanced Topics in Romanticism. Honors
students interested in this preparation should
contact Professor Bolton.
GROUP II (Post-1830)
ENGL 1 1 1 . Victorian Literature
and Culture
This seminar will treat novels, nonfictional
works, and visual art from the Victorian period
in the context of Britain’s age of empire. We will
consider the major issues of th e day— the
“Condition of England” question, the “woman
question,” theories of evolution and revolution,
the role of aesthetics—and how they are en
gaged and represented by different media and
disciplines. Works by Carlyle, Mill, Marx,
Darwin, Gaskell, Eliot, Gissing, Schreiner,
Wilde, among others.
2 credits.
Spring 2006. Lesjak.
ENGL 112 . Women and Literature
Women’s poetry of the 20th century: “Tell it
slant,” Emily Dickinson advises, and women
poets— w hether or not they have read her
work—have typically taken her subversive ad
vice 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.
2 credits.
Not offered 2005-2006. 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 au
thors (Mary Rowlandson, Benjamin Franklin,
James Fenimore Cooper, Ralph Waldo Emerson,
Frederick Douglass, H arriet Beecher Stowe,
Nathaniel Hawthorne) who have been central
to the development of national American iden
tity. We will also consider the different ways con
temporary literary critics have interpreted these
texts to define and understand the American
experience.
2 credits.
Fall 2005. K. Johnson.
ENGL 115 . Modern Comparative Literature
The fall semester will focus on fiction responsive
to colonial and postcolonial conditions associat
ed with British and American empire and hege
mony. W riters will include Conrad, Forster,
Achebe, Emecheta, Faulkner, Garcfa-Marquez,
Morrison, Silko, Erdrich, and Rushdie. Consid
erable attention will also be paid to ancillary
theoretical and critical materials.
The spring semester will focus on Modernism:
theory and fiction. Drawing on a range of au
thors writing between the 1840s and the 1940s,
this seminar will attend to the conceptual un
derpinnings 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, Adorno, and
Benjamin. Secondary readings will include es
says by Lukács, Bakhtin, Canetti, De Certeau,
and others. Students should have read Joyce’s
Portrait of the Artist as a Young Man prior to tak
ing this seminar.
2 credits.
Section AB: Colonial and Postcolonial. Fall 2005.
Section CD: Modernism. Spring 2006. Weinstein.
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English Literature
ENGL 116 . American Literature
ENGL 183. Independent Study
Advanced work in U.S. literary history, with spe
cial focus on contemporary fiction. Prior work in
U.S. literature and/or history is recommended.
2 credits.
Not offered 2005-2006. Schmidt.
Students may prepare for an honors examination
in a field or major figure comparable in literary
significance to those offered in the regular semi
nars. Independent study projects must be ap
proved 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.
ENGL 1 1 7 . Literatures of Globalization
This seminar will examine the literary and cul
tural dimensions of “globalization.” Pairing nov
els by major national and diasporic writers with
contemporary critical theory, we will examine
the relationship between racial formations and
national communities; colonialism and post
colonialism; modernity and globalization. Writ
ers will include Salman Rushdie, J.M. Coetzee,
Amitav Ghosh, Mahasweta Devi, Zadie Smith,
and critical essays by Fanon, Chatterjee, Spivak,
and Gilroy.
2 credits.
Not offered 2005—2006. 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 “mod
ernism” and to assess their significance for con
temporary poetic practice.
2 credits.
Fall 2005. Anderson.
ENGL 120. Critical and Cultural Theory
“Culture is one of the two or three most compli
cated 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, Ben
jamin, Lévi-Strauss, Fanon, Irigaray, Foucault,
Sedgwick, and de Lauretis.
2 credits.
Not offered 2005-2006. White.
ENGL 180. Thesis
A major in the Honors Program may, with de
partment permission, elect to write a thesis as a
substitute for one seminar. The student must se
lect a topic and submit a plan for department ap
proval 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.
200
Environmental Studies
Coordinator: HANS OBERDIEK (Philosophy)
Donna Mucha (Administrative Assistant)
Committee:
Elizabeth Bolton (English)
Peter Collings (Physics and Astronomy)
Erich Carr Everbach (Engineering)
Raymond Hopkins (Political Science)
Jose-Luis Machado (Biology)
Arthur McGarity (Engineering)3
Rachel Merz (Biology)
Carol Nackenoff (Political Science)
Frederick Orthlieb (Engineering)
Colin Purrington (Biology)
Mark Wallace (Religion)
Larry Westphal (Economics)2
2 Absent on leave, spring 2006.
Profound anthropogenic changes are occurring
in the land, water, and air around us, and educa
tion needs to respond to these changes.
Swarthmore’s heritage of social concern compels
us to educate students so that they are well in
formed about vital, current issues and capable of
full political participation. The College has a re
sponsibility to provide means for the study of en
vironmental problems and to encourage stu
dents 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, politi
cal, economic, literary, and philosophical di
mensions 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 en
vironmental problems and enables them to ex
plore questions most compelling to them from
the vantage point of various disciplines in the
natural and social sciences, engineering, and the
humanities.
3
Absent on leave, 2005-2006.
REQUIREMENTS AND RECOMMENDATIONS
A n interdisciplinary course minor in environmen
tal 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 connec
tions 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 environ
mental 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 des
ignated Environm ental Courses in Specific
Disciplines. Up to two of the five required cours
es may be chosen from the list designated
Adjunct and Interdisciplinary Courses. A t 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
(http://www.swarthmore.edu/es) for additions
201
Environmental Studies
and changes to course lists. Students must submit their plan of study to the coordinator, usual
ly when they apply for a major, and should in
form the coordinator about any changes in their
programs. Students may petition the Faculty
Committee on Environmental Studies to have
courses taken at other institutions fulfill some of
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 environm ental studies
(ENVS 091) during the spring semester of the
senior year. The capstone seminar will involve
advanced interdisciplinary work on one or more
issues or problems in environmental studies.
Leadership of the capstone seminar rotates
among the members of the Faculty Committee
on Environmental Studies.
Any student may request credit in environmen
tal studies for interdisciplinary environmental
courses taken at other institutions (domestic and
foreign). Application forms for credit evalua
tions are available on the program’s Web site.
Swarthmore College sponsors environmental
foreign study programs in Ghana (West Africa)
and Poland (details later).
ENVIRONMENTAL COURSES IN SPECIFIC
DISCIPLINES
Students must take at least three of the designated
environmental courses in specific disciplines.
Couises in Environmental
Science/Technology
Students must take at least one of 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 famil
iar with a body of scientific knowledge and scien
tific approaches to environmental problems.
CHEM 001. Chemistry in the Human.
Environment
BIOL 036. Ecology
BIOL 037. Systematic Botany
BIOL 039. Marine Biology
202
BIOL 116. Microbial Processes and
Biotechnology
BIOL 130. Behavioral Ecology
BIOL 137. Biodiversity and Ecosystem
Function
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)
PHYS 020. The Earth and Its Climate
Couises in Environmental Social
Sciences/Humanities
Students must take at least one of these courses.
The environmental social sciences/humanities
category includes courses that are central to en
vironmental studies and focus on values, their
social contexts, and their implementation, in
policies. Thus, all concentrators will have stud
ied the social context in which environmental
problems are created and can be solved.
ECON 076. Environmental Economics
EDUC 065. Environmental Education
POLS 043. Environmental Policy and Politics
POLS 047. International Policy: Hunger and
the Environment
ENGL 005L. Reading Nature
ENGL 070G. Writing Nature
RELG 022. Religion, the Environment, and
Contemplative Practices
ADJUNCT AND INTERDISCIPLINARY
COURSES
Students may take at most two of 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 inclu
sion 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 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 of
the instructor is required.)
ENVS 092. Research Project
MATH 061. Modeling
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 tech
nologies they produce. The continually acceler
ating pace of technological change has had ef
fects on both the local and global environment.
Although technology may be responsible for en
vironmental 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
given to how the problems of the 21st century
relate to circumstances of the past.
1 credit.
Spring 2006. Everbach.
Eastern Europe, which includes study in the
Czech Republic and Hungary, plus two other
courses that depend on student interests. In ad
dition, students are required to take an intensive
orientation course on Polish language and cul
ture. For more information, see the Web site:
http://www.swarthmore.edu/es/Poland.html.
Capetown South Africa Consortium:
Globalization and the Natural Environment
Junior year environmental study-abroad pro
gram developed by the Macalester-SwarthmorePomona consortium in collaboration with the
University of Cape Town, South Africa. Stu
dents from the three consortium schools, as well
as those schools under consortium agreements
with the three schools, may apply for the
January—
June, 2006, semester. More information
is available on the program generally via http://www.macalester.edu/intemationalcenter/South
Africa.htm.
ENVS 091. Capstone Seminar
I credit.
Environmental Justice. Spring 2006. Nackenoff.
Problems in Environmental Ethics. Spring 2007.
Wallace.
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 for
eign study experience in environmental studies.
Students usually take three courses taught in
English consisting of the survey course Environ
mental Science and Policy in C en tral and
203
Film and Media Studies
Coordinators: PATRICIA WHITE (English Literature)1
MANISHITADASS (Visiting Assistant Professor and Mellon Postdoctoral Fellow)
Carolyn Anderson (Administrative Coordinator)
Nancy Bech (Administrative Assistant)
Committee:
Marion Faber (German)
Haili Kong (Chinese)3
William Gardner (Japanese)
Maria Teresa Rodriguez (Visiting Assistant Professor, part time)
Sunka Simon (German)
Craig Williamson (English Literature)
Carina Yervasi (French)1
3 Absent on leave, 2005—2006.
Moving images have been one of the most dis
tinctive innovations and experiences of the past
century. In today’s media-dependent culture, de
veloping a critical understanding and a historical
knowledge of media forms is vital. Film and
media studies provides an interdisciplinary un
derstanding of the history, theory, language, and
social and cultural aspects of film, with some em
phasis on other moving-image media such as
video, television, and computer-based arts; in
troduces research and analytical methods; and
encourages cross-cultural comparison of media
forms, histories, institutional contexts, and audi
ences. The Film and Media Studies Program in
corporates course offerings in departments in
cluding English literature, modem languages
and literatures, and sociology and anthropology/
and offers its own core courses, providing some
opportunity for training in production to en
hance critical studies.
Students may add a minor in film and media
studies to any major, and students in the Honors
Program may pursue an honors minor 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. Students interested in incorpo
rating film and media studies into their programs
must submit a proposal as part of their sopho
more paper or apply by submitting a modified
plan of study in the junior year or early in the
senior year. This proposal should be developed
in consultation with advisers from the Film and
204
Media Studies Comm ittee and is subject to
approval.
REQUIREMENTS AND RECOMMENDATIONS
Minor
All students must take a minimum of 5 credits,
which may be selected from the courses and sem
inars 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. The 5 credits should include FMST
001: Introduction to Film and Media Studies,
normally taken in the first or second year, and
FMST 092: Film Theory and Culture, normally
taken in the senior year. Additional courses in
history and national cinemas, production, visual
ethnography, and topics in film and media stud
ies 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 may minor in
film and media studies by meeting the require
ments for the minor and by preparing for and
taking one external examination. The prepara
tion may consist of FMST 092: Film Theory and
Culture plus the 1-credit honors attachment
FMST 092A, an approved honors seminar, a 2credit thesis or creative project, or a combina
tion of course and independent work, with the
approval of the film and media studies coordina
tor. Senior honors study (SHS) consists of a re
vised essay submitted for a course or seminar in
the preparation. There is no SHS for a prepara
tion 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 the depart
ments from which the applicant intends to draw
2 or more credits for the program. Students must
take a minimum of 9 credits. FMST 001 and
FMST 092 are required, and students must also
take at least one course in film history or a na
tional cinema. Special majors are encouraged to
take FMST 002. Remaining courses and semi
nars may be drawn from a range of departments
(work in at least two departments in addition to
the Film and Media Studies Program is re
quired). Such courses do not have to be selected
from the list below if they are approved by the
film and media studies coordinator. Senior ma
jors may apply to write a 1-credit thesis or to
make a thesis video.
COURSES
FMST 001. Introduction to Film and Media
Studies
with the aesthetic principles underlying a variety
of film styles and traditions. Limited to 12 stu
dents. Students may be responsible for some pro
duction expenses.
Prerequisite: A prior Swarthmore film studies
course, preferably FMST 001.
1 credit.
Spring 2006. Rodriguez.
FMST 080. What on Earth Is World
Cinema?
Is there such a thing as world cinema? W hat is
the relationship between “world cinema” and
national cinemas”? W hat is “national” about
national cinemas? This course introduces stu
dents to theoretical debates about the catego
rization and global circulation of films, film style,
authorship, and audiences through case studies
drawn from Iranian, Indian, East Asian, Latin
American, and European cinemas.
1 credit.
Fall 2005. Dass.
FMST 092. Film Theory and Culture
Covers major paradigms and debates in classical
and contemporary film theory, historiography,
and research methodology: realism, montage,
auteur theory, genre, semiotics and psychoanaly
sis, apparatus and spectatorship theory, Marxism,
feminist and queer theory, cultural studies, theo
ries of the avant-garde, Third Cinema, and new
media. Recommended for senior minors and spe
cial majors, and advanced students with a back
ground in film studies. Authors include Bazin,
Benjamin, de Lauretis, Deleuze, Eisenstein,
Hansen, Kracauer, M anovich, and Wollen.
Directors may include Akerman, Eisenstein,
Fassbinder, Frampton, Godard, Griffith, Powell,
Sembene, Vertov, Welles, and Wong.
1 credit.
Spring 2006. Dass.
Provides groundwork for further study in the
discipline. Introduces students to concepts, the
ories, and methods of film, video, and television
studies such as formal analysis of image and
sound, aesthetics, historiography, genres, author
ship, issues of gender, race, ethnicity, and nation,
economics, and reception and audience studies.
Emphasis on developing writing, analytical, and
research skills. Films by Hitchcock, Godard,
Lange, Sembene, Scorsese, Trinh, Welles, and se
lected video art and television genres. Required
weekly evening screenings.
1 credit.
Fall 2005. Dass.
FMST 097. Independent Study
FMST 002. Video Production Workshop
0.5 to 1 credit.
Provides instruction in basic technical aspects of
digital video production and background in for
mal properties of video- and filmmaking.
Exercises are designed to ensure a sound techni
cal foundation as well as to familiarize students
For students completing a special major in course.
1 credit.
FMST 092A. Honors Attachment to Film
Theory and Culture
1 credit
FMST 098. Thesis
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Film and Media Studies
FM S T180. Thesis
For students completing a special major in honors.
2 credits.
OTHER COURSES AND SEMINARS
APPROVED FOR CREDIT
For descriptions of the following courses, please
consult the appropriate section of the course
catalog:
Courses Offered 2005-2006
JPNS 024- Japanese Film and Animation
(Gardner)
SO AN 111. Visual Ethnography (Dfaz-Barriga)
SO AN 09 IB. Practicum in Visual
Methodologies (Diaz-Barriga)
SPAN 067. La guerra civil espafiola en la
literatura y el cine (Guardiola)
Courses Not Offered 2005-2006
CHIN 055. Contemporary Chinese Cinema
(Kong)
CHIN 056. History of Chinese Cinema (Kong)
ENGL 009P. Women and Popular Culture:
Fiction, Film, and Television (White)
ENGL 087. American Narrative Cinema
(White)
ENGL 087A. Topics in American Cinema
(White)
ENGL 088. American Attractions
(White/Ullman)
ENGL 090. Queer Media (White)
ENGL 0091. Feminist Film and Media Studies
(White)
ENGL 093. Studies in Film and Literature
(Williamson)
FREN/LITR 028F. Francophone Cinema:
Configurations of Space in Postcolonial
Cinema (Yervasi)
FREN 073. Roman et Cinéma: Revolutionizing
Everyday Life (Yervasi)
GERM 054/LITR 054G. Postwar German
Cinema (Simon)
GERM 055/LITR 055G. Film and Literature in
Weimar Germany (Faber)
GERM 068/LITR 068G. History of German
Film
206
GERM 091. Special Topics: Frauen und Film
(Faber); Popularliteratur (Simon)
LITR 051G. Race and Gender in European
Cinema (Simon)
LITR 058. Cyberculture (Simon)
SPAN 063. El cine de la democracia en España
(Guardiola)
Francophone Studies
Co-Coordinators: JIMIfl BOUTOUBA (French)
CARINA YERVASI (French)3
Eleonore Baginski (Administrative Coordinator)
Anna Everetts (Administrative Assistant)
Committee:
Jean-Vincent Blanchard (French)10
Robert S. DuPlessiS (History)3
Cynthia Perwin Halpern (Political Science)
Sally Hess (Dance)
Tamsin Lorraine (Philosophy)
George MoskOS (French)’ 12
Micheline Rice-Maximin (French)11
Philip M . Weinstein (English)
3
9
Absent on leave, 2005-2006.
Campus coordinator, Swarthmore Program
in Grenoble, fall 2005.
10 Campus coordinator, Swarthmore Program
in Grenoble, spring 2006.
The minor in Francophone studies explores
areas and peoples significantly influenced by and
participant in Francophone cultures throughout
the world: Africa, the Americas, Europe, and
Southeast Asia. It takes a broad view of cultural
achievements and thus will examine cultural di
versity and identity at all community levels.
Through the use of analytical methods drawn
from both the humanities and the social sci
ences, the minor encourages interdisciplinarity
in courses, seminars, and student programs of
study. Within a cultural studies approach, vari
ous perspectives will be used to establish new
critical and theoretical paradigms to understand
better the complex relations and reciprocal in
fluences between “centers” and “peripheries.”
Through the study of an important transnation
al culture, the minor will prepare students for
graduate education and careers in international
relations, business, law, and academic disciplines
and enable them to participate better in our in
creasingly globalized world. Besides the study of
Francophone language, literature, and culture
courses offered in the Modem Languages and
Literatures Department, students will have the
opportunity of using French-language materials
in many of the courses and seminars offered by
other departments.
11 Program director, Swarthmore Program in
Grenoble, fall 2005.
12 Program director, Swarthmore Program in
Grenoble, spring 2006.
REQUIREMENTS ANQ REC0MMENBATI0NS
Course Minor
A minor in Francophone studies consists of 5
credits from courses designated subsequently.
Students should note that most courses have prereq
uisites , which must he satisfied before courses may be
taken. No more than 2 credits may be from the
student’s major department, and at least 2 cred
its must come from courses marked #. Only 1
credit taken abroad may count toward the
minor. Under certain circumstances, students
may petition to have more than 1 credit from
abroad count toward the minor. A t least 3 cred
its must come from core courses and seminars,
whereas only 2 credits may come from cognate
courses or seminars. Students are expected to
work in at least two departments unless special
permission is granted by the coordinator and
after consultation with the members of the
Francophone Committee.
To ensure a strong groundwork for all minors, 1
of the credits must be a core course; we particu
larly recommend FREN 025 and HIST 022 or
HIST 030, when offered, but any of the core
courses or seminars can function as an introduc
tory course. In addition to the 5 credits, each
207
Francophone Studies
minor will complete a 15- to 20-page indepen
dent, interdisciplinary senior paper. The initial
proposal and bibliography, which are due imme
diately after the Thanksgiving break, must be ap
proved by two professors in two different depart
ments. The completed paper is due at the end of
spring break. The defense will occur in May.
Students are required to be proficient in the
French language: to complete FREN 004 or the
equivalent. They are strongly encouraged to
study abroad in a French-speaking country. In
addition, they must either take an advanced
literature or culture course in French or use
French-language sources in the senior paper. In
any case, students are encouraged to read Frenchlanguage materials in the original language
whenever possible.
Honors Minor
To be eligible to minor in Francophone studies
for the Honors Program, students must complete
all the requirements for the Francophone studies
minor. This entails the completion of 5 credits
and the writing of the senior paper. The senior
paper deadlines are as follows: The initial pro
posal and bibliography, which are due immedi
ately after the Thanksgiving break, must be ap
proved by two professors in two different depart
ments. The completed paper is due at the end of
spring break. The defense will occur in May.
Candidates for an honors minor will offer a single
2-credit preparation outside the designated honors
major. The student will follow the requirements
for senior honors study for the minor in the de
partment in which the seminar is offered and
take that examination.
Special Major in Francophone Studies
Students planning a special major in Franco
phone studies need to consult with the coordi
nator of Francophone studies.
Courses and seminars that may be offered for a
Francophone studies minor are the following:
(A # indicates courses that cover Francophone
material outside of France and/or multicultural
material. A n * means courses offered 20052006.)
CORE COURSES AND SEMINARS
Seventy-five to 100 percent Francophone con
tent: At least 3 credits required.
208
Courses in Disciplines Other Than French
ARTH 017. A rt and Society in 19th-Century
Europe
HIST 022. Early Modem France and the
Francophone New World
HIST 030. France Since 1789: Revolution
and Empire
Seminars in Disciplines Other Than French
ARTH 168. Dada and Surrealism
THEA 106. Theater History Seminar*
French Courses Numbered 012 and Above
FREN 012. Introduction aux études littératures
et culturelles françaises et francophones
FREN 022. Le Cinéma français: Le Cinéma
de la ville
FREN 025. Introduction au monde
francophone#*
FREN 028. Francophone Cinema
FREN 033. Fictions d’enfánce#
FREN 036. Poésies d’écritures françaises#
FREN 037. Littératures francophones#
FREN 038. Littératures francophones et
cultures de l’immigration en France#*
FREN 040. Tyrants and Revolutionaries
(in French)
FREN 060. Le Roman du XIXe siècle
FREN 061. Odd Couplings: Writing and
Reading Across Gender Lines*
FREN 062. Le Romantisme
FREN 071F. French Critical Theory: From
Foucault to Baudrillard
FREN 072. Le Roman du XXe siècle
FREN 073. Roman et cinema .
FREN 075F. Haïti, the French Antilles, and
Guyane in Translation#
FREN 076. Ecritures au féminin#
FREN 091. Senior Colloquium: Littérature,
Mode, Modernité* (count as # depending
on the topic of the year)
French Seminars
FREN 102. Baroque Culture and Literature:
The Comic World of Molière
FREN 104. Roman du XIXe siècle
FREN 106. L’expérience poétique: romance
et mélancolie
FREN 108. Le Roman du XXe siècle: romans
modernes et contemporains
FREN 109. Le Romantisme
FREN 110. Histoires d’îles
FREN 111. Espaces francophones#
FREN 112. Ecritures francophones: fiction et
histoire dans le monde francophone#
FREN 114. Théâtre d’écritures françaises#*
FREN 115. Paroles de Femmes#
FREN 116. La Critique littéraire: Racine,
Rousseau, Baudelaire, Proust
COGNATE COURSES AND SEMINARS
Thirty percent Francophone content minimum:
No more than 2 credits may count toward the minor.
MUSI 009. Music of the Caribbean
MUSI 022. Nineteenth-Century European
Music
MUSI 023. Twentieth-Century Music
MUSI 038. Color and Spirit
PHIL 039. Existentialism*
PHIL 079. Poststructuralism
POLS 003. Comparative Politics
POLS. 004. International Politics
POLS 012. Modem Political Thought
POLS 051. Socialism in Europe*
POLS 059. Contemporary European Politics
RELG 01 IB. Introduction to Islam*
RELG 053. Islam in the Modem World#
SOAN 003B.Nations and Nationalisms
SOAN 023B.History of Culture Concept
Cognate Courses
Cognate Seminars
ARTH 005: Modem Art*
ARTH 056. Print Culture in Early Modem
Europe
DANC 022. History of Dance: Europe’s
Renaissance Through 1900
DANC 036. Dance and Gender
ECON 082. Political Economy of Africa#
ENGL 072. Proust, Joyce, and Faulkner
HIST 001U. First-Year Seminar: The Atlantic
World#
HIST 002A. Medieval Europe*
HIST 003A. Modem Europe*
HIST 008A. West Africa in the Era of the
Slave Trade, 1500-1850#*
HIST 020. Official and Popular Cultures in
Early Modem Europe
HIST 023. Sacred and Social in Early Modem
Europe
HIST 029. Sexuality and Society in Modem
Europe*
HIST 031. Revolutionary Iconoclasm: Tearing
Down the Old, Building the New
HIST 086. Image of Africa #*
HIST 087. Development and Modem Africa:
Historical Perspectives
LING 027.Sociolinguistics of African
Languages
LITR 014. Modem European Literature
MUSI 004. Opera
Thirty percent Francophone content minimum.
ARTH 166. Avant-Gardes in Early 20thCentury Art*
ENGL 115. Modem Comparative Literature*
HIST 117. State and Society in Early Modem
Europe
HIST 122. Revolutionary Europe 1750-1870
HIST 124. Europeans and Others Since 1750
HIST 140. The Colonial Encounter in
Africa#*
PHIL 139. Phenomenology, Existentialism,
and Poststructuralism*
POLS 101. Political Theory: Modem
POLS. 107. Comparative Politics: Greater
Europe*
POLS 110. Comparative Politics: Africa
RELG 112. Postmodern Religious Thought
SOAN 102. History and Myth
SOAN 103. Gift and Fetish#
SOAN 123. Culture, Power, Islam#
Note: Among all the courses listed, those satisfying
the requirement o f at least 2 credits covering
Francophone material outside of France and/or
multicultural materials are marked #. These can
be courses in French or in other disciplines.
FREN 091 Senior Colloquim may count among
this category, depending on the topic of the year.
German Studies
Coordinator: SUNKA SIMON (German)
Eleonore Baginski (Administrative Coordinator)
Anna Everetts (Administrative Assistant)
Committee:
Richard Eldridge (Philosophy)
Marion Faber (German)
Pieter Judson (History)
Janies Kurth (Political Science)
Tamsin Lorraine (Philosophy)
Michael Marissen (Music)
Braulio Munoz (Sociology and Anthropology)1
Hansjakob Werlen (German)
Thomas Whitman (Music)
1 Absent on leave, fall 2005.
German studies is an interdisciplinary concen
tration within the context of studying German
culture(s). The concentration in German stud
ies 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. A combination of approaches to Ger
man culture 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 in
ternational 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 hon
ors minor in German studies.
REQUIREMENTS AND RECOMMENDATIONS
Honors Minor
Requirements
1. Five credits from designated courses in Ger
man studies, 3 of which must be outside the
student’s major department. To ensure a com
mon groundwork for all minors, students must
210
take the core course, GERM 014: Introduc
tion 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 pro
posed at the end of the junior year and writ
ten 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
German-speaking 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 ver
sion of a seminar paper (approximately 3,000
words) from the seminar for which the student is
being examined. Otherwise, preparation for the
examination will be discussed with the director
of German studies on a case-by-case basis to en
sure adequate preparation for the honors exami
nation. No credit will be given for the revised
paper.
Honors Examination
A 3-hour w ritten exam ination based on a
German studies seminar or, in lieu of the semi
nar, 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 G erm an 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 prepara
tions. Course students who do not take an ad
vanced literature course must either use original
German sources in the thesis or add an attachment
in German to one course in the concentration.
Special Major
A student can accomplish a special major in
German studies by taking five additional credits
from the following courses. Students planning a
special major in German studies must consult
with the program chair and write a proposal to
be submitted for approval.
COURSES ELIGIBLE FOR GERMAN STUDIES
COURSES (1 credit)
Qerman courses numbered 004 and above.
LITR(Q) courses taught in English.
HIST 028. Nations and Nationalism in
Eastern 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 019. Cultural Identity in the European
Union
LITR 058. Cyberculture
MUSI 006. Beethoven and the Romantic Spirit
MUSI 007. W.A. Mozart
MUSI 022. Nineteenth-Century Music
MUSI 033. Lieder
MUSI 034. Bach
MUSI 035. Late Romanticism
PHIL 029. Philosophy of Modem Music*
PHIL 039. Existentialism*
PHIL 049. Marx, Nietzsche, and Freud
SOAN 039B. Globalization and Culture
SOAN 083. Senior Colloquium on Art and
Society*
SEMINARS (2 credits)
HIST 122. Revolutionary Europe+
HIST 125. Fascist Europe
MUSI 101. Bach
PHIL 114- Nineteenth-Century Philosophy
PHIL 137. German Romanticism and Idealism
PHIL 139. Phenomenology, Existentialism,
and Poststructuralism
RELG 106. Contemporary Religious Thought
SOAN 101. Critical Modem Social Theory
SOAN 105. Modem Social Theory
SOAN 115. Freud and Modem Social Theory
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 War II
GERM 111. Genres
* Cognate course: No more than two may be
counted toward the German studies
concentration.
+ Cognate seminar: No more than one may be
counted toward the German studies
concentration.
211
History
STEPHEN P. BENSCH, Professor
ROBERT S. DuPLESSIS, Professor
PIETER M . JUOSON, Professor and Chair
LILLIAN M . U , Professor3
MARJORIE MURPHY, Professor2
ROBERT E . WEINBERG, Professor3
TIMOTHY J . BURKE, Associate Professor
ALLISON DORSEY, Associate Professor
BRUCE A . DORSEY, Associate Professor
DIEGO ARMUS, Assistant Professor
ADRIENNE PETTY, Visiting Assistant Professor
THERESA BROWN, Administrative Assistant
2 Absent on leave, spring 2006.
3 Absent on leave, 2005-2006.
COURSE OFFERINGS AND PREREQUISITES
Courses and seminars offered by the History De
partment are integral to most interdisciplinary
programs, such as Black Studies, Francophone
Studies, G erm an Studies, L atin American
Studies, Peace Studies, and Women’s Studies as
well as to the majors in Asian Studies and
Medieval Studies. Students interested in these
programs should consult the appropriate state
ments of requirements and course offerings. In
addition, we encourage students who wish to ob
tain teaching certification to major in history.
(See the section on teacher certification for
more information.)
The courses and seminars offered by the History
Department attempt to give students a sense of
the past; an acquaintance with the social, cul
tural, and institutional developments that have
produced the world of today; and an understand
ing 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 em
phasize less the accumulation of data than the
investigation, from various viewpoints, of those
ideas and institutions—political, religious, so
cial, economic, and cultural—by which people
have endeavored to order th eir world. The
History Department’s curriculum introduces stu
dents to historical methodology and the funda
mentals 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 ele
mentary 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 particu
lar, many of our former majors find that studying
history was excellent preparation for law school
and enabled them to succeed as attorneys.
212
Survey Courses
Survey courses provide broad chronological cov
erage of a particular field of history. Survey
courses (002-011; 1 credit) are open to all stu
dents without prerequisites and are designed to
offer a general education in the field as well as
provide preparation for a range of upper-level
courses. Although these entry-level courses vary
somewhat in approach, they normally focus on
major issues of interpretation, the analysis of pri
mary 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 firstyear students only and are limited to 12 students.
Students who are not admitted to first-year sem
inars in the fall will receive priority for seminars
in the spring.
Upper-Division Courses
Upper-division courses (HIST 012—099; 1 cred
it) are specifically thematic and topical in nature
and do not attempt to provide the broad cover
age that surveys do. They are generally open to
students who have fulfilled one of the following:
(1) taken one of the courses numbered 001-011;
(2) received an Advanced Placement score of 4
or 5 in any area; (3) received the permission of
the instructor; or (4) taken Classics courses 031,
032, 042, 044, or 056. Exceptions are courses
designated “not open to first-year students” or
where specific prerequisites are stated.
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 nor
mally limited to 10. If you are placed in a semi
nar 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. Conse
quently, you should not list any seminar in your
sophomore paper without being quite certain
that you intend to take it if you are admitted.
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 as
sumed for admission to graduate school.
All majors (course and honors programs) in his
tory must take at least 9 credits in history that
fulfill the following requirements:
1. A t least 6 of the 9 credits are normally done
at Swarthmore.
2. A t least one course or seminar at Swarthmore
from each of the following categories: (a) all
courses and seminars before 1750 (including
CLAS 031,032,042,044,056, and 066) and
(b) all courses and seminars in areas outside
Europe and the United States, specifically
Africa, Asia, Latin America, and the Near
East. This distribution requirement is de
signed to have students explore various fields
of history and engage in comparative historical
analysis. A list of 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 frill
semester. The department encourages students to
suggest possible research topics in their sophomore
papers and to select topics by the end of their junior
year.
Major and Minor
Course Minor
C om plete 5 history credits at Swarthmore
College (AP, transfer credit, and foreign study
courses do not count). Two of die 5 credits must
be from courses above the introductory level,
and 1 credit may be in a history course offered by
the Classics Department.
Admission to the departm ent as a major or
minor normally requires at least two history
courses taken at Swarthmore with a B average
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
Thesis
A student who wishes to write a thesis should
state her or his intention by submitting a pro
posal at the beginning of the senior year. The de
partment must approve the topic before the stu
dent can enroll in HIST 092 (Thesis). The the
sis should be a work of about 10,000 to 15,000
words (50-75 pages), and a brief oral examina
tion will be conducted upon completion of the
thesis.
REQUIREMENTS
213
History
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 Pro
gram. Majors in the Honors Program will com
plete three double-credit seminars and revise
one paper per seminar for their portfolio submit
ted to external examiners. Revised papers will
not be graded but will be included in the portfo
lio to provide examiners a context for the evalu
ation of the written examination taken in the
spring of the senior year. Students may substitute
Honors Thesis (HIST 180) for one of their sem
inars. The thesis and revised seminar papers are
due by April 28.
Minors in the Honors Program will complete
one double-credit seminar in addition to 3 cred
its taken at Swarthmore (AP, transfer credit, and
foreign study courses do not count) and include
one revised paper from that seminar in their
portfolio.
Students in seminars take a 3-hour written ex
amination at the end of each seminar and re
ceive a grade from the seminar instructor for
their overall performance in the seminar, includ
ing the written examination. Seminar instruc
tors will not normally assign grades during the
course of the seminar, but they will meet period
ically with students on an individual basis during
the course of the semester to discuss th eir
progress.
Seminars are a collective, collaborative, and co
operative 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 at
tendance at every seminar session, submission of
seminar papers according to the deadline set by
the instructor, reading of 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. The department reminds stu
dents that the responsibility for earning honors
214
rests squarely on the students’ shoulders and will
review on a regular basis their performance in
the program. Failure to live up to the standards
outlined previously may disqualify students from
continuing in the Honors Program. Students
earn double-credit for seminars and should be
prepared to work at least twice as hard as they do
for single-credit courses.
The revised seminar papers are written in two
stages. During the first stage, students 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 addi
tional readings, structural changes, and further
development of arguments. The second stage oc
curs when the student revises the papers inde
pendently. Faculty members are not expected to
read the revised papers at any stage of the revi
sion process. Each revised paper must be from
2,500 to 4,000 words and include a brief bibliog
raphy. Students will submit them to the depart
ment office by April 28. Students who fail to
submit their revised papers by the deadline will
not complete the Honors Program.
The department encourages students to form
their own study groups to prepare for the exter
nal 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 collabo
rative, self-learning exercise that relies on the
commitment of students.
Students enrolled as minors in history will sub
mit one revised paper as part of their portfolio. It
is due by April 28.
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 lan
guage as well as immerse themselves in a foreign
culture and society. To receive Swarthmore cred
it 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.
ADVANCED PLACEMENT/INTERNATIONAL
BACCALAUREATE
The History Departm ent will automatically
grant 1 credit to students who have achieved a
score of 4 or 5 in either the U.S. or European
History Advanced Placement examinations (or
a score of 6 or 7 in the International Baccalaure
ate examinations) once they have completed
any course number 001 to O il and earned a
grade of C or higher. Students who 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) and earn a
grade of C or higher. A score of 4 or 5 for Ad
vanced Placement (or a score of 6 or 7 for Interna
tional Baccalaureate) allows students to take some
upper-division courses in the History Department.
Advanced Placement/Intemational Baccalaure
ate 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 ap
proved by the state of Pennsylvania. Because of
a change in teacher certification regulations that
occurred in November 2000, students complet
ing certification in 2004 and beyond will com
plete the requirements for Citizenship Educa
tion. For further information about the relevant
set of requirements, contact the Educational
Studies Department director, or see the Educa
tional Studies Department Web site at www.
swarthmore.edu/SocSci/Education/.
COURSES
HIST 001 A . First-Year Seminar:
The Barbarian North
The seminar will explore how Germanic and
Celtic societies emerged and solidified their
identities 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.
I credit.
Not offered 2005-2006.
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 2005-2006.
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 women’s
studies.
1 credit.
Not offered 2005-2006.
HIST 001E . First-Year Seminar:
The Self-Image 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.
This course may count toward a minor in Latin
American studies.
1 credit.
Fall 2005. Armus.
HIST 001G. First-Year Seminar:
Women, Family, and the State in China
Drawing from diverse sources (literary, philo
sophical, anthropological, etc.) this seminar will
examine the ways in which culture and the state
have defined the roles of women and family both
in traditional times and in the 20th century, in
cluding elite and peasant society.
This course may count toward a major or minor
215
History
in Asian studies. It may also count toward a
minor in women’s studies.
1 credit.
Not offered 2005—2006.
HIST 001J . First-Year Seminar: The 1950s:
A New History of the Cold War Era
T he opening of the former Soviet U nion
archives created a firestorm of historical debate
concerning the politics of the Cold War. This
seminar focuses on that debate and the scholar
ship introduced into the hotly contested issues of
McCarthyism, isolationism and containment,
the Korean War, Trum an’s issuance of the
Loyalty Oath, Eisenhower’s leadership, and the
Central Intelligence Agency’s role in Guate
mala, Iran, Cuba, and Nicaragua.
1 credit.
Not offered 2005-2006.
HIST 001K. First-Year Seminar:
Engendering Culture
A sem inar focused on the way in w hich
American culture is infused with gender; how
culture is constructed and reconstructed to repli
cate gender roles; the iconography of the indus
trial worker, gender in WPA art in public spaces,
New York night life, John Wayne movies and
the masculine West; and suffrage in consumer cul
ture, militarism and pacificism, jobs, and gender.
Writing course.
1 credit.
Fall 2005. Murphy.
HIST 001M . First-Year Seminar:
History of Food in North America
“Tell me what you eat, and I’ll tell you who you
are.” The story of food-—how and why we come
to identify certain items as substances worthy of
consumption as well as the process of cultivat
ing, hunting and/or preparing them has a histo
ry as much as the story of religion, or art, or ar
chitecture. T he history o f th e diet o f the
Americas, like that of Europe, Africa and Asia
was transformed beginning the “Columbian
Exchange,” an interchange that involved hu
mans on both sides of the Atlantic deliberately
(and inadvertently) “redistributing” materials of
their homelands in new locales. This seminar in
troduces first year students to the history of slav
ery, agricultural production, trade, marketing,
animal husbandry and food preparation, which
produced the diet of the United States. Primary
sources, actual food objects, and visits to tele-
216
vant historical sites are all part of the explo
ration of 16th- to 19th-century food history.
Students enrolled in this seminar should be open
to trying new food items as they retrace the steps
of nation’s gastronomical ancestors.
1 credit.
Fall 2005. A. Dorsey.
HIST 001N. First-Year Seminar:
The Production of History
In this course, we will examine public produc
tions of history and historical knowledge and the
complex dialogue between these visions of
history and the professional work of academic
historians.
1 credit.
Not offered 2005-2006.
HIST 001P. First-Year Seminar:
History of the Left
This seminar focuses on the people and events
that shaped the history of the Left in the United
States.
1 credit.
Not offered 2005-2006.
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 so
cioeconomic, cultural, and ideological currents.
Course materials include documents, novels and
short stories, monographs, and films.
Writingcourse.
I credit.
Not offered 2005-2006.
HIST 001S. First-Year Seminar:
The American West, 1830 to 1950
A n introduction to the history of the American
West, beginning with the forced removal of the
Cherokee and tracing the development of an
“American” culture in the region between the
Mississippi and the Pacific Ocean. Focuses on
the diversity of traditions in the West, including
the experiences and contributions of first nation
peoples, African Americans, Latinos, and Asian
Americans.
1 credit.
Not offered 2005-2006.
HIST 001T. First-Year Seminar:
Cross and Crescent: Muslim-Christian
Relations in Historical Perspective
The course will selectively explore the interac
tion 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.
Writing course.
I credit.
Spring 2006. Bensch.
HIST 001V. First-Year Seminar:
Witches, Witchcraft, and Witch-Hunts
Why has belief in witches and witchcraft been
found so widely throughout history? W hat were
central doctrines about witchcraft and how did
beliefs vary over time and space? W hy were
witches usually imagined as female? How was
witchcraft linked to religion, magic, and demon
ic possession? What were the relations between
elite and popular witch beliefs? Why did belief in
witchcraft die out in some places and survive in
others? How do earlier witch crazes help explain
modem “witch-hunts”? These and other ques
tions will be studied through original docu
ments, visual and literary representations, films,
and historical studies.
Writing course.
1 credit.
Fall 2005. DuPlessis.
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 19thand 20th-century experience. Topics covered in
clude millennialism and apocalyptic fears, utopi
an thought, modernist aesthetics, and post-1945
technological optimism.
I credit.
Spring 2006. Burke.
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 peo
ples (third to the 15th centuries). Topics will in
clude the rise of Christianity, the invention of
Western government, the rise of vernacular cul
ture, and the creation of romance.
This course may count toward a major or minor
in medieval studies.
1 credit.
Fall 2005. Bensch.
HIST 002B. Early Modern Europe
The modem world began to be bom in Europe
and its colonies between the 15th and 18th cen
turies—replete with all the contradictions that
have marked modernity ever since. Using pri
mary sources, recent scholarship, and film, this
course explores the manifestations of that para
doxical civilization: Renaissance and Reforma
tion, secular state building and religious war,
Scientific Revolution and witch-hunts, emer
gence of capitalism and renewed serfdom,
Enlightenment and enslavement.
1 credit.
Not offered 2005-2006.
HIST 003A. Modern Europe, 1789 to 1918:
The Age of Revolution and
Counterrevolution
A survey that covers the impact of the revolu
tion on European politics, society and culture
during the 19th and early 2Qth centuries. Topics
include the revolutionary tradition; industrial
ization and its social consequences; the emer
gence 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.
1 credit.
Not offered 2005-2006.
HIST 003B. Modern Europe, 1890 to the
Present: The Age of Democracy and
Dictatorship
This survey covers the major social, political,
and cultural developments of Europe since the
late 19th century. Special attention is paid to the
consequences of World War I; the failure of lib
eral politics and the rise of fascism and commu
nism, Stalin and Hitler, the Holocaust; the re
building of Europe after 1945; the Cold War; the
collapse of communism; and ethnic cleansing
and nationalism.
1 credit.
Spring 2006. Staff.
2 17
History
HIST 004. Latin American History
This course surveys Latin American history from
pre-Columbian times to the present. It explores
economic and social dimensions of the major
Amerindian civilizations; the colonial incorpo
ration of the region into the Atlantic economy;
the imperial efforts to adjust the colonial space
to a changing international order; the emer
gence of independent and peripheral nation
states and their diverse and also convergent
paths of economic, political, social, and cultural
development; and the challenges of earlier inter
nationalization trends and current globalization.
Adopting and interdisciplinary approach, this
course will draw on literature, cinema, newspa
pers, cartoons, music, official documents, and es
says by Latin American intellectuals in order to
examine gender, ethnic and religious issues, do
mestic and international migrations, revolution
ary and reformist agendas of change, urbaniza
tion processes, and popular and elite culture.
1 credit.
Spring 2006. Armus.
HIST 005A. The United States to 1877
In this thematic survey of American culture and
society from the colonial era through the
American Civil War and Reconstruction, stu
dent interpretation of primary-source docu
ments will be emphasized.
Recommended for teacher certification.
1 credit.
Fall 2005. B. Dorsey.
HIST 005B. The United States from
1877 to 1945
This course surveys American society, culture,
and politics from the Compromise of 1877 to the
Japanese internment. Primary sources, literature,
song, and historical monographs will help stu
dents explore and deepen their understanding of
the history of the decades following the “second
American revolution.”
Recommended for teacher certification.
1 credit.
Not offered 2005-2006. A. Dorsey.
HIST 005C. The United States Since 1945
World War II, recovery, the Cold War, McCarthyism, domestic politics from Truman to Bush,
suburbanization, Elvis Presley, the New Left and
the counterculture, civil rights, black power,
women’s liberation, Watergate and the imperial
218
presidency, Vietnam, the rise of the Right, the
Gulf War, Clinton, and the Iraq War.
Recommended for teacher certification.
1 credit.
Not offered 2005-2006.
HIST 006. The Formation of the
Islamic Near East
This introduction to the history of the Near East
from the seventh to the 15th centuries will ex
amine the life of Muhammad; the political di
mensions of Islam; and the diversification of
Islamic culture through the law, mysticism, phi
losophy, and the religious sciences.
This course may count toward a major or minor
in medieval studies.
1 credit.
Fall 2005. Bensch.
HIST 007A. History of the African
American People, 1619 to 1865
This survey of the social, political, and econom
ic history of African Americans from the 1600s
to the Civil War focuses on slavery and resis
tance, the development of racism, the slave fami
ly (with special emphasis on women), arid the cul
tural contributions of people of African descent.
This course may count toward a minor in black
studies.
1 credit.
Fall 2005. A. Dorsey.
HIST 007B. History of the African
American People, 1865 to Present
Students study the history of African Americans
from R econstruction through the present.
Emancipation, industrialization, Cultural identi
ty, and political activism are studied through
monographs, autobiography, arid literature.
This course may count toward a minor in black
studies.
1 credit.
Spring 2006. A. Dorsey.
HIST 008A. West Africa in the Era of
the Slave Wade, 1500 to 1850
This survey course focuses on the origins and im
pact of the 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.
Spring 2006. Burke.
HIST 012. Chivalric Society: Knights,
Ladies, and Peasants
HIST 008B. Mfecane, Mines, and
Mandela: Southern Africa from 1650
to the Present
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 2005-2006.
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 2005-2006.
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 con
flicts in the Congo and Rwanda.
1 credit.
Not offered 2005-2006.
HIST 009A. Chinese Civilization
HIST 014. Friais, Heretics, and Female
Mystics: Religious Turmoil in the
Middle Ages
A n exploration of radical movem ents of
Christian perfection, poverty, heresy, and female
mystics that emerged in Europe from the 11 th to
the 15th centuries.
This course may count toward a major or minor
in medieval studies.
I credit.
Spring 2006. Bensch.
HIST 015. Medieval Towns
The history of Chinese civilization and culture
from prehistoric times until the early 19th cen
tury, emphasizing religious and philosophical
traditions, the development of the Chinese state
and empire, dynastic rule, Confucian literati and
bureaucracy, social and economic change, rebel
lion, and disorder. Readings include literature,
philosophy, anthropology, and other historical
materials.
This course may count toward a major or minor
in Asian studies.
1 credit.
Not offered 2005-2006.
T he 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 materi
al foundations, family structures, communal ex
pression, and architectural projection of Western
urbanism.
This course may count toward a major or minor
in medieval studies.
1 credit.
Not offered 2004-2005.
HIST 009B. Modern China
HIST 016. Sex, Sin, and Kin in
Early Eurnpe
The course examines the tumultuous changes in
China from the early 19th century until the pre
sent. 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.
Not offered 2005-2006.
Western kinship and sexual mores will be exam
ined 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 women’s studies.
1 credit.
Not offered 2005-2006.
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. Intel-
219
History
lectual and artistic developments, historiograph
ical debates over the modernity and secularism
of Renaissance civilization, and readings in pri
mary sources will be emphasized.
1 credit.
Fall 2005. DuPlessis.
HIST 021 : The Atlantic World
The creation of a multiethnic and polyglot new
world in the Atlantic basin between the 15th
and 19th centuries will be studied. Original
sources and recent scholarship illuminate the so
cial identities, political orders, and economic
bonds that developed as a result of intense and
often conflicting intercultural exchange.
1 credit.
Spring 2006. DuPlessis.
HIST 023. The Sacred and the Social
in Early Modern Europe
Changes in European religious beliefs and prac
tices between the 15th and 18th centuries will
be examined. Topics include theological and ecclesiological Reformations, women in religious
movements, the religious roots of rebellion, the
Inquisition and witch-hunts, toleration and
skepticism, Protestantism and capitalism ,
Christian confessionalism, and trends within
Judaism.
1 credit.
Not offered 2005-2006.
HIST 024. Transitions to Capitalism
Capitalism, now the globally dominant form of
economic organization, was born in early mod
em Europe. This course analyzes the complex,
protracted, uneven, and contested emergence of
the new economic and social order. Among the
topics considered are the end of feudalism, the
agricultural and consumer “revolutions,” capital
ism and slavery, gender divisions of labor, prole
tarianization, work cultures and consciousness,
labor protest, mercantilism and economic ideol
ogy, proto-industries and early factories, and the
ories of capitalism.
1 credit.
Spring 2006. DuPlessis.
HIST 028. Nations and Nationalism in
Eastern Europe, 1848 to 1998
This course traces the historical construction of
nationalist identities, social movements, and
self-proclaimed nation-states out of multiethnic
220
com m unities and m ulticultural empires in
Eastern Europe, from the revolutions of 1848 to
the fall of Yugoslavia. This course may count
toward a minor in peace studies.
First-year students admitted only with the per
mission of the instructor.
Optional language attachment: German.
1 credit.
Not offered 2005-2006.
HIST 029. Sexuality and Snciety
in Mndern Europe
The course examines the historical construc
tions of sex and sexual identities in Western so
cieties since 1700. Topics include a survey of an
cient Greek and medieval European traditions,
race and sexuality in colonized societies, urban
ization and the creation of sexual communities,
the medicalization of sex, the 19th century in
vention of normal and deviant sexualities, and
eugenics and the 20th-century state.
T his course may count toward a m inor in
women’s studies.
Writing course.
1 credit.
Fall 2005. Judson.
HIST 030. France Since 1789: Revolution
and Empire
The political, social, cultural, and economic his
tory of France and its global empire since the
great revolution.
This course may count toward a m inor in
Francophone studies.
Optional language attachment: French.
I credit.
Not offered 2005-2006.
HIST 031. Revolutionary Iconoclasm:
Tearing Down the Old, Ruilding the New
Students undertake a comparative study of ef
forts by revolutionaries since 1789 to transform
their societies and cultures. Case studies include
France in the 1790s, Russia in the 1920s, China
in die 1960s, Iran in the 1980s, and Afghanistan
in the 1990s.
1 credit.
Not offered 2005-2006.
HIST 032. Jewish Nationalisms
and Identities
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.
I Not offered 2005-2006.
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 H olocaust. Major
[ themes include the process of emancipation,
Jewish and non-Jewish responses to emancipa| tion, religious reform, the transformation of
I Jewish identity, and Jewish reactions to modem
anti'Semitism. Readings include primary docu
ments, memoirs, and literature.
This course may count toward a minor in German
studies.
1 credit.
Not offered 2005-2006.
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 re
construction in East and West Germany, recent
reunification, and the legacy of the Holocaust.
This course may count toward a minor in German
studies.
Optional language attachment: German.
1 credit.
Fall 2005. Judson.
HIST 037. History and Memory:
Perspectives on the Holocaust
(Cross-listed as L1TR 037G)
This course explores the roots of Nazism, the im
plementation of the Final Solution, and the
legacy of the Holocaust through an interdiscipli
nary approach relying on primary sources, his
torical scholarship, memoirs, music, painting,
and film. A uthors include Primo Levi, A rt
Spiegelman, and Nietzsche. Films include
Triumph o f the Will, Shoah, The Wannsee
Conference, and Jud Suss.
This course may count toward a minor in German
studies or peace studies and toward the social sci
ence or humanities distribution requirements.
1 credit.
Not offered 2005—2006.
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 2005-2006.
HIST 041. The American Colonies
A history of European colonies in North Amer
ica from 1600 to 1760.
1 credit.
Not offered 2005-2006.
HIST 042. The American Revolution
This course explores revolutionary develop
ments in British North America between 1760
and 1800.
1 credit.
Not offered 2005-2006.
HIST 045. Themes in U.S. History:
The 1950s
Postwar America, suburbanization, rock ’n ’ roll,
the baby boom, the revival of Hollywood, televi
sion, the Red Scare, Cold War politics, and do
mestic bliss.
1 credit.
Not offered 2005-2006.
HIST 046. The American Civil War
The social, cultural, and political history of the
event often called the “second A m erican
Revolution.” This course examines the sectional
conflict that prompted the Civil War, the seces
sion crisis, the war years, and Reconstruction.
The central themes of American history emerge
—freedom, equality, self-determination, racial
justice and injustice, and economic and class
conflict. This course will also explore the various
meanings and expressions of the Civil War in
American memory and popular culture up to the
present.
1 credit.
Fall 2005. B. Dorsey.
221
History
HIST 048. Murder in a Mill Town:
A Window on Social Change During
the Early Republic
Topics include the social and cultural history of
America between the American Revolution and
the Civil War, utilizing primary sources from an
1833 murder trial.
1 credit.
Not offered 2005-2006.
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.
This course may count toward a minor in public
policy or peace studies.
1 credit.
Not offered 2005-2006.
HIST 050. The Making of the American
Working Class
Work, community, race, and gender are exam
ined 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.
1 credit.
Not offered 2005-2006.
HIST 052. History of Manhood in America
Meanings of manhood and various constructions
of masculine identity in America between the
18th and 20th centuries. A cultural history of
gender that explores work, family, sexuality, war,
violence, popular culture and films, up to the era
of the Cold War and Vietnam War.
This course may count toward a minor in women’s
studies.
1 credit.
Spring 2006. B. Dorsey.
HIST 053. Topics in African American
Women’s History
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 exam
ines gendered notions of political activism, lead
ership styles, and the rise of black feminism.
This course may count toward a minor in black
studies and women’s studies.
I credit.
Not offered 2005-2006.
222
HIST 054. Women, Society, and Politics
This course will examine the historic roots of
contemporary gender relations on Capitol Hill
from the Anita Hill testimony in the Clarence
Thomas hearings to the sad tale of Monica
Lewinsky and Linda Tripp.
This course may count toward a minor in women’s
studies.
1 credit.
Not offered 2005-2006.
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. Topics will include civil
rights and black nationalism, 1890 to 1940 and
1945 to 1975; varieties of women’s movements
(feminism, welfare, and peace) 1890 to 1920 and
1965 to present; nativism, anti-Catholicism and
anti-imm igration campaigns; the “O ld” and
“New” Lefts; labor union straggles in the 1930s
and 1990s; environmentalism; pacifism and an
tiwar movements; gay rights; McCarthism; and
the New Christian Right.
1 credit.
Not offered 2005-2006.
HIST 056. The American West 1850
to the Present
“The West,” noted Woodrow Wilson, “has been
the great word of our history. The Westerner has
been the type and master of our American life.”
This course is designed to challenge the myths
and legends associated with this romantic un
derstanding of the role of the West in the histo
ry of the United States. Behind the Western ve
neer of rugged individualism and independence
the region grappled with the same labor strag
gles, political battles, industrial exploitation,
racial warfare, reform movements and expansion
of federal authority that plagued Americans east
of the Mississippi. Incorporating some of the vast
body of literature produced by scholars of the
West in the last two decades as well as classic
works in the field into a rigorous study and in
terrogation of the region’s human populations,
natural resources and economic structure. This
course offers students a deeper understanding of
the role both the mythology and the actual histo
ry of the West has played in the nation’s evolution.
Prerequisite: An introductory history course.
1 credit.
Fall 2005. A. Dorsey.
HIST 063. The Whole Enchilada:
Debates in World History
In the first part of the course, we will read a num
ber of the major attempts at writing comprehen
sive world history, including works by Braudel,
McNeill, and Wolf. For the balance of the se
mester, 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 2005-2006.
HIST 064. Migrants and Migrations:
Europeans in Latin America and Latinos
in the United States
The course will explore the interaction between
global forces and local and individual circum
stances in the migration experience. We will
focus on two movements of people: those who
emigrated from Europe to certain areas in Latin
America, and Latin Americans who moved to
the United States and are becoming Latinos.
Topics may include problems of urban ecology;
ethnic segregation; class formation; the repro
duction of social inequalities; the use of social
networks; patterns of socializing; work, cultural,
social, and political citizenship; nationalism; assimilationism and cultural pluralism; and the
construction of ethnicity.
This course may count toward a minor in Latin
American studies.
1 credit.
Not offered 2005-2006.
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 using written and visual primary
sources as well as historical, literary, anthropo
logical, and sociological essays. Topics include
rural work and informal urban labor, old Inca so
phisticated centralized empire and weak con
temporary Peruvian civilian and military gov
ernments, resilient mral communities and new
barrios in cities invaded by highland peoples,
17th-century Indian rebellions and late 20thcentury messianic guerrilla movements, tradi
tional ethnic networks and modem unionism,
Andean utopias and neo-liberal recipes as agen
das of revolutionary transformations.
This course may count toward a minor in Latin
American studies.
1 credit.
Fall 2005. Armus.
HIST 66. Disease, Culture, and Society
in the Modern World: Comparative
Perspectives
From cholera, malaria, tuberculosis, and yellow
fever to syphilis and AIDS to polio, leprosy and
cancer, this course aims at exploring the inter
play among culture, society, politics, and bio
medicine in the historical construction of dis
eases in the modem world. Emphasis on Latin
America along with an examination of European,
African, Asian, and North American cases.
This course may count toward a minor in Latin
American studies.
1 credit.
Spring 2006. Armus.
HIST 067. The Urban Experience in
Modern Latin America
This course will focus on the transformation of
the Latin American urban world from the 1870s
to the 1980s. Topics include social conditions of
urban life and labor, international and ruralurban migration, modernity in the periphery,
urban economies, and popular protests and re
sponses to new forms of social control, state re
pression, and professional expertise. Readings
include books and articles written by historians,
sociologists, urban planners, and anthropologists.
This course may count toward a minor in Latin
American studies.
1 credit.
N ot offered 2005-2006.
HIST 068. Primary Text Workshop
This is a course in applied history. Working with
materials in McCabe Library and in close coop
eration with the McCabe staff, students will cre
ate a joint project intended to be of some practi
cal use to a wider community. This project will
be based on historical documents and archival
materials.
Enrollment in this class is restricted to 12 stu
dents—juniors and seniors only. History majors
will be given preference.
1 credit.
Spring 2006. Burke.
223
History
HIST 075. Modern Japan
The amazing transformation of J apan 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 restora
tion, the Japanese empire, economic and social
developm ent, Japanese m ilitarism and the
Pacific War, Japan’s postwar growth, and its con
temporary society.
This course may count toward a major or a minor
in Asian studies.
1 credit.
N ot offered 2005-2006.
HIST 076. Triumph nf the Individual in
Modern Japan
This course examines the history of early mod
em through modem Japan (1600-2000) from
the perspective of a handful of its accomplished
individuals. Generally considered a homoge
nous, consensus-building society, Japan will
emerge here as a nation of enormous variety and
clamorous debate, where individual voices have
transformed the national polity not once, not
twice, but at least four times in the last four
centuries.
This course may count toward a major or a minor
in Asian studies.
1 credit.
Spring 2006. Dickinson.
HIST 0 77. Orientalism East and West
From Arabian Nights to Lawrence of Arabia,
from Marco Polo to Madame Butterfly, from
Pearl Buck to Fu Manchu, Westerners have con
structed views of the “Orient” that have ranged
from fantastic to demonic. Using texts and im
ages 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 purpos
es that they served. Materials will include litera
ture, memoirs, wartime and Cold War propagan
da, art, opera, and film. This course will also con
sider the “Oriental’s Orientalism”-—Asian selfimages that have been influenced by the West.
Prerequisite: A n introductory history course or
permission of the instructor. N ot open to first-year
students.
This course may count toward a major or minor
in Asian studies.
224
1 credit.
N ot offered 2005-2006.
HIST 078. Beijing and Shanghai:
Tale of Two Cities
Students will study C hina’s two major cities
since the early 19th century: Beij ing—the impe
rial 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. In
the second half of the course, students will de
velop research projects using English-language
sources.
History majors anticipating H IST 091 or 092 and
Asian studies majors developing thesis topics may
find this to be a useful preparation, although the
course is open to other students as well.
This course may count toward a major or minor
in Asian studies.
1 credit.
N ot offered 2005-2006. Li.
HIST 086. The Image of Africa
This course focuses on the representation of
“Africa” from 1500 to the present day. Students
will examine how Europeans regarded Africa before and during the colonial era and whether
their views of African societies were a cause or
an effect of colonialism. Students will also look
at the portrayal of Africa within the African
Diaspora and in contemporary American popu
lar culture. This course is designed to skeptically
examine how—or whether—representations,
images, and stereotypes make a difference over
time.
This course may count toward a minor in black
studies.
1 credit.
Fall 2005. Burke.
HIST 087. Development and Modern
Africa: Historical Perspectives
This course examines the idea and practice of
“development” in the last century of African life
through its intellectual, institutional, and eco
nomic history.
Prerequisite: A prior course in the social sciences.
This course may count toward a minor in black
studies.
I
I
I
I
I
I
1 credit.
I Not offered 2005-2006.
J■ Consumption
HIST 088. The Social History of
■
I
■
I
■
■
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 2005-2006.
I HIST 091. Senior Research Seminar
■
■
■
■
■
I
Students write a 25-page paper based on primary
sources.
Required of all course majors.
Writing course.
l credit.
Foil 2005. B. Dorsey.
I HIST 092. Thesis
■ A single-credit thesis, available to all majors in
■ their senior year, on a topic approved by tire department. Students may not register for HIST
■ 092 credit/no credit.
I
■ 1 credit.
I Fall 2005 and spring 2006. Staff.
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 I6th
centuries.
2 credits.
N ot offered 2005-2006.
HIST 1 1 7 . State and Society in Early
Modern Europe
This comparative analysis of state formation,
economic development, and social change cov
ers continental Europe and England from the
16th to the 18th centuries.
2 credits.
Fall 2005. DuPlessis.
HIST 122. Revolutionary Europe,
1750 to 1871
Selected topics in the social, economic, and po
litical history of Europe from th e French
Revolution to the Paris Commune will be con
sidered.
This course may count toward a minor in German
studies and Francophone studies.
2 credits.
N ot offered 2005-2006.
I HIST 093. Directed Reading
HIST 125. Fascist Europe
I
■
I
■
I
This seminar studies European fascism in the
context of societies tom by world war, class con
flict, and economic depression. The primary
focus will be 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 2006. Judson.
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.
HIST093 may be taken for 0.5 credit as HIST093A.
SEMINARS
HIST 1 11 : 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 seventh to
the 14th centuries.
This course may count toward a major or minor
in medieval studies.
2 credits.
Spring 2006. Bensch,
HIST 128. Russia in the 19th and 20th
Centuries
This course focuses on the social, economic, po
litical, and intellectual forces leading to the col
lapse of the autocracy and the rise of Stalin.
Particular attention is devoted to the dilemmas
of change and reform, and the problematic rela
tionship between state and society.
Writing course.
2 credits.
N ot offered 2005-2006.
225
History
HIST 130. Early America in the
Atlantic World
Students explore the “new world” of European
contact and conquest in the Americas, along
with the African slave trade. Primary attention
is paid to the British North American colonies
and the American Revolution.
2 credits.
Spring 2006. B. Dorsey.
HIST 13 1. Gender and Sexuality
in America
A social and cultural history of gender and sexu
ality in the United States from the early republic
to the present. Examines the meanings and
power of gender categories and identities (i.e.,
womanhood, manhood, androgyny, and trans
gender) and how gender shaped politics, eco
nomics, race, and culture in the United States.
This course also explores the historical construc
tions of sexuality.
2 credits.
N ot offered 2005—2006.
HIST 133. U.S. Political and Diplomatic
History I: The Age of Nationalism
This history of nation building, national identi
ty, and political ideologies and movements cov
ers the period from the American Revolution
through the U.S.-Philippines War.
2 credits.
N ot offered 2005-2006.
HIST 134. U.S. Political and Diplomatic
History II: The Rise of Globalism
This course addresses the emergence of the
United States as a world power, with emphasis
on expansionism, national interest, and global
mission.
This course may count toward a minor in peace
studies.
2 credits.
N ot offered 2005-2006.
HIST 135. Labor and Urban History
A seminar that focuses on history from the bot
tom up, on working-class people as they build
America and struggle to obtain political, social,
and economic justice. Topics include urbaniza
tion and suburbanization, republicanism and
democracy, racism and the wages of Whiteness,
gender and work, class and community, popular
culture, the politics of consumption, industrial
226
ism and the managerial revolution, and jobs and
gender.
2 credits.
N ot offered 2005-2006.
HIST 13 7. 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 en
slavement 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.
This course may count toward a minor in black
studies.
2 credits.
Spring 2006. A. Dorsey.
HIST 138. Dlack Urban Communities,
1800 to 2000
This seminar is focused on the study of the black
community in the United States from the end of
the American Revolution to the end of the 20th
century. T his course investigates th e 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.
N ot offered 2005—2006.
HIST 140. The Colonial Encounter
in Africa
Students focus on the social, economic, and cul
tural dimensions of the colonial era in modem
Africa. Topics discussed include the complicated
construction of the colonial state, migrancy and
colonial labor systems, struggles over religious
and cultural practices, the making of African
modernities, gender and sexuality, and the con
temporary legacy of colonial rule.
This course may count toward a minor in black
studies.
2 credits.
Fall 2005. Burke.
HIST 144. State and Suciety in China,
1750 to 2000
From the height of imperial grandeur, through
the turmoil of rebellion, war, and foreign domi-
nation, to the upheavals of the Maoist era, the
relationship between state and society in China
has undergone many changes while retaining fa
miliar 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 sem
inar will explore the last emperors, the bureau
cracy and examination system, law and family,
local elites, cities and merchants, popular reli
gion and rebellions, political reform and revolu
tion, and other topics spanning three periods:
the mid-Qing (1750-1850), late Qing and Re
public (1850-1950), and the People’s Republic
of China (1950-2000).
This course may count toward a major or minor
in Asian studies.
2 credits.
Not offered 2005-2006.
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 onward. Topics
include the neocolonial condition of the region,
nation- and state-building processes, urbaniza
tion, industrialization, popular and elite cultures,
Latin American modernities, and race, class and
gender conflicts.
This course may count toward a minor in Latin
American studies.
2 credits.
Fall 2005. Armus.
HIST 180. Honors Thesis
2 credits.
Fall 2005 and spring 2006. Staff.
227
Interpretation Theory
Coordinator: NATHANIEL DEUTSCH (Religion)
Committee:
Jean-VillC6llt Blanchard (Modem Languages and Literatures, French)
Timothy Burke (History)
Michael Cothren (Art)
Richard Eldridge (Philosophy)
Kenneth Bergen (Psychology)
Cynthia Halpern (Political Science)
Carolyn Lesjak (English Literature)
Tamsin Lorraine (Philosophy)
BrauliO Munoz (Sociology and Anthropology)
Patricia Reilly (Art)
Robin Wagner-PacifiCi (Sociology and Anthropology)
Mark Wallace (Religion)
Patricia White (English Literature)
Philip Weinstein (English Literature)
The interdisciplinary minor in interpretation
theory has been providing students and faculty
with a forum for exploring the nature and poli
tics of representation for more than a decade.
Work done in the program reaches across the
disciplines and reflects a long-standing drive to
understand the world through the constructs of
its interpretive propositions. A lthough the
minor’s interdisciplinarity takes its lead from the
hermeneutics of Vico and Dilthey, students use
their programs to develop a flexible, deeply his
torical grasp of what is more commonly regarded
today as critical and cultural theory.
Students in any major may add either a minor in
course or an honors minor for external examina
tion in interpretation theory to their program by
fulfilling the requirements stated subsequently.
Students begin by proposing their program to
the coordinator.
(historical development of interpretive prac
tices) and at least one course from the “twoasterisk” group (breadth of current interpre
tive 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.
MINOR REQUIREMENTS
INTP 091. Capstone Seminar: Power and
the Discipline of Vision
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 from different de
partments. Students complete this capstone
in the spring of the senior year only.
2. W ith a view to both historical depth and
methodological breadth, students select at
least one course from the “one-asterisk” group
This course seeks to interrogate and theorize
multiple dimensions of the cultural and political
violence of the modem and the antimodem in
the contemporary Western world. We will ex
plore desire and the body, technology and moral
ity, the visual and the mediatory, power and
knowledge as these register and engender the ef
fects of violence and terror in persons, societies,
and the global intellectual and media environ-
228
COURSES
Currently offered courses relevant to the pro
gram include the following:
ment. We seek to illuminate interactions be
tween political and literary or critical realiza
tions of violence on behalf of modem and antimodem actors or forces. We look to understand
what modernity and its oppositions entail. In the
context of the present, we look to the ways vio
lence is presented, acted, represented, mediated
and produced in various modernisms and their
antagonists. We will study Rousseau and
Foucault, Nietzsche, Sade and Lacan, Baudelaire
and Benjamin, A rendt and Agamben, and a
variety of other sources and media.
I credit.'
Spring 2006. Blanchard, Halpem.
ARTH 166. Avant-Gardes in Art Between
the Wars (Mileaf)
BIOL 006. History and Critique of Biology
(Gilbert)*
CLAS 036. Classical Mythology (Munson)**
ENGL 073. Modernism: Theory and Practice
(Weinstein)**
ENGL 081. Theory of the Novel (Lesjak)**
ENGL 082.Transnational Feminist Theory
(Mani)*
ENGL 083. Feminist Theory (Lesjak)**
ENGL 085. “Whiteness” and Racial Differences
(Schmidt)**
ENGL 086. Postcolonial Literature and Theory
(Lesjak)*
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 INTP in the spring only)
ENGL 120. Critical and Cultural Theory
(White)**
FMST 091. Feminist Film and Media Studies
(White)**
FMST 092. Film Theory and Culture
(White)**
FREN 030. L’invention de la modernité
(Blanchard)*
FREN 061. Odd Couplings: Writing and
Reading Across Gender Lines (Moskos)*
FREN 07 IF. Introduction to French Critical
Theory (Blanchard)**
FREN 076. Femmes et écrivains
(Rice-Maximin)**
FREN 079. Scandal in the Ink: Queer
Traditions in French Literature
(Moskos)*/**
FREN 116. La critique littéraire
(Blanchard)*/**
HIST OOOlN.The Production of History
(Burke)**
HIST 010. Engendering Culture: Twentieth
Century Views (Murphy)**
HIST 029. Sexuality and Society in Modem
Europe (Judson)*
HIST 060. Cultural Constructions of Africa
(Burke)**
HIST 068. Primary Text Workshop (Burke)**
HIST 088. Social History of Consumption
(Burke)*
INTP 090. Directed Reading
INTP 091. Capstone Seminar
INTP 092. Thesis
PHIL 017. Aesthetics (Eldridge)*
PHIL 019. Philosophy of Social Sciences*
PHIL 026. Language and Meaning (Eldridge)**
PHIL 079. Poststructuralism (Lorraine)**
PHIL 106. Aesthetics (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)**
PHYS 029. Gender and Physical Science
(Bug)*/**
POLS O il. Ancient Political Theory
(Halpem)**
POLS 012. Modem Political Theory
(Halpem)**
POLS 013. Feminist Political and Legal Theory
(Halpem and Nackenoff)**
POLS 100. Ancient Political Theory
(Halpem)**
POLS 101. Political Theory: Modem
(Halpem)**
229
Interpretation Theory
PSYC 037. Concepts of the Person (Gergen)**
PSYC 044. Psychology and Women
(Marecek)**
PSYC 048. Technology, Self, and Society
(Gergen)**
PSYC 068. Reading Culture (Gergen)**
PSYC 089: Psychology, Economic Rationality,
and Decision Making (Schwartz)**
PSYC 106. Personality Theory and
Interpretation (Gergen)*
RELG 003. Hebrew Bible and the Ancient
Near East (Deutsch)*
RELG 005. Problems of Religious Thought
(Wallace)**
RELG 015B. Philosophy of Religion
(Wallace)*
RELG 018B. Modem Jewish Thought and
Literature (Deutsch)**
RELG 048. The Summoned Self: Levinas
and Ricoeur (Deutsch and Wallace)**
RELG 112. Postmodern Religious Thought
(Wallace)**
RUSS 047. Russian Fairy Tales (Forrester)*
RUSS 070. Translation Workshop
(Forrester)**
RUSS 079. Russian Women Writers
(Forrester)*
SOAN 003B. Nations and Nationalisms
(Grant)**
SOAN 006B. Symbols and Society (WagnerPacifici)**
SOAN 10K. Gender and Sexuality (Axel)**
SOAN 022B. Cultural Representations
(Diaz-Barriga)**
SOAN 026B. Discourse Analysis
(Wagner-Pacifici)**
SOAN 026C. Power, Authority, and Conflict
(Wagner-Pacifici)**
SOAN 30G. Colonialism and Postcoloniality
(Axel)*/**
SOAN 40C. History in/and Anthropology
(Axel)*/**
SOAN 40D. Techgnosis (Axel)**
SOAN 044B. Colloquium: Art and Society
(Muñoz)**
SOAN 044D. Colloquium: Critical Social
Theory (Muñoz)
230
SOAN 044E. Modem Social Theory
(Munoz)**
SOAN 049B. Comparative Perspectives on
the Body (Ghannam)*
SOAN 56B. Standoffs, Breakdowns, and
Surrenders (Wagner-Pacifici)*
SOAN 101. Critical Modem Social Theory
(Muñoz)*
SOAN 110. Performance Theory: Gender
and Sexuality (Axel)**
SOAN 113. Terror (Axel)**
SOAN 114. Political Sociology
(Wagner-Pacifici)*
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, semester-bysemester list of courses, please consult the pro
gram Web pages at http://www.swarthmore.edu/
SocSci/InterpTheory/indexhtm.
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.
Latin American Studies
Coordinator:
AURORA CAMACHO DE SCHMIDT (Modem Languages and Literatures, Spanish)
Jenny Gifford (Administrative Assistant)
Committee:
Diego Annus (History)
Miguel Díaz-Barriga (Sociology and Anthropology)
Joan Friedman (Modem Languages and Literatures, Spanish)
John HaSSett (Modem Languages and Literatures, Spanish)1
Jose-Luis Machado (Biology)
Braulio Muñoz (Sociology and Anthropology)*3
Steven Piker (Sociology and Anthropology)
Kenneth Sharpe (Political Science)
Phillip Berryman, Visiting Assistant Professor6
1 Absent on leave, fall 2005.
3 Absent on leave, 2005-2006.
6 Spring 2006.
REQUIREMENTS AND RECOMMENDATIONS
abroad in an approved program. A minimum of
1 credit must be taken in each of the minor's
three areas: (1) Latin American Politics and
History, (2) Latin American Literature, and (3)
Latin American Societies and Cultures. O f the
required five courses, at least 1 credit must be
taken at Swarthmore in each of two different
areas. Only 1 of the total 5 credits required by
the LAS minor may overlap with a student's
major or other minor.
Interdisciplinary Minor
Students interested in Latin American studies
are invited to consult with the chair and mem
bers 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 de
partmental major.
All students must com plete the following
requirements:
Language: Latin American studies (LAS) re
quires 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 compe
tence in either one of these languages.
Study abroad: All students are required to spend
one semester abroad in a program approved by
both LAS and the Office of Foreign Study. Only
in exceptional cases, with the support of a facul
ty member and the approval of the LAS
Committee, will a semester's internship or a
community service project in Latin America ful
fill this requirement. Study abroad must be pur
sued in Spanish or Portuguese.
Courses: All students must take a minimum of 5
credits in LAS, which may include seminars and
courses taught at the College or courses taken
Honors Minor
To complete an honors minor in Latin Amer
ican 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 of
fering within their major department.
COURSES
The following courses may be counted toward a
minor in LAS:
Latin American Politics and History
HIST 00IE. First-Year Seminar: The SelfImage of Latin America: Past, Present, and
Future
231
Latin American Studies
HIST 004. Latin America History
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 067. The Urban Experience in Modem
Latin America
HIST 148. Issues and Debates in Modem
Latin America
POLS 057. Latin American Politics
POLS 109. Comparative Politics: Latin
America
Latin American Literature
LITR 052SA. Contemporary Latin American
Literature
LITR 053SA. A Century of Song:
Contemporary Poets of Latin America
LITR 060SA/SOAN 024C. Spanish American
Society Through Its Novel
LITR 061SA. Women's Testimonial Literature
of Latin America
LITR 063SA. La Frontera: The Many Voices
of the U.S.-Mexico Border
SPAN 013. Introducción a la literatura
hispanoamericana
SPAN 062. Entre historia y ficción: textos
historográficos de la Edad Media a la época
colonial
SEAN 065. Los indígenas en la literatura
latinoamericana
SPAN 068. Identidades híbridas/nomádicas
en España y el Nuevo Mundo: Individuo,
nación e imperio
SPAN 072. La décima musa
SEAN 075. La narrativa de Mario Vargas Llosa
SEAN 076. Grandes voces de América: la
poesía Latinoamericana del siglo XX
SPAN 078. Movimientos sociales y literatura
en México
SEAN 079. El cuento hispanoamericano
SPAN 080. Narrativa chilena desde el golpe
militar
SPAN 082. La mujer mirando al hombre
SEAN 083. El tirano Latinoamericano en la
literaturea
SPAN 085. Narrativa hispánica
contemporánea de los Estados Unidos
232
SEAN 087. Nuevos mundos
SEAN 101. La novela hispanoamericana del
siglo XX
SEAN 106. Visiones narratives de Carlos
Fuentes
SPAN 108. La narrativa de Isabel Allende:
la escritura como sobrevivencia
SEAN 110. Política y póetica: los mundos de
Pablo Neruda, Octavio Paz y Ernesto
Cardenal
Latin American Societies and Culture
HIST 001E. First-Year Seminar: The SelfImage of Latin America
LITR 060SA/SOAN 024C. Spanish American
Society Through Its Novel
LITR 063SA. La Frontera: The Many Voices
of the U.S.-Mexico Border
RELG 017. The Latin American Religious
Arena
SOAN 002C. Introduction to Latinos in the
United States
SOAN 022D. Latin American Urbanization
SOAN 022G. Social Movements in Latin
America
SOAN 024B. Latin American Society and
Culture
SOAN 024C/LITR 060SA. Spanish-American
Society Through Its Novel
SOAN 032B. Visualizing Latino Culture: Art,
Media, and Social Change
SPAN 010SA. En busca de América Latina
Linguistics
DONNA JO NAPOLI, Professor and Acting Chair
JACK HOEKSEMA , Cornell Visiting Professor
THEODORE B. FERNALD , Associate Professor and Chair
K. DAVID HARRISON, Visiting Assistant Professor
SEAN CRIST, Visiting Assistant Professor (part time) and Phonetics Laboratory Coordinator
(part time)
RONALD I. KIM, Visiting Assistant Professor (part time)
ERIC RAIMY, Assistant Professor (part time)
KARI SWINGLE, Instructor
BILL REYNOLDS, Administrative Assistant
The discipline of linguistics is the study of lan
guage. On the most general level, it deals with
the internal structure of language, the history of
the development of language, the 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 an
thropology, 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 funda
mental to an understanding of communication
skills. Because the very nature of modem lin
guistic inquiry is to build arguments for particu
lar analyses, the study of linguistics gives the stu
dent 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 ad
ministered 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 and 052
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 non-IndoEuropean language (such as LING 061, 062, or
064). If the student speaks a non-Indo-European
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 lin
guistics abroad can be used to fulfill require
ments 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 of the major.
Linguistics and Languages
(Honors and Course)
The student may combine the study of linguis
tics with the serious study of two foreign lan
guages. The languages can be modem or ancient.
For this major, precisely 6 credits in linguistics
and 3 credits in each of the two languages, for a
total of 12 credits, are required.
For a modem language taught by the Depart
ment of Modem Languages and Literatures,
there must be one composition and diction
course (typically numbered 004 or above) and
233
Linguistics
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 (numbered011-014) and one seminar.
Some work in each foreign language included in
the major must be done in the student’s junior or
senior year.
If one or both of the foreign languages is modem,
the student must study abroad for at least one se
mester in an area appropriate for one of the for
eign 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 portfo
lio and its preparation are identical to those for
Swarthmore honors students, except that the ex
aminers will be internal rather than external.
LINGUISTICS HONORS MAJOR PORTFOLIO
The thesis and two research papers will consti
tute 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 one-hour dis
cussion with the external reader.
The research papers will be on topics selected
from a list prepared by the external readers and
will be on core areas of linguistics and directly re
lated 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 pa
pers by taking at least 4 credits of course work (2
credits in each of the research paper areas). The
students will work independently on these pa
pers, without collaboration and faculty guidance
in the spring of the senior year in LING 199
234
(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 th a t 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 of those research papers. The
examination will consist of a single 90-minute
panel discussion with all four external readers.
MINORS (HONORS OR COURSE)
Four minors are adm inistered 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 the
sis written in fall of the senior year in LING 195.
The student will also take LING 199 (SHS) for
0.5 credit in spring of the senior year.
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 the research
papers described earlier for the majors. In addi
tion, all honors minors 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 th at 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 sys
tems, the formation of phrases and sentences,
and meaning, both in modem and ancient lan
guages and w ith respect to how languages
change over time. Other topics that may be cov
ered include first-language acquisition, sign lan
guages, poetic metrics, the relation between lan
guage and the brain, and sociological effects on
language.
Writing course.
1 credit.
Fall 2005. Napoli and Kim. Spring 2006. Raimy.
1 credit.
N ot offered 2005-2006.
LING 006. First-Year Seminar: Language
and Deafness
This course will look at many issues connected
to language and people with bearing 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 one-hour
language drill outside of class is required.
All students are welcome to do a community
service credit in LING 095.
1 credit.
Spring 2006. Napoli.
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 2005. Plotkin.
LING 008A. Russian Phonetics
(See RUSS 008A)
0.5 credit.
Spring 2006. Fedchak-
LING 002. Exploring Acoustics
LING 009. Arabic for Text Study I
(See ENGR 002)
This course counts for distribution in the natur
al sciences only, regardless of rubric.
Writing course.
1 credit.
Not offered 2005-2006.
(See RELG 056)
1 credit.
Fall 2005 and spring 2006. Romaine.
LING 003. First-Year Seminar: Language
Play
This freshman seminar will investigate what we
can learn about language by looking at how we
play with it. We will look at forms of language
play such as poetry (both the meaning side and
the metrical side), metaphoric language, lan
guage games (pig Latin, “abi-dabi”), song lyrics,
puns, limericks, and verbal sparring as sources of
data. The conclusion is that by discovering the
rules that we play by in these games, we can dis
cover how language reflects the nature of the
mind and how it is used as a tool to create and re
inforce social groups.
LING 010. Hebrew for Text Study II
(See RELG 059)
1 credit.
Spring 2006. Plotkin.
LING 012. Arabic for Text Study II
(See RELG 066)
1 credit.
Fall 2005 and spring 2006. Romaine.
LING 014. Old English/History 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.
235
Linguistics
1 credit.
N ot offered 2005-2006.
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.
N ot offered 2005-2006.
LING 018. Language Policy in the
United States
This course will survey the present policies and
laws relevant to language use in th e U nited
States and the relevance of these policies to pub
lic 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 pol
icy in the judicial system.
1 credit.
Fall 2005. Raimy.
LING 020. Computational Linguistics
This course will survey various areas of comput
er processing of natural language. Topics will
include speech synthesis and recognition, text
parsing and generation, and machine translation.
Prerequisites: CPSC 021 (or the equivalent) and
LING 001 (or the equivalent).
1 credit.
N ot offered 2005-2006.
LING 024. Discourse Analysis
(See SOAN 026B)
1 credit.
Fall 2005. Wagner-Pacifici.
LING 025. Language, Culture, and Society
(Cross-listed as SOAN 040B)
This course investigates the influence of cultur
al context and social variables th at form the
basis of variation in language. Classic “Labovian”
sociolinguistics forms the first part of the course,
which allows ideas to be 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
236
and “linguistic prejudice” based on the relation
ship between language and culture are also
explored.
Prerequisite: A t least one linguistics course.
1 credit.
N ot offered 2005-2006.
LING 026. Language and Meaning
(See PHIL 026)
This course counts for distribution in humanities
under th e philosophy rubric and in social
sciences under the linguistics rubric.
1 credit.
N ot offered 2005-2006.
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 ap
preciation of the intricate conceptual, logical,
and physiological resources on which each lan
guage 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.
N ot offered 2005-2006.
LING 033. Introduction to Classical
Chinese
(See CHIN 033)
This course counts for distribution in humanities
or social sciences under either rubric.
1 credit.
Spring 2006. Berkowitz.
LING 034. Psychology of Language
(See PSYC 034)
1 credit.
Fall 2005. Kako.
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 ad
dress truth-functional semantics, lexical seman
tics, speech act theory, pragmatics, and discourse
structure. W hat this adds up to is an examina
tion of the meaning of words, phrases, and sen
tences in isolation and in context.
This course counts for distribution in humanities
under the philosophy rubric and in social sci
ences under the linguistics rubric.
Writing course.
1 credit.
Fall 2005. Hoeksema. Sirring 2006. Swingle.
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.
Not offered 2005-2006.
LING 044. Phonetics
Phonetics is the study of the production and per
ception of speech sounds. We will cover, in de
tail, the anatomy of the vocal tract and the ac
tivity of the articulators during speech produc
tion. We will discuss the acoustic properties of
speech within the general mathematical frame
work used to describe acoustics and will give
some attention to applications such as speech
synthesis. We will also discuss psychological as
pects of the production and perception of
speech, including ongoing controversies regard
ing the relationship between phonetics and
phonology.
1 credit.
Spring 2006. Crist.
LING 045. Phonology
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 focus
es on developing analyses to account for the
data. Argumentation skills are also developed to
help determine the underlying cognitive mech
anisms that are needed to support proposed
analyses.
1 credit.
Fall 2005. Raimy.
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 an
cient 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 2005. Napoli. Spring 2006. Staff.
LING 052. Historical and Comparative
Linguistics
The central topic of this course is the compara
tive method, the procedure used by linguists to
reconstruct unrecorded prehistoric languages.
The course deals more broadly with the process
es of language change. In spring 2006, there will
be a particular focus on the early Germanic lan
guages and the reconstruction of ProtoGermanic.
Prerequisite: LING 001, 030, or 045 or permis
sion of the instructor.
1 credit.
Spring 2006. Crist.
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 reg
ular fiction-writing assignments as well as prima
ry research assignments. This course is for lin
guists and writers of children’s fiction and any
one else who is strongly interested in child de
velopment or reading skills. It is a course in
which we leam through doing.
The course will focus strictly on preschool and
elementary school children the next time it is
offered.
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.
Not offered 2005-2006.
LING 055. Writing Systems,
Decipherment, and Cryptography
We will discuss the typology and history of the
writing systems of the world. The modem deci
pherment of 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
Linguistics
diveise 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.
N ot offered 2005—2006.
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 mathe
matical and linguistic approaches.
Prerequisite: One course in linguistics. No pre
requisites are required for dance and math. All
necessary concepts and movements will be
taught in the class. You must be willing to ap
proach formal systems and to move your body.
This course counts for distribution and as a writ
ing course in humanities or social sciences under
any rubric. It counts for natural sciences distri
bution but does not count as a writing course for
natural sciences.
Writing course.
1 credit.
N ot offered 2005—2006.
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
examination of the major phonological, mor
phological, syntactic, and semantic structures of
Navajo. The morphology of this language is leg
endary. This course also considers the history of
the language and its cultural context.
Prerequisites: LING 050 and 045 or 052 or per
mission of the instructor.
I credit.
N ot offered 2005—2006.
LING 062. Structure of American Sign
Language
In this course, we look at the linguistic structures
of ASL: phonetics, phonology, morphology, syn
tax, semantics, and history. We also discuss issues
of culture, literacy, and politics pertinent to peo
238
ple with hearing loss.
All students are required to participate in a rudi
mentary introduction to ASL for an additional
0.5 credit. Sign up for LING 0062A.
Prerequisites: LING 050 and 045 or 052 or per
mission of the instructor.
All students are welcome to do a communityservice project in LING 095.
Writing course.
1 credit (plus 0.5 credit under 0062A ).
N ot offered 2005—2006.
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 classi
cally agglutinating morphology and curious phe
nomena such as vowel harmony, converbs, and
switch reference. It has rich sound symbolism, a
tradition of oral (unwritten) epic tales, riddles,
and world-famous song genres (“throat sing
ing”). 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 per
mission of the instructor.
I credit.
Spring 2006. Harrison.
LING 070F. Caribbean and French
Civilizations and Cultures
(See FREN 070F)
This course counts for distribution in humanities
only, under either rubric.
1 credit.
N ot offered 2005-2006.
LING 070R. Translation Workshop
(See LITR 070R)
This course counts for distribution in humanities
under the literature rubric and in social sciences
under the linguistics rubric.
1 credit.
N ot offered 2005—2006.
LING 075. Field Methods
This course affords a close encounter with a lan
guage, direct from the mouths of native speakers.
Students develop inference techniques for elicit
ing, understanding, analyzing, and presenting
complex linguistic data. They also gain practical
expenence using state-of-the-art digital video, an
notation, and archiving for scientific purposes. A
different (typically non-Indo-European) language
will be investigated each time the course is aught.
Prerequisite: LING 001.
1 credit.
Fall 2005. Harrison.
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 argumenation.
Topics and languages considered will vary. This
course is open to all students who have taken
syntax or semantics.
Prerequisite: LING 050.
1 credit.
Not offered 2005-2006.
LING 081. Intermediate Semantics
This course begins with the formal foundations
of 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 2005-2006.
LING 094. Research Project
With permission, students may elect to pursue a
research program.
1 credit.
Fall or spring. Staff.
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 O ral Program for th e 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 of a faculty member in linguistics to
mentor you through the project. You would be
required to keep a daily or weekly journal of your
experiences and to write a term paper (the
essence of which would be determined by you
and the linguistics faculty member who mentors
you in this).
1 credit.
Fall or spring. Napoli.
LING 096. Community-Service Credit:
Literacy
This course offers credit for community service
work. You may work with children in Chester
public schools on literacy skills. The prerequi
sites are L1NG/EDUC 054, the permission of the
directors of both the Linguistics and Education
programs, and the agreement of a faculty mem
ber in linguistics to mentor you through the pro
ject. You will be required to keep a daily or week
ly journal of your experiences and to write a term
paper (the essence of which would be determined
by you and the linguistics faculty mentor).
I 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 facul
ty 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 2005. Napoli and Harrison.
LING 195. Senior Honors Thesis
A ll honors majors in linguistics and honors
minors who are also course majors must write
their thesis for 2 credits in the seminar.
Fall 2005. Napoli and 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.
Spring 2006. Napoli.
Linguistics
SEMINARS
LING 105. Seminar in Phonology
This seminar will consider recent developments
in the theory of phonology. Topics vary.
Prerequisite: LING 045.
1 or 2 credits.
N ot offered 2005—2006.
LING 106. Seminar in Morphology
This seminar will consider recent developments
in the theory of morphology. Topics vary.
Prerequisite: LING 043.
I or 2 credits.
N ot offered 2005-2006.
LING 108. Seminar in Semantics
This seminar will consider recent developments
in the theory of semantics. Topics vary.
Prerequisite: LING 040.
I or 2 credits.
Spring 2006. Hoeksema.
LING 109. 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.
N ot offered 2005—2006.
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.
N ot offered 2005—2006.
LING 119 . Evolution, Culture, and
Creativity
(SeeSOAN 119.)
2 credits.
Not offered 2005—2006.
LING 120. Anthropological Linguistics:
Endangered Languages
(Cross-listed as SOAN 80B)
In this seminar, we address some traditional is
sues of concern to both linguistics and anthro
pology, framed in the context of the ongoing,
precipitous decline in human linguistic diversity.
240
W ith 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 natur
al 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 dissem ination of traditional
knowledge in the Internet age.
Prerequisite: One course in linguistics or anthro
pology or permission of the instructor.
1 credit.
Spring 2006. Harrison.
LING 134. Psycholinguistics Seminar
(See PSYC 134)
1 credit.
Spring 2006. Kako.
Mathematics and Statistics
DEBORAH J . BERG STRAND, Professor (part time)
CHARLES M . GRINSTEAD, Professor
EUGENE A . K L O n , Professor1
STEPHEN B. MAURER, Professor and Chair
HELENE SHAPIRO, Professor
JANET C. TALVACCHIA, Professor1
GARIKAI CAMPBELL, Associate Professor
PHILIP J . EVERSON , Associate Professor
CHERYL P. GROOD, Associate Professor2
THOMAS J . HUNTER, Associate Professor
AIMEE S .A . JOHNSON, Associate Professor
DON H. SHIMAMOTO, Associate Professor
WALTER R. STROMQUIST, Visiting Associate Professor
STEVE C. WANG , Assistant Professor1
MICHAEL P. LAUZON, Visiting Assistant Professor
STEVEN AMGOTT, Computer Laboratory Coordinator
STEPHANIE J . SPECHT, Administrative Assistant
1 Absent on leave, 2005-2006.
2 Absent on leave, fall 2005.
People study mathematics and statistics for
many reasons—for the pleasure of it or for its
usefulness as a tool. The Department of Mathe
matics and Statistics tries to meet a variety of
needs. It offers a program that will enable stu
dents to develop a firm foundation in pure math
ematics and to see mathematical and statistical
methods used to solve in a precise way problems
arising in physical science, biological science,
computer science, social science, and operations
research. Mathematics and statistics have grown
enormously in recent years, developing an in
creasing number of specialties and applications.
All mathematical endeavor, however, is based
on logical argument, abstraction, and an analyt
ical approach to problem solving. Ideally, the
study of mathematical sciences develops the
ability to reason logically from hypothesis to
conclusion, to analyze and solve quantitative
problems, and to express one’s thoughts clearly
and precisely. In addition, the department facul
ty members hope that studying mathematics and
statistics will foster an appreciation for the beau
ty and power of its methods, abstract approach,
and rigorous structure.
Note: The department is in the middle of a 2-year
process to revise its program and course numbering.
For mathematics and statistics, earlier issues of die
course catalog should not be consulted for
2005-2006, and this issue should not be consulted
for years after 2005-2006.
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 cal
culus courses, whether they continue with calcu
lus 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 re
quire calculus or other sophisticated mathemat
ics experiences. These courses are STAT 001
(Statistical Thinking, both semesters), MATH
003 (Introduction to Mathematical Thinking,
spring semester), and STAT O il (Statistical
Methods, both semesters). MATH 003 is a writ
ing course. Students who would like to begin cal
culus (MATH 015) but are not sure they are pre-
241
Mathematics and Statistics
pared should take the departmental Calculus
Readiness Exam when they arrive on campus.
MATH 029 (Discrete Mathematics, both semes
ters) 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, in
linear algebra and multivariate calculus.
Placement Procedure
To gain entrance to any mathematics course (but
unnecessary to gain entrance to statistics cours
es), students must take at least one o f the following
exams: the Advanced Placement (AP) or Inter
national 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. The Calculus
Placement Exam is sent to entering first-year
students over the summer, along with detailed
information about the rules for placement and
credit. The Calculus Readiness Exam is given on
campus only, during first-year orientation.
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 stu
dent’s Swarthmore transcript and counts toward
the 32 credits needed for graduation.
The Swarthmore Calculus Placement Exam is
used for only placement, not credit. Credit is
awarded on the basis of the A P and the IB
exams, as follows:
• 1 credit (for STAT 011) 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 A P Test of 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 the AB subscore of
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.
242
• 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 place
ment 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 Swarthmore examina
tion, as described earlier. The department does
not grant credit directly for college courses taken
while a student is in high school. For work be
yond calculus com pleted before entering
Swarthmore, students should consult the depart
mental placement coordinator to determine the
Swarthmore course into which they should be
placed. The department will not normally award
credit for work above the first-year calculus level
completed before entering Swarthmore.
Introductory Statistics
Students who do not know calculus can take
STAT 001 or 011. STAT 001 is intended to show
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 O il is a practical course for stu
dents who expect to use statistics 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 O il, not STAT 001. STAT 011 leads
to STAT 031 on data analysis and visualization.
Students with a strong background in mathe
matics can begin with the theoretical course
STAT 053 and continue with the 1-credit semi
nar STAT 111.
Requirements for a Major in Mathematics
Students apply for a major in the middle of 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
025,026, or 026S); 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. A t most, 5 of the credits counted in the
10 may be for courses numbered under 036.
(Courses numbered under 10 do no t count
toward the major in any event.) Furthermore,
every major is required to obtain credit for, or
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 047; and MATH 049. The two upperlevel core courses, MATH 047 (Introduction to
Real Analysis) and MATH 049 (Introduction to
Modem Algebra), will be offered at least every
fall semester. A t least one of these two should be
taken no later than the fell semester of the junior
year, and both must be taken before the spring
semester of the senior year. Finally, course majors
must satisfy the departmental comprehensive re
quirem ent by passing MATH 097: Senior
Conference. Progress of majors will be reviewed
at the end of each semester. Students not mak
ing satisfactory progress may be dropped from
the major.
Mathematics majors are urged to study in some
depth a discipline that makes use of mathemat
ics and to acquire some facility with computers
and software. Students bound for graduate work
should obtain a reading knowledge of French,
German, or Russian.
courses at the advanced level: (1) the core analy
sis course (MATH 047); (2) Mathematical Sta
tistics I (STAT 053) (3) Probability (MATH
105) or Mathematical Statistics II (STAT 111)
(4) Data Analysis and Visualization (STAT
031); and (5) another mathematics course num
bered 036 or higher. Students are encouraged
but not required to select the core algebra course
(MATH 049) if they choose this emphasis.
Students interested in mathematics and computer
science should consider a mathematics major
with a concentration in computer science or an
honors program with a mathematics major and a
computer science minor. Details on these op
tions are in the catalog under computer science.
Sample program for majors considering graduate
work in social or management science or a master’s
in business administration. Basic courses: singlevariable calculus (two semesters), one or more
practical statistics courses (STAT O il and 031),
linear algebra, discrete math, multivariate calcu
lus, and introductory computer science; ad
vanced courses: (1) Modeling (MATH 061); (2)
at least one of Probability (MATH 105),
Mathematical Statistics I (STAT 053), and pos
sibly Mathematical Statistics II (STAT 111); (3)
at least one of Combinatorics (MATH 065) or
Operations Research (ECON 032); (4) the two
required core courses (MATH 047 and MATH
049); and (5) Differential Equations (MATH
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 of the core course requirements may be
waived with permission of the department.
Sample program for students considering gradu
ate work in operations research. Basic courses:
same as previous paragraph. Advanced courses:
(1) the two required core courses (MATH 047
and MATH 049); (2) Combinatorics (MATH
065) and Topics in Combinatorics (MATH
072); (3) Mathematical Statistics (STAT 053);
and (4) at least one of Number Theory (MATH
037), Modeling (MATH 061), or Probability
(MATH 105).
Special Emphases
Teacher Certification
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
Swarthmore offers teacher certification in math
ematics through a program approved by the state
of Pennsylvania and adm inistered by the
College’s Educational Studies Department. In
additional to meeting the general certification
requirements, students seeking certification in
243
Mathematics and Statistics
mathematics have two choices. Either they com
plete a mathematics major and must include
among their electives:
• One semester of computer science (CPSC
010,020, or 021)
• O ne sem ester of discrete m athem atics
(MATH 029,065, or 072)
• One semester of geometry (MATH 045)
• O ne semester of statistics or probability
(STAT011,031,053, 111)
or they do a special major in mathematics and
education. Such a major must include seven
courses in mathematics, including MATH 045
or 047 and one other course numbered over 044.
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 ap
plications and/or to take at least one course in
the natural or social sciences in which mathe
matics 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 se
mester. To receive certification, a student must
receive a grade of C or better in all mathematics
courses.
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-vari
able calculus. In addition, every mathematics
course minor must obtain at least 2 credits in
mathematics or statistics courses whose numbers
are greater than 044. A t least 1 of these 2 credits
must be for MATH 047 or 049. Progress of math
ematics course minors will be reviewed at the end
of each semester. Students not making satisfac
tory progress may be dropped from the minor.
Statistics Course Minor
By graduation, a statistics course minor must
have 6 credits in mathematics or statistics.
Furthermore, every statistics course minor is re
quired to obtain credit for, or place out of, each
of the following subjects: single-variable calculus
(two semesters), linear algebra, and several-vari
able calculus. In addition, every statistics course
minor must obtain credit for, or place out of,
244
STAT 031 and STAT 053. A t least one of STAT
031 and STAT 053 must be taken at Swarthmore. Progress of statistics course minors will be
reviewed at the end of each semester. Students
not making satisfactory progress may be dropped
from the minor.
Honois 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 statis
tics courses of B+ or better. Potential honors ma
jors may w ant to consider including in the
sophomore year a course that emphasizes theory
and provides an opportunity for writing proofs.
Department faculty can give advice on appro
priate courses.
The program for an honors major in mathemat
ics for the Class of ’07 and later consists of prepa
rations for external examination in three fields
of 2 credits each. For each field chosen, the
courses or seminars are specified by the depart
ment. For the honors major, one preparation
shall be in algebra (MATH 049 and 102) and
one in analysis (MATH 047 and either 101 or
103). Each student may select the third prepara
tion from discrete mathematics, geometry, prob
ability, 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), lin
ear algebra, and several-variable calculus. For
the honors portion of their program, minors
must complete one preparation chosen from
among any of the fields described earlier.
COURSES
Note: In the departm ent’s new numbering
scheme, in effect for courses numbered under
036, 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 upperlevel courses; from 70 to 89 are courses that have
one or more core courses as prerequisites, and in
the 90s are independent reading courses.
S T A T M l. Statistical Thinking
Statistics provides methods for collecting and
analyzing data and generalizing from their re
sults. Statistics is used in a wide variety of fields,
and this course provides an understanding of die
role of statistics in these fields and in everyday
life. It is intended for students who want an ap
preciation of statistics, including the ability to
critically interpret and evaluate statistical claims
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 O il.) 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 2005. Stromquist. Spring 2006. Everson.
MATH 003. Introduction to Mathematical
Thinking
Students will explore the world of mathematical
ideas by sampling logic, number theory, geome
try, infinity, topology, probability, and fractals,
while we emphasize the thinking and problem
solving skills these ideas stimulate. Class meet
ings will involve presentation of new material;
group work on problems and puzzles; and lively,
maybe even passionate discussions about mathe
matics. This course is intended for students with
little background in mathematics or those who
may have struggled w ith m ath in the past.
Students 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 2006. Bergstrand.
MATH 007. Elementary Topics in
Mathematics in Applied Contexts
This course is offered occasionally and is inter
disciplinary in nature. It provides an introduc
tion 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.
N ot offered 2005-2006.
STAT 0 11. Statistical Methods
(Cross-listed as SOAN 010E)
STAT 011 prepares students to carry out basic
statistical analyses with the aid of computer soft
ware. Topics include basic summary statistics
and graphics, design of surveys and experiments,
one and two-sample t-tests and tests of propor
tions, chi-square tests, and an introduction to
linear regression and analysis of variance. The
course is intended for students who want a prac
tical 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 cred
it for STAT O il. Note that STAT O il overlaps
considerably with ECON 031; both courses
cover similar topics, although ECON 031 focus
es more on economic applications while STAT
O il draws examples from a variety of disciplines.
Prerequisite: Four years of traditional high school
mathematics (precalculus).
1 credit.
Each semester.
Fall2005. Evetson, Johnson. Spring2006. Stromquist
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 sym
bolic methods will be used. The course will
mostly cover differential calculus, with an intro
duction to integral calculus at th e end.
Applications to biological science and social sci
ence will receive special attention.
Prerequisite: Four years of traditional high school
mathematics (precalculus) and placement into
this course through Swarthm ore’s Calculus
Readiness Examination or Calculus Placement
Examination (see “Placement Procedure” earlier).
1 credit.
Fall 2005. Hunter, Lauzon.
245
Mathematics and Statistics
MATH 023. Brief Survey of Calculus
Through Second Year
MATH 026. Advanced Topics in
Single-Variable Calculus
Survey of key topics in single- and severalvariable calculus for students who do not plan to
take any more calculus. In single-variable calcu
lus, topics may include antiderivatives, the fun
damental 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 exam
ination (see “Advanced Placement and Credit
Policy” earlier).
1 credit.
Each semester.
Fall 2005. Maurer. Spring 2006. Johnson.
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. Includes power series and
convergence tests. This course, or MATH 025, is
required of all students majoring in mathemat
ics, physics, chemistry, or engineering. Students
may not take MATH 026 for credit after MATH
025 without special permission.
Prerequisites: Placement by examination (see
“Advanced Placement and Credit Policy” earlier).
1 credit.
Fall 2005. Grinstead.
MATH 025. Further Topics in
Single-Variable Calculus
The continuation of MATH 015 for students
who wish to take more calculus later or wish to
major in mathematics, physics, chemistry, or en
gineering. 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 exam
ination (see “Advanced Placement and Credit
Policy” earlier).
1 credit.
Each semester.
Fall 2005. Bergstrand. Spring 2006. Grinstead.
MATH 025S. Single-Variable Calculus
Seminar
MATH 025S covers the same material as the
lecture-based MATH 025 but uses a seminar for
mat (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 confi
dence to continue with mathematics and science.
Prerequisite: Placement by examination (see
“Advanced Placement and Credit Policy” earlier).
First-year seminar. 1 credit.
Fall 2005. Campbell.
246
MATH 027. Linear Algebra
This course covers vector spaces, matrices, and
linear transformations with applications to solu
tions of systems of linear equations, determi
nants, and eigenvalues. Students may take only
one of MATH 027, MATH 028, MATH 028S,
and MATH 028P 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” earlier).
1 credit.
Each semester.
Fall 2005. Lauzon. Spring 2006. Campbell.
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 applica
tions will be emphasized less. MATH 028 is in
tended for students with exceptionally strong
mathematical skills, especially if they are think
ing of a mathematics major. Students may take
only one of MATH 027, MATH 028, MATH
028S, and MATH 028P 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” earlier).
1 credit.
Fall 2005. Johnson.
MATH 028S. Linear Algebra Honors
Seminar
MATH 028S covers the same material as the
lecture-based MATH 028 but uses a seminar for
mat (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, MATH
028S, and MATH 028P for credit.
Prerequisite: Placement by examination (see
“Advanced Placement and Credit Policy” earlier).
First-year seminar. 1 credit.
Fall 2005. Hunter.
MATH 028P. Linear Algebra Honors
Seminar With Physics
This course is similar to MATH 028S but limited
to students who are also taking PHYS 006H; the
Physics Department will designate a specific sec
tion of that course so that exactly the same stu
dents are in that section and this course. PHYS
006H emphasizes quantum theory, and the pri
mary mathematics of quantum theory is linear
algebra, done from an “operator” viewpoint. The
professors for the two courses will often attend
each other’s seminars, and some material in
MATH 028P will be chosen and arranged to
highlight the connections between the physics
and mathematics approaches. Students may take
only one of MATH 027, MATH 028, MATH
028S, and MATH 028P for credit.
Prerequisite: Placement by examination (see
“Advanced Placement and Credit Policy” earlier)
and concurrent enrollment in the designated sec
tion of PHYS 006H.
First-year seminar. 1 credit.
Fall 2005. Maurer.
MATH 029. Discrete Mathematics
An introduction to noncontinuous mathemat
ics. The key theme is how induction, iteration,
and recursion can help one discover, compute,
and prove solutions to various problems—often
problems of interest in computer science, social
science, or management. Topics will include al
gorithms, graph theory, counting, difference
equations, and finite probability with special
emphasis on how to write mathematics.
Prerequisite: Placement by examination (see
“Placement Procedure” earlier). Familiarity with
some computer language is helpful but n o t
necessary.
Writing course.
1 credit.
Each semester.
Fall 2005. Bergstrand. Spring 2006. Maurer.
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 em
phasizes writing assignments and interactive
problem solving using real datasets.
Prerequisites: Credit for AP Statistics, STAT
O il, STAT 053, or ECON 031; or STAT 001
and permission of the instructor.
Writing course.
1 credit.
Spring 2006. Stromquist.
MATH 033. Dasic Several-Variable
Calculus
This course considers differentiation and inte
gration of functions of several variables with spe
cial emphasis on two and three dimensions.
Topics include partial differentiation, extreme
value problems, Lagrange multipliers, multiple
integrals, line and surface integrals, G reen’s,
Stokes’, and Gauss’ theorems. The department
strongly recommends that students take MATH
034 instead, which provides a richer understand
ing 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 place
ment by examination (see “Advanced Placement
and Credit Policy” earlier).
1 credit.
Each semester.
Fall 2005. Shapiro. Spring 2006. Johnson.
MATH 034. Several-Variable Calculus
Same topics as MATH 033 except in more depth
using the concepts of linear algebra. The depart
ment 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 2005 and spring 2006. Shimamoto.
247
Mathematics and Statistics
MATH 035. Several-Variable Calculus
Honors Course
This version of MATH 034 will be more theo
retical, abstract, and rigorous than its standard
counterpart. The subject matter will be equally
as valuable in applied situations, but applica
tions will be emphasized less. It is intended for
students with exceptionally strong mathemati
cal skills and primarily for those who have com
pleted 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 2006. Staff.
MATH 037. Number Theory
The theory of primes, divisibility concepts, and
multiplicative number theory will be developed.
Students are also expected to learn how to con
struct a mathematical proof.
Prerequisites: Linear algebra and several-vari
able calculus or permission of the instructor.
1 credit.
Alternate years.
N ot offered 2005-2006.
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.
N ot offered 2005-2006.
MATH 043. Basic Differential Equations
A n introduction to differential equations that
includes such topics as first-order equations, lin
ear differential equations, series solutions, firstorder systems of equations, Laplace transforms,
approximation methods, and some partial differ
ential equations. This course focuses on analytic
techniques in solving differential equations, and
is meant for students who have limited room in
their schedules for mathematical courses and
cannot fit in all the prerequisites for MATH 044.
Students may not take both MATH 043 and 044
for credit. The department prefers students to
take MATH 044.
248
Prerequisites: Several-variable calculus or per
mission of the instructor.
1 credit.
Spring 2006. Shapiro.
MATH 044. Differential Equations
A n introduction to differential equations that
includes similar topics to MATH 043. However,
this course emphasizes the interplay between an
alytic and qualitative methods in studying differ
ential equations, with some focus on the mathe
matical theory of the discipline. Students may
not take both MATH 043 and 044 for credit.
Prerequisites: Linear algebra and several-vari
able calculus or permission of the instructor.
1 credit.
Spring 2006. Lauzon.
MATH 045. Topics in Geometry
Course content varies from year to year, but re
cently the focus has been on the careful devel
opment of plane geometry, including basic ax
ioms and the geometries that result: Euclidean,
projective, and hyperbolic.
Prerequisites: N one, but the course will be
taught at a level suitable for students who have
completed linear algebra and several-variable
calculus. See the instructor if in doubt.
1 credit.
Fall 2005, fall 2006, then alternate years.
Fall 2005. Shimamoto.
MATH 046. Theory of Computation
(Cross-listed as CPSC 046)
Please see computer science for description.
MATH 047. Introduction to Real Analysis
This course concentrates on the careful study of
the principles underlying the calculus of real
valued functions of real variables. Topics will
include continuity, compactness, connected
ness, uniform convergence, differentiation, and
integration.
Prerequisites: Linear algebra and several-vari
able calculus or permission of the instructor.
Writing course.
1 credit.
Fall 2005. Grinstead, Johnson, Shimamoto.
MATH 048. Topics in Algebra
Course content varies'from year to year depend
ing on student and faculty interest. Recent offer
ings have included coding theory, groups and
representations, and finite reflection groups. In
2005-2006, the subject of the course is expected
to be elliptic curves.
Prerequisites: Linear algebra and possibly MATH
049.
1 credit.
Alternate years.
Sirring 2006. Campbell.
MATH 049. 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 empha
sis will be on abstract theorems, proofs, and rig
orous mathematical reasoning.
Prerequisite: Linear algebra or permission of the
instructor.
Writing course. 1 credit.
Usually offered fall only.
Fall 2005. Shapiro. Spring 2006. Grinstead.
STAT 053. Probability and Mathematical
Statistics I
This course introduces the mathematical theory
of probability, including density functions and
distribution functions, joint and marginal distri
butions, conditional probability, and expected
value and variance. It then develops the theory
of statistics, including parameter estimation and
hypothesis testing. TTie 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 011 or 031 in addition or
instead of this course.
Prerequisites: Several-variable calculus or per
mission of the instructor.
1 credit.
Fall 2005. Stromquist.
theory, and computer simulation. The emphasis,
however, will be on how to apply these subjects
to specific modeling problems, not on their sys
tematic theory. The format of the course will in
clude projects as well as lectures and problem
sets.
Prerequisites: Linear algebra and several-vari
able calculus or permission of the instructor.
1 credit.
Alternate years.
Not offered 2005-2006 or 2006-2007.
MATH 065. Combinatorics
This course continues the study of noncontinuous mathematics begun in MATH 009. The top
ics 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 invari
ants. 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.
N ot offered 2005-2006.
MATH 072. Topics in Combinatorics
Topics vary from year to year. Past topics have
included linear programming, game theory, com
binatorial algorithms, number theoretic algo
rithms, and complexity theory. In 2005-2006,
the subject of the course is expected to be com
binatorial matrix theory.
Prerequisites: MATH 029 and at least one high
er-numbered mathematics course.
1 credit.
Alternate years.
Fall 2005. Shapiro.
MATH 061. Modeling
MATH 081. Partial Differential Equations
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, applica
tions in this course will be primarily to social and
biological sciences. Various standard methods
used in modeling will be introduced: differential
equations, Markov chains, game theory, graph
The first part of the course consists of an intro
duction to linear partial differential equations of
elliptic, parabolic, and hyperbolic type via the
Laplace equation, the heat equation, and the
wave equation. The second part of the course is
an introduction to the calculus of variations.
Additional topics depend on the interests of the
students and instructor.
249
Mathematics and Statistics
Prerequisites: Linear algebra, several-variable
calculus, and either MATH 043, MATH 44,
PHYS 050, or permission of the instructor.
1 credit.
Alternate years.
Spring 2006. Shapiro.
MATH 085. Topics in Analysis
Course content varies from year to year depend
ing on student and faculty interest. Recent top
ics have included financial mathematics and
Fourier analysis. The most recent topic was dy
namical systems. This includes an introduction
to basic features of a discrete dynamical system,
symbolic dynamical systems, and the use of
dynamical systems in studying number theory,
biology, fractals, and more.
Prerequisites: Linear algebra and several-vari
able calculus. MATH 047 is also recommended.
1 credit.
Alternate years.
Not offered 2005-2006.
MATH 093/STAT 093. Directed Reading
MATH 096/STAT 096. Thesis
MATH 097. Senior Conference
This course is required of all senior mathematics
majors in the course program. It provides an op
portunity to delve more deeply into a particular
topic agreed on by the student and the instruc
tor. This focus is accomplished through a written
paper and an oral presentation.
0.5 credit.
Fall 2005. Campbell.
SEMIMARS
MATH 10 1. Real Analysis II
This seminar is a continuation of Introduction
to Real Analysis (MATH 047). Topics may in
clude the inverse and implicit function theo
rems, differential forms, calculus on manifolds,
and Lebesgue integration.
Prerequisite: MATH 047.
1 credit.
Spring 2006. Staff.
250
MATH 102. Modern Algebra II
This seminar is a continuation of Introduction
to Modem Algebra (MATH 049). Topics cov
ered usually include field theory, Galois theory
(including the insolvability of the quintic), the
structure theorem for modules over principal
ideal domains, and a theoretical development of
linear algebra. O ther topics may be studied
depending on the interests of students and
instructor.
Prerequisite: MATH 049.
1 credit.
Spring 2006. Grinstead.
MATH 103. Complex Analysis
A brief study of the geometry of complex num
bers is followed by a detailed treatment of the
Cauchy theory of analytic functions of a com
plex variable: integration and Cauchy’s theorem,
power series, residue calculus, conformal map
ping, and harmonic functions. Various applica
tions are given, and other topics—such as ellip
tic functions, analytic continuation, and the
theory of Weierstrass—may be discussed.
Prerequisite: MATH 047.
1 credit.
Alternate years.
N ot offered 2005-2006 or 2006-2007.
MATH 104. Topology
A n introduction to point-set, combinatorial,
and algebraic topology: topological spaces, clas
sification of surfaces, the fundamental group,
covering spaces, simplicial complexes, and ho
mology (including related algebra).
Prerequisites: MATH 047 and 049.
2 credits.
Alternate years.
Spring 2006. Hunter.
MATH 105. Probability
A n introduction to measure-theoretic probabili
ty theory. Topics may include branching process
es, renewal theory, random walks, stochastic
processes, laws of large numbers, characteristic
functions, the Central Limit Theorem, Markov
chains, the Poisson process, and percolation.
Prerequisite: STAT 053.
1 credit.
Alternate years.
N ot offered 2005-2006.
MATH 106. Advanced Topics in Geometry
The course content varies from year to year
among differential geometry, differential topol
ogy, and algebraic geometry. In fall 2004, the
topic was algebraic geometry, including affine
and projective geometry, dimension theory, and
invariant theory, with a focus on explicit con
crete examples and explicit computation.
Prerequisites depend on the topic chosen. In partic
ular, MATH 045 may or may not be a prerequisite.
1 credit.
Alternate years.
Not offered 2005-2006.
STAT1 1 1 . Mathematical Statistics II
This seminar is a continuation of STAT 053. It
deals mainly with statistical models for the rela
tionships between variables. The general linear
model, which includes regression, variance, and
covariance analysis, is examined in detail. Topics
may also include nonparametric statistics, sam
pling theory, and Bayesian statistical inference.
Prerequisite: Linear algebra and a grade of C+ or
better in STAT 053.
1 credit.
Alternate years.
Spring 2006. Everson.
251
Medieval Studies
Coordinator: STEPHEN P. BENSCH (History)
Committee:
Michael W. Cothren (Art History)
Nathaniel Bentsch (Religion)
Michael Marissen (Music)
Rosaria V. Munson (Classics)
Ellen M . Ross (Religion)
William N. Turpin (Classics)2
Craig Williamson (English Literature)
2 Absent on leave, spring 2006.
This interdisciplinary program offers an opportu
nity for an integrated study of European and
Mediterranean civilization from the fourth to
the 15th centuries. The period, which has a crit
ical importance for the understanding of Wes
tern culture, can best be approached through a
combination of several disciplines. Hence, six
departments (Art, Classics, English Literature,
History, Music, and Religion) cooperate to pro
vide 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 ANB 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)
O ne course in history (H IST 002A, 006,
012-017, or 111)
One course in literature (ENGL 010, 014, 016,
102, or CLAS 014 or 060)
One course in religion (RELG 014B, 020B, 114,
or 116) or philosophy (medieval)
(Please note possible prerequisites for the pre
ceding 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 exam
inations (normally taken at the end of the
second semester of senior year). These exam
252
inations 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 me
dieval subjects and/or a thesis written during
die first semester of the senior year.)
Course Minor
A minor in medieval studies will consist of 5
credits in medieval studies (see course and semi
nar options listed subsequently). These 5 credits
must include work in at least three separate de
partments. 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 Hoiiors 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
com bination 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 prepara
tions as also part of the separate minor in its
home department. Students who minor in an
other departm ent will have to fulfill the
minor prerequisites and requirements (in
eluding senior honors study minor require
ments) stipulated by that department.
3. Senior honors study for majors in medieval
studies will follow the policies of the individ
ual departmental preparations used in the
program. Majors will have a 90- to 120minute oral panel with all four examiners pre
sent. Minors will have the regular individual
oral for the single preparation.
Honois 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 at
tachment. The minor preparation must be in
a departm ent distinct from th e student’s
major.
3. Senior honors study for minors in medieval
studies will follow the policies of the individ
ual departmental preparations used in the
program. Minors will have the regular indi
vidual oral for the single preparation.
COURSES
Courses currently offered in medieval studies
(see catalog sections for individual departments
to determine specific offerings in 2004-2005):
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 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 03IB. 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 111. The Medieval Mediterranean
RELG 116. The Body in Late Antiquity
RELG 114. Love and Religion
RELG 119. Sufism: Muslim Mystics, Saints
and Poets
RELG 125. Islamic Society in North Africa
and Andalusia
253
Modera Languages and Literatures
ALAN BERKOWITZ (Chinese) , Professor and Acting Chair5
MARION J . FABER (German), Professor
JOHN J . HASSETT (Spanish), Professor and Chair1
GEORGE MOSKOS (French) , Professor912
HANSJAKOB WERLEN (German) , Professor
JEAN-VINCENT BLANCHARD (French) , Associate Professor10
AURORA CAMACHO d e SCHMIDT (Spanish) , Associate Professor
SIBELAN FORRESTER (Russian) , Associate Professor3
MARIA LUISA GUARDIOLA (Spanish) , Associate Professor
HAILI KONG (Chinese) , Associate Professor3
MICHELINE RICE-MAXIMIN (French) , Associate Professor11
SUNKA SIMON (German) , Associate Professor
JIMIA BOUTOUBA (French) , Assistant Professor
HORACIO CHIONG RIVERO (Spanish) , Assistant Professor3
WILLIAM 0. GARDNER (Japanese), Assistant Professor
MILTON R. MACHUCA (Spanish), Visiting Assistant Professor (part time)
MICHAEL A . PESENSON (Russian) , Assistant Professor
VICTORIA RIVERA-CORDERO (Spanish) , Visiting Assistant Professor
MARINA ROJAVIN (Russian), Visiting Assistant Professor
CARINA YERVASI (French) , Assistant Professor3
STEVEN P. DAY (Chinese), Visiting Instructor
XIA0R0NG LI (Chinese), Instructor
KIMBERLY FEDCHAK (Russian), Language Instructor (part time)
JOAN FRIEDMAN (Spanish) , Language Instructor (part time)
SHINO HAYASHI (Japanese) , Language Instructor (part time)
Y0SHIK0 JO (Japanese), Language Instructor (part time)3
WOL A KANG (Chinese), Language Instructor (part time)
MARY K. KENNEY (Spanish), Language Instructor (part time)
CAROLE NETTER (French), Language Instructor (part time)
ELKE PLAXTON (German), Language Instructor (part time)
KIRSTEN E . SPEIDEL (Chinese), Language Instructor (part time)
ATSUKO SUDA (Japanese), Language Instructor (part time)
PATRICIA VARGAS (Spanish), Language Instructor (part time)
BENJAMIN CHEREL (French), Visiting Language Instructor
MICHAEL JONES, Language Resource Center Director
ELE0N0RE BAGINSKI, Administrative Coordinator
ANNA EVERETTS, Administrative Assistant
1 Absent on leave, fall 2005
3 Absent on leave, 2005-2006.
5 Fall 2005.
9 Campus coordinator, Swarthmore Program
in Grenoble, fall 2005.
10 Campus coordinator, Swarthmore Program
in Grenoble, spring 2006.
11 Program director, Swarthmore Program in
Grenoble, fall 2005.
12 Program director, Swarthmore Program in
Grenoble, spring 2006.
T he M odern Languages and Literatures
Department— consisting of Chinese, French,
German, Japanese, Russian, and Spanish sections—provides Swarthmore students with an
254
understanding of foreign cultures through their
original languages and prepares them to engage
effectively with an increasingly international
ized world. In addition to language courses, the
department also offers a large variety of seminars
and courses (some in English) that explore au
thors, genres, aesthetic theories, and periods of
literary and cinematic production and that in
vestigate literature and culture as sites of con
tending 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 lit
erature, or culture courses, and a culminating ex
ercise, such as a comprehensive examination.
One of the required courses for the foreign liter
ature major may be taken in English provided it
is pertinent to the student’s specific major. The
department encourages interdisciplinary ap
proaches within the guidelines of the programs
in Asian studies, Francophone studies, German
studies, Latin American studies, and Slavic stud
ies. 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.
REQUIREMENTS AND RECOMMENDATIONS
Courses numbered 001B to 004B are primarily
designed to help students acquire the linguistic
competence necessary to pursue literary and cul
tural 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 011 or
above emphasize the study of literature and cul
ture as a humanistic discipline as well as compe
tence 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 the in
tensive language courses (001B-002B) in the
freshman year. Language courses numbered
003B and above, with the exception of Spanish,
count toward the 8 credits required for the
major.
Students who wish to continue a language begun
elsewhere will be placed at the course level
where they will profit best according to their
score on the College Entrance Examination or
placement tests administered by the department
in the fall.
Prerequisites for majors are noted under the list
ing of each of the literatures taught. Exceptions
to course requirements are made for those who
show competence in the language of specializa
tion. Students who speak Chinese, French, Ger
man, Japanese, Russian, or Spanish fluently
should consult with the department before elect
ing courses.
Majors are urged to select supporting courses in
other literatures, history, philosophy, linguistics,
or art history. The department also recommends
participation for a minimum of a summer and a
semester in an academic program abroad.
Linguistically qualified students in French may
apply to the Swarthmore Program in Grenoble
at the University of Grenoble, for one or two se
mesters in the sophomore or junior year. This
program is particularly suited for majors in the
humanities and the social sciences.
Students competent in Spanish should consider
the H am ilton College Program in Madrid,
Spain, which is cooperatively sponsored by
Swarthmore. Other recommended programs in
clude the Universität de Illes Balears, in Palma
de Mallorca; the University of PennsylvaniaMexico; Pitzer College-Venezuela; and Wash
ington University-St. Louis-Chile. For a com
plete listing of approved programs, students
should consult with members of the Spanish sec
tion. (The Spanish section requires that its ma
jors spend a minimum of one semester of study
abroad in a program approved by the section.)
Students of German have the opportunity to
join the Dickinson College program in Bremen
during the spring semester of each year. Other
programs students should consider are the
Wayne State Junior Year in Germany (at the
U niversity of M unich or the U niversity of
Freiburg), the Wesleyan University Program in
Regensburg, or the Duke Program in Berlin.
Students in Russian are strongly encouraged to
spend at least one semester in the A.C.T.R.,
C.I.E.E., or Middlebury programs among others
in Russia.
Study abroad is particularly encouraged for stu
dents of Chinese; academic credit (full or par
tial) is generally approved for participation in
the several programs of varying duration in the
People’s Republic of China and in Taiwan, rec-
255
Modern Languages and Literatures
ommended by the C hinese section. In the
People’s Republic these include, but are not lim
ited to, the Inter-U niversity Board (IUB)
Program at Tsing-hua University, the Associated
Colleges in China (ACC) Program, and the
Council on International Educational Exchange
(CIEE) Program in Beijing, and th e CET
Program in Harbin. In Taiwan, these include the
International C hinese Language Program
(ICLP) and the Mandarin Training Center in
Taipei and the University of Massachusetts
Program in Tunghai. Students on scholarship
may apply scholarship monies to designated pro
grams of study abroad.
Study abroad is encouraged for students of
Japanese. A carefully selected list of programs in
Japan will be available to students interested in
studying in Japan.
We offer teacher certification in modem lan
guages (French, German, and Spanish) through
a program approved by the state of Pennsyl
vania. For further information about the rele
vant set of requirements, please contact the
Educational Studies Department director, the
Modem Languages Department chair, or the
Educational Studies D epartm ent Web site:
www.swarthmore.edu/SocSci/Education/.
Students who plan to do graduate work are
reminded that, in addition to the language of
specialization, a reading knowledge of other lan
guages is often required for admission to ad
vanced studies.
Modem Languages and Literatures Department.
The Olga Lamkert Memorial Fund
LITR 013R. The Russian Novel
Income from a fund established in 1979 by stu
dents of Olga Lamkert, professor of Russian at
Swarthmore College from 1949 to 1956, is avail
able to students with demonstrated financial
need who wish to attend a Russian summer
school program in this country or either the St.
Petersburg or Moscow semester programs. Awards
based on merit and financial need will be made on
the recommendation of the Russian section of the
Modem Languages and Literatures Department.
(Cross-listed as RUSS 013)
The Russian novel represents Russia’s most fun
damental contribution to world culture. This
course surveys classic authors and experimental
works from th e 19th and 20th centuries.
Students in the course will deepen their under
standing of the context for writers, including
Dostoevsky and Tolstoy. They will gain familiar
ity with literary movements and genres includ
ing romanticism, realism, thè psychological
novel, the picaresque novel, modernism, and the
postmodern as they developed in Russia. We will
highlight issues including thè relationship of
Russia to the West, national identity, and the
complex relationship of literature and politics.
No prerequisite.
Writing course.
1 credit.
Fall 2005. Pesenson.
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
256
Advanced Placement
The department will grant 1 credit for incoming
students who have achieved a score of 4 or 5 in
A dvanced Placem ent French, G erm an, or
Spanish examinations when they have success
fully completed a 1-credit course in that lan
guage 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 Baccalau
reate after they have successfully completed a 1credit course in that language at the College.
LITERATURES IN TRANSLATION
Students acquainted with a particular foreign
language are urged to elect an appropriate litera
ture 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 O il- or 012-level courses to satisfy the de
partmental prerequisites for a major or minor in
the original languages, but a student may take
one of these courses to satisfy the 8-credit re
quirement of a foreign literature major provided
that the course is pertinent to the specific litera
ture of the major.
LiTR 014. Modern European Literature
Studying key modernist works of fiction between
1900 and 1930, we will work in seminar format
(presentation and critical discussion of student
papers). A uthors will include Nietzsche,
Conrad, Joyce, Kafka, Proust, Thomas Mann,
and Virginia Woolf. Intended especially for
freshmen with an interest in literature. Limited
to 12 to 13 first- and second-year students.
1 credit.
Not offered 2005-2006.
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 turbu
lent region. Analysis of individual works and
writers with the purpose of appreciating the reli
gious, 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 stu
dents may do some readings in the original lan
guage^). Writing-intensive course limited to 15
students.
Writing course.
1 credit.
Not offered 2005-2006.
LiTR 016CH. Substance, Shadow, and
Spirit in Chinese Literature and Culture
(Cross-listed as CHIN 016)
This course will explore the literary and intel
lectual world of traditional Chinese culture,
through original writings in English 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 reli
gious dimension, disengagement, and the appre
ciation of the natural world. The course also will
address cultural and literary formulations of con
duct and persona and the expression of individ
ualism in an authoritarian society.
No prerequisites.
1 credit.
Fall 2005. Berkowitz.
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, biogra
phies 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 is required.
1 credit.
Not offered 2005—2006.
LITR 017 J . Introduction to Japanese
Culture: The Cosmology of Japanese
Drama
(Cross-listed as JPNS 017)
This course will provide an introduction to
Japanese culture through a study of its three
great dramatic traditions: N oh masked drama,
Bunraku puppet theater, and Kabuki. These fas
cinating and distinctive dramatic forms offer a
microcosm of Japanese religion, history, litera
ture, and visual aesthetics. In our course, we will
explore how the Japanese stage becomes a path
way between human beings and the supernatur
al and between present times and the legendary
past. The course will proceed through readings of
plays, aesthetic treatises, and articles on the cul
tural and historical contexts of Japanese drama.
Screenings of theatrical performances and films
based on classic plays will offer a glimpse of the
continuing legacy of these dramatic forms.
No previous knowledge of Japanese language,
history, or culture is required.
1 credit.
Not offered 2005—2006.
LiTR 018CH. The Classical Tradition in
Chinese Literature
(See CHIN 018)
1 credit.
Not offered 2005—2006.
LITR 019. Cultural Identity in the
European Union
Since the Treaty of Maastricht in 1992, much in
terest has been paid to the increasing economic
257
Modem Languages and Literatures
and political integration within the European
Union. But to what degree is it also becoming
possible to speak of an integrated European cul
ture? Do contemporary authors and filmmakers
think of themselves, either consciously or un
consciously, as multinational or transnational
artists? Has the European Union inspired a pop
ular culture that transcends national boundaries
and challenges the influence of America? How
powerful are national, regional, and ethnic iden
tities in the cultural expressions of an increas
ingly united Europe?
In this new course (in English), we will explore
these questions by studying recent literary and
cinematic works from the new “Old Europe.” In
addition to the concept of Europe as a whole, we
will address how Germany and Italy, in particular,
have experienced post-Fascism, post-Communism, and issues of immigration and cultural as
similation. Readings will include W.G. Sebald’s
Austerlitz, Andrea Camilleri’s The Snack Thief,
Jose Saramago’s The Stone Raft, Günter Grass’
Crabwalk and Emine Oezdamar’s Mother Tongue.
Films will include Ozpetek’s Facing Windows,
A m elio’s Lamerica, Fatih A k in ’s Head-On,
Frears’ Dirty Pretty Things, and Klapisch’s
Lauberge espagnole. Secondary readings will in
clude essays by Jeremy Rifkin, T.R. Reid, Tobias
Jones, and Hilary Mantel.
No prerequisites. Screenings will be held, as nec
essary, after class with the opportunity to view
films subsequently in the Language Resource
Center.
I credit.
Fall 2005. Faber.
LITR 021J . Modern Japanese Literature
(Cross-listed as JPNS 021)
A n introduction to Japanese fiction from the
Meiji Restoration (1868) to the present day, fo
cusing on how literature has been used to express
the personal voice and to shape and critique the
concept of the modem individual. We will dis
cuss 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 per
sonal 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
258
consumer society in the postwar period, and the
impact of global popular culture and the horizon
of new transnational identities in the 21st centu
ry. All readings and discussions will be in English.
1 credit.
Fall 2005. Gardner.
LITR 021R. Dostoevsky (in Translation)
(Cross-listed as RUSS 021)
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 so
ciety 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 knowledge of Russian may read some or all
of the works in the original.
1 credit.
Spring 2006. Pesenson.
LITR 023CH. Modern Chinese Literature:
A New Novelistic Discourse (1918-1943)
(Cross-listed as CHIN 023)
Modem Chinese literary texts created between
1918 and 1948, presenting a series of political,
social, cultural, and ideological dilemmas under
lying 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 2005-2006.
LITR 024. 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 in
fluential Soviet avant-garde cinema and survey
the traditions that developed subsequently with
selections from Russian, Polish, Caucasian,
Czech, Hungarian, Ukrainian and Yugoslav cin
ema. Screenings will include films by Eisenstein
and Tarkovsky, W ajda, 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 2005—2006.
LITR 024J. Japanese Film and Animation
(Cross-listed as JPNS 024)
This course offers a historical and thematic in
troduction 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 read
ings, discussion, and writing, we will explore var
ious 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 2006. Gardner.
LITR 025CH. Contemporary Chinese
Fiction: Mirror of Social Change
(Cross-listed as CHIN 025)
Literary narratives of post-Mao China in transla
tion. The selected stories and novellas articulate
the historical specificity of ideological dilemmas
and cultural dynamics in the imaginary process
of dealing with love, politics, sex, morality, eco
nomic reform, and feminist issues.
1 credit.
Not offered 2005-2006.
LITR 027CH. Women Writers in
20th-Century 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, psychologi
cal, and gender-related issues through their texts
as well as on their writing styles and literary con
tributions to modem Chinese literature. The
chosen women writers will include those from
Mainland, Taiwan, Hong Kong, and overseas ex
patriate 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 2005-2006.
LITR 028F. Francnphone Cinema
(Cross-listed as FREN 028)
1 credit.
Not offered 2005—2007.
LITR 037G. History and Memory:
Perspectives on the Holocaust
(Cross-listed as HIST 037)
Despite an enormous amount of research and
testimony, the Holocaust of European Jewry
continues to generate compelling historical and
interpretive questions. How, in fact, did it come
about? Can we establish its connection to 19thcentury German culture? How have feminist and
revisionist interpretations changed our under
standing? W hat has been the impact of the
Holocaust on contemporary American and Ger
man identity and politics? 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, mem
oirs, music, painting, and film.
1 credit.
Not offered 2004-2005.
LITR 041J . Fantastic Spaces in Mndern
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 path
ways of cultural memory, the vicissitudes of in
terpersonal 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 experi
ence in Japanese studies is required.
1 credit.
Not offered 2005-2006.
259
Modern Languages and Literatures
LITR 041R. War and Peace in Russian
Literature and Culture
(Cross-listed as RUSS 041)
This exciting new course explores Russian liter
ary 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 va
riety 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 of a Soldier, My Name Is Ivan,
and Prisoner of the Mountains. All readings and
discussion will be in English. All fdms will be
screened with English subtitles.
I credit.
Not offered 2005-2006.
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 of fairy tales
and folk beliefs in literature, music, visual arts,
and film. The course also provides a general in
troduction to study and interpretation of folk
lore 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 stu
dents with adequate language preparation may
do some reading, or a course attachment, in the
original.
I credit.
Spring 2006. Pesenson.
LITR 049S. Quixote Fictions: Cervantes’
Don Quixote
Come explore the marvelously quixotic adven
tures 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’ in
delible creation, Don Quixote, as he journeys
through an almost surreal world of grotesque gi
ants, enchanted castles, damsels in distress,
wicked wizards, and chaotically overcrowded
inns—and that’s just the first 20 chapters. We
will examine the literary, theoretical, social, and
political issues of Cervantes’ times that con
tributed to his creation of the first modem novel.
Readings, assignments, and class discussion will
be in English.
I credit.
Not offered 2005-2006.
LITR 051G. Gender and Race in
European Cinema
W hat are the historical, structural, thematic,
and imaginary links between race and gender in
the visual landscape of a postwar Europe strug
gling to come to terms with the Third Reich, the
Holocaust, and World War II? How do contem
porary films visualize, analyze, resist, and
(re-)produce the tensions in the united Europe’s
multicultural and multiethnic societies? In con
sultation with pertinent film criticism, literary
theory, and journalistic inquiries, we will seek to
come to an understanding of the complex inter
relations between race, gender, visual, represen
tation, and 20th-century European history.
1 credit.
Not offered 2005-2006.
LITR 052SA. Contemporary Spanish
American Literature
The fiction of Spanish America has established
itself as one of the most innovative and provoca
tive of contemporary world .literature. This
course will begin by examining the roots of such
innovation followed by a study of representative
texts of the Latin American “boom” and “post
boom” periods. Special attention will be paid
not only to the formal aspects of these novels but
also to the sociopolitical contexts in which they
were written. Selected authors include Maria
Luisa Bombal (Chile), Juan Rulfo (Mexico),
Carlos Fuentes (M exico), G abriel Garcia
Márquez (C olom bia), M ario Vargas Llosa
(Peru), Manuel Puig (A rgentina), Claribel
Alegría (El Salvador), Isabel Allende (Chile),
Luisa Valenzuela (Argentina), and Rosario Ferré
(Puerto Rico).
1 credit.
Not offered 2005-2006.
LITR 53SA. A Century of Song:
Contemporary Poets of Latin America
LITR 056CH. History of Chinese Cinema
(1905-1995)
Latin America gave the world some of the great
poets of the 20th century: Gabriela Mistal, César
Vallejo, Pablo Neruda, Octavio Paz, Nicolás
Guillén, Jorge Luis Borges, Olga Orozco, Ernesto
Cardenal, and many others. This course explores
the development of a rich and varied poetry, at
once in dialogue with the world and deeply root
ed in the historical transformations of the conti
nent. It studies the aesthetic foundations of the
regions poetic production and considers the re
lationship between poetry and revolution in
Central America as well as the role of poetry in
opening a space for women’s self-affirmation in
many countries.
1 credit.
Not offered 2005-2006.
(Cross-listed as CHIN 056)
This course investigates Chinese cinema in its
90-year development throughout different polit
ical regimes and cultural milieus. Cinematic
texts, from silent film to the post-fifth-generation filmmaker’s films, will focus on the issues re
lated to nationhood, gender, and modernity,
along with the development of the cinematic
discourse in China.
1 credit.
Not offered 2005-2006.
LITR 054G. Postwar German Cinema
(Cross-listed as GERM 054)
A study of German Cinema from the “rubble
films” of the immediate postwar period through
the advent of the New German Cinema in the
’60s to the present state of German film in the
“postwall” era.
I credit.
Not offered 2005-2006.
LITR 055CH. Contemporary Chinese
Cinema: The New Waves (1984-2000)
(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 de
velop a better understanding of changing
Chinese culture by analyzing cinematic texts
and the new wave in the era of globalization.
1 credit.
Not offered 2005-2006.
LITR 055G. Film and Literature in
Weimar Germany
(Cross-listed as GERM 055)
I credit.
Not offered 2005-2006.
LITR 055SA. The Fiction of Contemporary
Spanish-American Women Writers
1 credit.
Not offered 2005-2006.
LITR 058. Cyberculture
(Cross-listed as FMST 058)
In only a decade, it has become “impossible to
thin k about life w ithout th e W eb” (David
Gauntlett, 2000). To facilitate the transition
from user to critical user, this course will investi
gate the media-specific social, cultural, and po
litical interactions th a t 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,
magazines, both on-line and off-line) and to as
sess the decision and design processes, which
form the aesthetic and economic interface be
tween 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 re
search projects by creating their own Web sites
linked to the course site.
1 credit.
Not offered 2005-2006.
LITR 060SA. Spanish American Society
Through Its Novel
(See SOAN 024C)
This course will explore the relationship between
society and the novel in Spanish America.
Selected works by Carlos Fuentes, Mario Vargas
Llosa, Isabel Allende, Gabriel García Márquez,
Luisa Valenzuela, Elena Poniatowska, and others
will be discussed in conjunction with sociologi
cal patterns in contemporary Spanish America.
1 credit.
Not offered 2005-2006.
261
Modem Languages and Literatures
UTR 061SA. Women’s Testimonial
Literature of Latin America
Marginal women—peasants, indigenous leaders,
urban squatters, guerrillas, mothers of the disap
peared, and victims of brutal repression—must
“write” for all the world to listen. The fire of
their texts, often mediated by an educated for
eigner, subverts all power relations and causes
major intellectual controversies.
1 credit.
Fall 2006. Camacho de Schmidt.
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 with
drawal, 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 2005-2006.
LITR 063SA. La frontera: The Many Voices
of the U.S.-Mexico Border
Sometimes defined as a wound, the U.S. south
ern border was created by war and is today the
porous gate to capital, commodities, immigrant
labor, refugees, drugs, and arms. A membrane
where cultural integration is negotiated, the bor
der is rich in tradition, resiliency, and absorbing
capacity. It is also the scenario of new national
istic forces that can erupt with violence. O n
both sides of the border, a literature of uncom
mon vitality records the binational experience.
1 credit.
Not offered 2005-2006.
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 learn
ing how to read a Chinese poem and learning a
number of poems in the original.
1 credit.
Not offered 2005—2006.
262
LITR 066G. History of German Drama
(Cross-listed as GERM 066)
This course will focus on the history of German
drama from Lessing to contemporary playwrights
like Elfiriede Jelinek (last year’s recipient of the
Nobel Prize for Literature). We will read repre
sentative plays of important genres and examine
the texts from historical, literary-critical, 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
(H auptm ann), Spring’s Awakening (Franz
W edekind), Mother Courage (Brecht), Tales
From the Vienna Woods (Odön von Horvath),
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.
Spring 2006. Werlen.
LITR 066R. Antichrist and Apocalypse in
Russian Literature and Culture
(Cross-listed as RUSS 066)
The Russians have been famously termed “wan
derers in search of God’s truth.” In much of their
literature, there is a discernible thirst for anoth
er 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 apoca
lyptic consciousness in Russian literature and
culture from the Middle Ages to the present.
Emphasis will be on such themes-as the expecta
tion 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.
Fall 2005. Pesenson.
LITR 067S. The 20th-Century
Spanish Novel
This course will examine major works of Spanish
writers who chose to remain in Spain after the
Civil War of 1936 to 1939, even though they
were opposed to the Franco regime. We will ex
plore the variations of the social novel and testi
monial literature as well as the ways in which au
thors sought to compensate for the lack of a free
press without sacrificing the aesthetic quality of
their works. Texts will include works by Camilo
José Cela, Ana Maria Matute, Carmen Laforet,
Miguel Delibes, Carmen M artin Gaite, Luis
Martin Santos, and others.
1 credit.
Not offered 2005—2006.
LITR 068G. History of German Film
(Cross-listed as GERM 068)
This course will be a thorough introduction to
German film history from its inception in the
late 1890s until the present. It will include an
examination of early, “primitive” German cine
ma; expressionist film; the film of the avantgardes in the 1920s and 1930s; fascist cinema;
postwar “rubble” films; and the “young German
film of the 1960s” and its developments into the
new German Cinema of the 1970s. Also includ
ed will be a section on East German film, both
before and after the fall of the wall. Taught in
English.
1 credit.
Not offered 2005-2006.
LITR 068R. Underground Culture of
the Soviet Period
(Cross-listed as RUSS 068)
This course focuses on political and artistic dis
sent in Soviet Russia after Stalin. We will con
sider the significance of crucial events from the
period of “Thaw,” the liberal romanticism of the
1960s, the crisis of 1968, ensuing stagnation, and
new possibilities in the era of perestroika.
Students will examine a variety of modes of ex
pression, including underground literature, al
ternative visual art, bards’ songs, Russian rock,
and controversial cinema. The course will ad
dress the cultural relationship to history, the
construction of cultural memory, and identity
and values in the shadow of totalitarianism.
1 credit.
Not offered 2005-2006.
LITR 070R. Translation Workshop
(Cross-listed as LING 070 and RUSS 070)
This workshop in literary translation will con
centrate on both translation theory and practice,
working in poetry, prose, and drama as well as
editing. Students will participate in an associat
ed series of bilingual readings and will produce a
substantial portfolio of work. Students taking
the course will write a final paper supported by a
smaller portfolio of translations.
No prerequisites, but excellent knowledge of a
language other than English (equivalent to a
004B course at Swarthmore or higher) is highly
recommended or, failing that, access to at least
one very patient speaker of a foreign language.
1 credit.
Next offered 2006-2007.
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 of the two neighboring na
tions. The focus of the course is on shared con
cerns, such as the clash between tradition and
modernity at both the national and personal
levels; and on the transformative cultural inter
changes between China and Japan during this
era of modernization.
All readings will be in English.
1 credit.
Not offered 2005-2006.
LITR 071F. Violence, Politics, and
the Media
(Cross-listed with interpretation theory [INTP
Capstone 091] and as FREN 071)
Taught in English.
1 credit.
Spring 2006. Blanchard, Halpem.
LITR 075F. Haïti, the French Antilles,
and Guyane in Translation
(Cross-listed with black studies and as FREN 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, C ondé, G lissant, Maximin,
Ollivier, Roumain, Schwarz-Bart, Warner-Vieyra,
Zobel, and others.
1 credit.
Fall 2006. Rice-Maximin.
263
Modem Languages and Literatures
LITR 075F. French Language Attachment
to Haiti, the French Antilles, and Guyane
in Translation
1 credit.
Fall 2006. Rice-Maximin.
LITR 079F. Scandal in the Ink: Queer
Traditions in French Literature
(Cross-listed as FREN 079)
In this course, we will use contemporary lesbian/gay/queer theory to reconsider French liter
ary traditions. W riters will include N icole
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 2005-2006.
LITR 079R. Russian Women Writers
(Cross-listed as RUSS 079)
This course balances the picture of Russian liter
ature 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 offi
cer 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 post-Soviet 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 2005-2006.
LITR 080R. Literature of Dissent
(Cross-listed as RUSS 080)
This course will address the central place of dis
sent in Russian literature, its flowering in reac
tion 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 2005-2006.
264
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 2005-2006.
LITR 083J.
(Cross-listed as JPNS 08J)
W hat was the Japanese experience of the World
War II and the Allied Occupation? We will ex
amine literary works, films, and graphic materi
als (photographs, prints, advertisements, etc.),
together with oral histories and historical stud
ies, to seek a better understanding of the prevail
ing ideologies and intellectual struggles of
wartime and postwar Japan as well as the experi
ences of individuals living through the cata
clysmic events of midcentury. Issues to be inves
tigated include Japanese nationalism and impe
rialism, women’s experiences of the war and
home front; changing representations and ide
ologies of the body, war writing and censorship,
th e atom ic bombings of H iroshim a 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.
Not offered 2005-2006.
LITR 091 CH. Special Topics in Chinese
Literature and Culture in Translation:
“ Culture Fever” : Contemporary Chinese
Culture and Society (1978-1989)
(Cross-listed as LITR 091CH)
This course will examine through readings of lit
erature, film and music, the protean quality of
the contemporary Chinese cultural landscape by
tracking changes in Chinese culture and society
from the implementation of post-Mao reforms
(1978) to the tragedy of Tiananmen (1989). All
readings will be in English.
1 credit.
S(mng 2006. Day.
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 in
terested in preparing for intermediate or ad
vanced 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 th a t 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.
Chinese
First- through fourth-year Chinese language
courses are offered each year, as is an introducto
ry 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, cul
ture, and film courses in translation also are of
fered each year and are open to all students.
Students of Chinese are particularly urged to
take these classes as a means of gaining perspec
tive on traditional and modem Chinese litera
ture and culture over more than 2 millennia,
from early times into the contemporary world.
Introductory and intermediate Chinese lan
guage 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 curricu
lum. Study abroad is particularly encouraged for
students of Chinese; academic credit (full or par
tial) is generally approved for participation in
the several programs of varying duration in the
People’s Republic of China and in Taiwan, rec
ommended by the C hinese section. In the
People’s Republic, these include, but are not lim
ited to, the IUB Program at Tsing-hua Univer
sity, the A CC 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, litera
ture, and culture. Study abroad is strongly en
couraged and supported and contributes directly
to a major or minor in Chinese. Students of
Chinese also may choose a special major in in
terdisciplinary Chinese studies (see later) or a
major in Asian studies (see under Asian studies),
where Chinese language courses above the firstyear level as well as Chinese literature and cul
ture 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. M andatory com pletion 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 com
pleted at Swarthmore.
5. A culminating exercise or thesis.
265
Modern Languages and Literatures
Course Minor in Chinese
1. A minimum of 5 credits of work in courses
numbered 004B and above.
2. A t least two courses in classical or modem
literature/culture/film in translation.
3. A minimum of 3 credits of work must be com
pleted 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 exami
nations in Chinese language, literature, and cul
ture. Work done abroad may be incorporated
where appropriate. Honors preparations in
Chinese consist of 2-credit seminars, designated
pairs of courses (or 1-credit attachments to des
ignated 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 can
didates 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 stud
ies 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
C hinese in eith er C hinese 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 hon
ors preparation will consist of a 2-credit seminar
or a designated pair of courses (or a 1-credit at
tachm ent 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 can
didates will have the option of receiving 0.5
credit for completion of the work. The honors
examination normally will consist of one 3-hour
w ritten exam ination and a 30-m inute oral
examination.
266
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 num
bered 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 premodem period.
3. Study abroad in a program approved by the
section is strongly recommended; transferred
credits normally may be counted toward the
major.
4. A minimum of 6 credits of work must be com
pleted at Swarthmore.
5. A t least 1 and up to 3 credits must be earned
from other departments on China-related sub
jects with the approval of the Chinese section.
6. Culminating exercise or thesis.
COURSES
CHIH 001B-002B. Introduction to
Mandarin Chinese
Students who start in the 001B-002B sequence
must complete 002B to receive credit for 001B.
A n intensive introduction to spoken and writ
ten Mandarin Chinese, with emphasis on oral
practice. Designed to impart an active command
of basic grammar. Introduces 350 to 400 charac
ters and develops the ability to read and write in
simple modem Chinese.
1.5 credits.
CHIN 001B.
Fall 2005. Li, Speidel.
CHIN 002B.
Spring 2006. Li, Speidel.
CHIN 003B, 004B. Second-Year
Mandarin Chinese
Designed for students who have mastered basic
grammar and 350 to 400 characters. Combines
intensive oral practice with writing and reading
in the modem language. Emphasis is on rapid ex
pansion of vocabulary, idiomatic expressions,
and thorough understanding of grammatical pat
terns. Prepares students for advanced study at
the College and in China.
1.5 credits.
0.5 credit.
Fall 2005. Kang.
CHIN 003B.
A multimedia course concentrating on greatly
expanding skills in understanding and using
modem Chinese in a broad variety of cultural
and literary contexts, through a diversity of au
thentic materials in various media, including the
Internet.
Prerequisite: CHIN 011 or equivalent language
skills.
1 credit.
Spring 2006. Kang.
Fall 2005. Day, Kang.
CHIN 004B.
Spring 2006. Day, Kang.
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 devel
opment 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 2005-2006.
CHIN 0 11. Third-Year Chinese
Concentrates on strengthening and further de
veloping skills in reading, speaking, and writing
modem Chinese, through a diversity of materi
als and media. This course is to be taken in con
junction with CHIN 011 A.
Classes are conducted in Chinese, with precise
translation also a component.
Prerequisite: CHIN 004B or equivalent language
skills.
1 credit.
Fall 2005. Li.
CHIN 011 A. Third-Year Chinese
Conversation
This 0.5-credit course meets once a week for 75
minutes and concentrates on the further devel
opment of skills in speaking and listening
through multimedia materials (including select
ed 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 pre
sent them in class.
The class is conducted entirely in Chinese.
Prerequisite: CHIN 004B or equivalent language
skills.
CHIN 012. Advanced Chinese
CHIN 012A. Advanced Chinese
Conversation
This 0.5-credit course meets once a week for 75
minutes and concentrates on the further devel
opm ent of skills in speaking and listening
through multimedia materials (including movies
and clips). Students are required to read chosen
texts (including Internet materials and short sto
ries) and prepare assignments all for the purpose
of generating discussion in class. Moreover, stu
dents will write out skits or reports for oral pre
sentation in Chinese before they present them
in class.
The class is conducted entirely in Chinese.
Prerequisite: CHIN 011 and/or 011A or equiva
lent language skills.
0.5 credit.
Spring 2006. Kang.
CHIN 016. Substance, Shadow, and Spirit
in Chinese Literature and Culture
(Cross-listed as LITR 016CH)
This course will explore the literary and intel
lectual world of traditional Chinese culture
through original writings in English 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 reli
gious dimension, disengagement, and the appre
ciation of the natural world. The course also will
address cultural and literary formulations of con
duct and persona, and the expression of individ
ualism in an authoritarian society.
No prerequisites.
1 credit.
Fall 2005. Berkowitz.
267
Modem Languages and Literatures
CHIN 0 17. The Legacy of Chinese
Narrative Literature: The Story in
Dynastic China
(Cross-listed as LITR 017CH)
This course explores the development of diverse
genres of Chinese narrative literature through
readings of original writings in translation.
Readings include tales of the strange, biogra
phies and hagiographies, moral tales, detective
stories, literary jottings, drama, novellas and nov
els, and masterworks of the Chinese literary tradi
tion throughout the centuries of imperial China.
1 credit.
Not offered 2005-2006.
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 de
velopment of 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 2005-2006.
CHIN 020. Readings in Modern Chinese
T his course aims to perfect th e stu d en t’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.
A ll readings, writing, and discussion are in
Chinese.
Prerequisite: Three years of Chinese or the
equivalent.
1 credit.
Fall 2005. Day.
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 2006. Day.
268
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 under
lying 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.
I credit.
Not offered 2005-2006.
CHIN 025. Contemporary Chinese Fiction:
Mirror of Social Change
(Cross-listed as LITR 025CH)
Literary narratives of post-Mao China in trans
lation. The selected stories and novellas articu
late the historical specificity of ideological
dilemmas and cultural dynamics, in the imagi
nary process of dealing with love, politics, sex,
morality, economic reform, and feminist issues.
All the readings are in English translation.
1 credit.
Not offered 2005—2006.
CHIN 027. Women Writers in
20th-Century 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, psychologi
cal, and gender-related issues through their texts
as well as on their writing styles and literary con
tributions to modem Chinese literature. The
chosen women writers will include those from
Mainland, Taiwan, and Hong Kong, and over
seas expatriate Chinese writers as well as those
from different social and political groups.
All the readings are in English translation.
1 credit.
Not offered 2005—2006.
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 millen
nia until earlier this century. Complemented
with readings in English about Chinese charac
ters and classical Chinese, this course imparts
the principal structures of the classical language
through an analytical presentation of the rudi
ments of the language and close reading of orig
inal 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.
Spring 2006. Berkowitz.
CHIN 055. Contemporary Chinese Cinema:
The New Waves (1984-2000)
(Cross-listed as LITR 055CH)
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 de
velop a better understanding of changing
Chinese culture by analyzing cinematic texts
and the new wave in the era of globalization.
1 credit.
Not offered 2005-2006.
CHIN 056. History of Chinese Cinema
(1905-1995)
(Cross-listed as LITR 056CH)
This course investigates Chinese cinema in its
90-year development throughout different polit
ical regimes and cultural milieus. Cinema in
China, as a 20th-century cultural hybrid of West
and East, reflects social change and intellectual
reaction, both collectively and individually, in a
changing era.
1 credit.
Not offered 2005-2006.
CHIN 063. Comparative Perspectives:
China in the Ancient World
(Cross-listed as LITR 063CH)
Topics to be explored include obligation to self
and society, individualism and the role of with
drawal, the heroic ethos, the individual and the
cosmos, and the individual and gender roles.
No prerequisites; no knowledge of Chinese is
required.
1 credit.
Not offered 2005-2006.
CHIN 066. Chinese Poetry
(Cross-listed as LITR 066CH)
This course explores Chinese poetry and Chinese
poetic culture, from early times to the present.
A lthough 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 2005-2006.
CHIN 0 71. Invaded Ideology and
Translated Modernity: A Comparative
Study of Modern Chinese and Japanese
Literatures at Their Formative Stages
(1900-1937)
(Cross-listed as LITR 071CH)
This course will study selected Chinese and
Japanese literary texts from the late 19th centu
ry up to 1937 that illustrate the political, social,
ideological, and cultural dilemmas underlying
the modernization of the two neighboring na
tions. The focus of the course is on shared con
cerns, such as the clash between tradition and
modernity at both the national and personal lev
els; and on the transformative cultural inter
changes between China and Japan during this
era of modernization.
All readings will be in English.
1 credit.
Not offered 2005—2006.
CHIN 081. Transcending the Mundane:
Tanism in Chinese Literature and Culture
(Cross-listed as LITR 081CH and RELG 081)
Chinese civilization has been imbued with
Taoism and Taoist topoi for some 2.5 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 liter
ature and culture and the enduring implications
of the Taoist ethos.
All readings will be in English.
Prerequisite: O ne introductory course on
Chinese culture or religion or permission of the
instructor.
269
Modem Languages and Literatures
1 credit.
Not offered 2005-2006.
CHIN 091. Special Topics in Chinese
Literature and Culture in Translation:
“ Culture Fever” : Contemporary Chinese
Culture and Society (1970-1989)
(Cross-listed as LITR 091CH)
This course will examine through readings of lit
erature, film and music, the protean quality of
the contemporary Chinese cultural landscape by
tracking changes in Chinese culture and society
from the implementation of post-Mao reforms
(1978) to the tragedy of Tiananmen (1989). All
readings will be in English.
1 credit.
Spring 2006. Day.
CHIN 092. Special Topics in Chinese
Literature and Culture in Chinese
This course will concentrate on selected themes,
genres, or critical problems in Chinese literature.
All readings are in Chinese.
Prerequisite: Four years of Chinese or the
equivalent.
1 credit.
Not offered 2005-2006.
CHIN 093. Directed Reading
SEMINARS
CHIN 103. Lu Xun and 20th-Century
Chinese Literature
This seminar is focused on topics concerning
modernity, political/social change, gender, and
morality through close examination of intellec
tuals’ responses to the chaotic era reflected in
their literature writings in 20th-century China.
Literary forms, styles, and changing aesthetic
principles are also included for discussion.
Literary texts, chosen from Lu Xun to Gao
Xingjian, will be analyzed in a social and histor
ical context.
2 credits.
Not offered 2005—2006.
CHIN 105. Fiction in Traditional China:
People and Places, Journeys, and
Romances
In this seminar, we will explore the most cele
270
brated and influential examples of novelistic lit
erature in traditional, premodem China. We
will look at these extended, elaborate writings in
terms of overt structure and content as well as
backgrounded literary and cultural material, and
we will address their production and consump
tion in literati and popular contexts. We also
will consider these writings in terms of the for
mulation of enduring cultural contours of allego
ry and lyricism, individual and society, aesthetics
and emotion, imagination and realism, heroism
and valor.
All readings will be in English translation.
2 credits.
Spring 2006. Berkowitz.
French
The purpose of the major is to introduce stu
dents (1) to important periods and principal fig
ures of literatures written in French and (2) to
the diversity of French-speaking cultures. It is in
tended to develop an appreciation of literary and
cultural values, to provide training in critical
analysis, and to foster an understanding of the
socio-historical forces underlying these various
literatures and cultures.
Current Course and Honors Program
French may be offered as a major or minor in the
course program or as a major or minor in the
Honors Program: a minor in French consists of
two external examinations. (See later for Hon
ors Program.) Prerequisites for both course and
honors students are as follows: 004, 012, the
equivalent, or evidence of special competence.
All majors, including students, preparing a sec
ondary school certificate, are required to spend
at least one semester abroad in th e Grenoble
Program. Programs of study in other Frenchspeaking countries may be substituted on request
and with the approval of the French section.
Majors in the course and Honors programs, as
well as minors in the Honors Program, are ex
pected 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 semi
nars, and all oral and written examinations, in
cluding oral defense of the senior paper and hon
ors examinations).
French Major in Course
French Honors Program
Course majors are required to:
1. Take eight advanced courses numbered 003B
or above for a minimum of 8 credits.
2. Study at least one semester with the Grenoble
Program.
3. Take at least one advanced course in literature
before 1800 (Early Modem requirement).
4. Take one advanced course with a Franco
phone component.
5. 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 profes
sor and adviser or one other professor in the
section. The defense of the paper with the en
tire French faculty occurs at the end of the fall
semester.
The department also offers courses in French lit
erature in translation, but no more than one
such course may count to satisfy the require
ments in the major. The French section is also
offering an interdisciplinary minor in Franco
phone studies in cooperation with other depart
ments. See the Francophone Studies section for
descriptions of programs and requirements.
Courses and seminars in literature before 1800
are marked with a *. Those with a Francophone
component are marked with a #.
Requirements
Majors and minors in the Honors Program are
expected to be sufficiently proficient in spoken
and written French to complete all their work in
French (i.e., 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
of study in a French-speaking country. It is
strongly recommended that they spend at least
one semester abroad in Grenoble.
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.
French 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 cam
pus. 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. Complete “Senior Colloquium” (FREN 091)
in the fall semester of the senior year.
Prerequisites
To demonstrate the linguistic and analytical
abilities necessary for seminar work, students
must take the following before taking a seminar:
1. Major. A t least one advanced course in litera
ture or culture above FREN 012.
2. Minor. A t least two advanced courses in liter
ature 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 semi
nar, a 2-credit thesis, or two paired courses cho
sen from a list available from the department.
2. Minors must do a single 2-credit seminar.
Senior Honors Study (SHS)
(FREN 199: SHS is optional.)
1. Seminar preparation. A t 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
2,500- to 4,000-word paper in French in re
sponse 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, origi
nal essay of his or her own. The essays must be
submitted to the department the first day of
the written examination period, to be for
warded to the examiner.
271
Modem Languages and Literatures
T he paper will form part of the student’s
portfolio.
2. Paired, course preparation. A one-page prospec
tus 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 fac
ulty. 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 submit
ted to the department the first day of the writ
ten 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 com
plete SHS.
Mode of Examination
A 3-hour written examination and a 0.5-hour
oral examination, both in French, will be re
quired for each preparation.
COURSES
Not all advanced courses are offered every year.
Students wishing to major or minor in French should
plan their program in consultation with the depart
ment.
* = Pre-1800
# = Francophone
FREN 001B-002B, 003B. Intensive French
Students who start in the 0OIB-O02B sequence must
complete 002B to receive credit for 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
Fall 2005. Moskos, Boutouba, Cherel.
FREN002B
Spring 2006. Boutouba, Netter, Cherel.
272
FREN 003B
Fall 2005. Blanchard, Netter, Cherel.
FREN 004. Advanced French: Nouvelles
voix françaises
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 an
alytical skills in written and spoken French.
1 credit.
Fall 2005. Netter.
Spring 2006. Boutouba.
FREN 004A. 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 presently or previously
in FREN 004 or the equivalent Placement Test
score.
0.5 credit.
Each semester. Cherel.
FREN 012. Introduction aux études
littéraires et culturelles françaises
et francophones
Close reading of various texts (poetry, theater,
and prose) from and beyond the Hexagon as an
introduction to the central concepts and modes
of literature and literary analysis in French.
Prerequisite: FREN 004, a score of 675 on the
College Entrance Examination or 5 on the AP
examination, or the equivalent with permission.
1 credit.
Fall 2005 and spring 2006. Blanchard.
Note: FREN 012 is required to take any other
French literature or culture courses.
FREN 022. Le Cinéma français:
Le Cinéma de la ville
The history of French cinema is closely en
meshed 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 the French cine
matic representations of the city in the culture of
the modem urban. This course will focus on film
aesthetics and close analysis of film texts.
1 credit.
Not offered 2005-2007.
FREN 025. Introduction au monde
francophone#
(Cross-listed with black studies)
This Francophone literature course is designed
to give students an insight into the postcolonial
cultures of Africa (North and Sub-Saharan) and
an understanding of the literary, social, political,
cultural, and historical issues th at dominate
these Francophone literatures. Through novels,
short stories, poems, and plays, we will explore
concepts and themes such as ethnicity and reli
gion, gender and sexuality, politics and aesthet
ics, history and memory, discourse and identity,
and so forth.
1 credit.
Spring 2006 and spring 2007. Boutouba.
FREN 028. Francophone Cinema#
This course is an introduction to Francophone
African film. We will concentrate on films from
West Africa: Senegal, Cameroon, The Demo
cratic Republic of Congo, and Burkina Faso. We
begin with familiarizing ourselves with the colo
nial and postcolonial history of this region, be
fore taking on in-depth film analyses of each
film. The course will focus on a study of the rep
resentations of West African culture and will
help students develop their ability to read films.
(Cross-listed as LITR 028F)
1 credit.
Not offered 2005-2007.
FREN 033. Fictions d’enfance#
(Cross-listed with black studies)
Study of the experiences of French-speaking
peoples as reflected in various coming-of-age lit
erary texts by Zobel, Condé, Pineau, Maximin,
Saint-John Perse, Ollivier, Lahens, Dominique,
Ferraoun, Sebbar, Le Clézio, Lefèvre, Carrier,
Laye, Bugul, and Salvayre, among others.
1 credit.
Spring 2006. Rice-Maximin.
FREN 036. Poésies d’écritures
françaises#*
(Cross-listed with black studies)
A thematic study of poetry with an emphasis on
both pre-18th-century hexagonal and contem
porary African, Caribbean, Guyanese, and Haitian
authors.
1 credit.
Not offered 2005-2007.
FREN 037. Littératures Francophones
In this course, we will focus on literary texts
(novels, poems, short stories) and films by
Francophone writers and filmmakers from differ
en t geographical areas (C aribbean Islands,
North and Sub-Saharan Africa, and Metropol
itan France). This course will introduce students
to the cultural diversity of the Francophone
world and explore how these texts and films
come to terms with the conflicts and tensions
engendered by the colonial encounter. We will
also examine the various theoretical, literary, and
filmic strategies they elaborate to express their
perspectives and to articulate modes of resistance
as well as new cultural spaces of representation.
1 credit.
Fall 2006. Boutouba.
FREN 038. Littératures francophones et
cultures de l’ immigration en France#+
(Cross-listed with black studies)
This course focuses on works by writers and film
makers from the Maghreb (Morocco, Tunisia,
and Algeria) and from contemporary France.
We shall consider how this literary and filmic
production reflects on the colonial past and the
postcolonial condition. Other topics include the
way these writers and filmmakers seek to con
struct identities in the wake of profound cultural
changes brought about by colonization, decolo
nization, and immigration and how they expose
the power conflicts along the lines of class, gen
der, race, ethnicity and national belonging.
Attention will also be devoted to the discursive
strategies and filmmaking practices that they
elaborate to address these issues in resistant, sub
versive, and direct criticism.
I credit.
Fall 2005. Boutouba.
FREN 040. Tyrants and Revolutionaries*
(Cross-listed with interpretation theory)
The course will explore the works of Molière,
Voltaire, and Robespierre, among others, to pro
vide a genealogy of the French Revolution.
Proposed topics include: How can one write
when facing radical political adversity? Must his
torical accounts be read as literary texts? Can
books cause revolutions?
Satisfies the early modem requirement.
1 credit.
Spring 2007. Blanchard.
273
Modem Languages and Literatures
FREN 060. Le Roman du XIXe Siècle
A study of the main themes and technical inno
vations in narrative fiction as it reflects an age of
great sociopolitical change. Based primarily on
novels of Stendhal, Balzac, Flaubert, and Zola.
1 credit.
Spring 2007. Moskos.
FREN 061. Odd Couplings: Writing and
Reading Across Gender Lines
A comparative study of texts by men and women
interrogates the role played by gender-identity
construction in writing and reading.
This course is taught in French.
1 credit.
Not offered 2005—2007.
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 2005—2007.
FREN 071F. Violence, Politics, and
the Media
(Cross-listed as LITR 071F and with interpreta
tion theory as INTP 091)
This course is taught in English.
1 credit.
Spring 2006. Blanchard, Halpem.
1 credit.
Fall 2006. Rice-Maximin.
FREN 075F. French Language Attachment
to Haiti, the French Antilles, and Guyane
in Translation#
1 credit.
Fall 2006. Rice-Maximin.
FREN 076. Ecritures au féminin#
(Cross-listed with black studies and women’s
studies)
A study of the work of women from Africa, the
Caribbean, France, and Vietnam. Material will
be drawn from diverse historical periods and
genres.
1 credit.
Not offered 2005-2007.
FREN 091. Senior Colloquium: Littérature,
Mode, Modernité
Based on works by 18th- and 19th-century au
thors (including a novel by Emile Zola, poems by
Baudelaire, fashion journalism, and historical
documents on costumes), our inquiry will define
how French fashions and tastes reveal the rela
tion between texts, economic realities, and gen
der in the age of the Enlightenment and indus
trial revolution.
Satisfies the early modem recpiirement.
1 credit.
Fall 2005. Blanchard.
FREN 091. Senior Colloquium:
Ecriture feminine au XXe siècle
FREN 072. Le Roman du XXe Siècle
1 credit.
Fall 2006. Moskos.
1 credit.
Not offered 2005-2007.
FREN 093. Directed Reading
FREN 096. Thesis
FREN 073. Roman et cinéma
1 credit.
Not offered 2005-2007.
FREN 075F. Haiti, the French Antilles,
and Guyane in Translation#
(Cross-listed as LITR 075F and with black studies)
Study of literary texts from Guadeloupe,
Guyane, H aïti, and M artinique and th eir
rewri[gh]ting of the local colonial history.
Writers will include A. and I. Césaire, Condé,
Glissant, Maximin, Ollivier, Roumain, SchwarzBart, Warner-Vieyra, Zobel, and others.
274
SEMINARS
FREN 102. Baroque Culture and
Literature: The Comic World of Molière*
(Cross-listed with interpretation theory)
The seminar is designed to acquaint students
with the major works of Molière and 17th-cen
tury French culture. We will investigate his po
litical relationship with Louis XIV at Versailles,
the discourse on early modem feminism of the
précieuses and femmes savantes-, the critique of re
ligious hypocrisy, and the influence of early mod
em notions of anthropology (most notably med
icine) 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 2005-2006.
FR EN 104. Le Roman du XIXe Siècle
A study of the main themes and technical inno
vations in narrative fiction as it reflects an age of
great sociopolitical change. This course is based
primarily on the novels of Stendhal, Balzac,
Haubert, and Zola.
2 credits.
Fall 2005. Moskos.
FREN 106. L’Expérience poétique:
romance et mélancolie
In this course, we will examine poetry of moder
nity and the city. We will examine how the city’s
complexities— its development, cultures, revo
lutions, 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, A pollinaire, and the Surrealists,
among others.
2 credits.
Not offered 2005-2007.
FREN 108. Le Roman du XXe Siècle:
romans modernes et contemporains
From realism to the nouveau roman to experi
mental writing, from Proust to Pennac, this
course looks at the interconnections between
novels and history, visual culture, and theoreti
cal questions of representation. Discussions will
center on thematic developments of these inter
sections, and readings will be taken from a wide
selection of writers from throughout the 20th
and 21st centuries.
2 credits.
Not offered 2005-2007.
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 dis
locations. Particular attention will be paid to
questions of gender and power.
2 credits.
Not offered 2005-2007.
FREN 110 . Histoires d’iles#
Through the study of poetry; prose, theater; nonfictional texts; and films from and about the
French Antilles, Guyane, and Haiti, we will ex
amine the re-writing of the French colonial nar
ratives. Topics will include slavery, the triangular
trade, and the slave revolts; the historical, polit
ical, social, and literary movements and their
impact, then and now, on the populations and
the former colonial power; the poetics of memo
ry and the identity quest; the styles and tech
niques used by writers to translate the complexi
ty of the new Caribbean consciousness; and the
dialogue with Africa, France, and the Americas.
2 credits.
Not offered 2005-2007.
FREN 1 1 1 . Espaces francophones#
During the last two decades, while the political
scene in France has been mostly dominated by
increasingly inflamed debates about the pres
ence of immigrants, the literary scene has wit
nessed the emergence of a growing number of lit
erary and filmic productions by individuals liv
ing outside the bounds of mainstream society. As
French citizens but bom to immigrant parents,
they inhabit the geographical and conceptual
periphery of the modem French nation. In this
course, we will examine this body of texts and
films as they relate to the development of a postcolonial space in contemporary French society
and literature. We will trace its evolution and
variations since the 1980s, and we will explore
how these writers and filmmakers elaborate new
modes and spaces of representation that reveal
and displace sociopolitical as well as cultural
mechanisms of domination and silencing. How
do these recent literary and cinematic discourses
negotiate between the personal and the politi
cal, the social and the individual, the national
and the postcolonial?
2 credits.
Spring 2007. Boutouba.
275
Modem Languages and Literatures
FR EN 112 . Ecritures francophones: fiction
et histoire dans le monde francophone#+
(Cross-listed with black studies)
Historical and literary examination of texts from
Africa, the Caribbean, and Vietnam.
2 credits.
Not offered 2005—2007.
'
FREN 114 . Théâtre d’écritures
françaises#
(Cross-listed with black studies)
A close examination of plays in French, from
and beyond the Hexagon. Topics discussed will
include representation of collective conscious
ness, myths and politics in post/neocolonial situ
ations, theater and therapy, rituals and subver
sion, 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, ]. Genet, E. Glissant, O. de
Gouges, M. Kacimi, B.M. Koltès, K. Kwahulé, K.
Lambo, Marivaux, ]. Métellus, V. Placoly, S.
Schwarz-Bart, and collateral readings by
Shakespeare and Sophocles, and theoretical texts
by Fanon, Césaire, Ashcroft, Glissant, Ha,
Ubersfeld, and others.
2 credits.
Spring 2006. Rice-Maximin.
FREN 115 . Paroles de femmes#
(Cross-listed with black studies and women’s
studies)
2 credits.
Not offered 2005-2007.
FREN 116 . La Critique littéraire: Racine,
Rousseau, Raudelaire, Proust
This seminar’s first and principal goal is to foster
a direct and in-depth discussion of the works of
four major figures of French literature. Readings
include Racine’s Phèdre, the autobiography of
Rousseau titled Les Confessions, Baudelaire’s po
etic 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 2005-2007.
FREN 180. Honors Thesis
276
FREN 199. Senior Honors Study
* = Pre-1800
# = 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 suffi
ciently 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
Requirements
1. Completion of a minimum of 8 credits in
courses numbered 003B and above.
2. One of the 8 credits may be taken in English
from among the courses on German literature
listed in the catalog under Literature in
Translation (e.g., LITR 037G).
3. Seniors in course are required to (a) take
GERM 091: Special Topics; (b) submit a bib
liography of 20 works to form the basis of 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 com
plemented 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
Requirements
Students must complete 5 credits in courses and
seminars numbered 004 or above. O f these
courses, GERM 091: Special Topics is required.
Students are strongly encouraged to spend a se
mester in Germany or at least participate in a
summer program in a German-speaking country.
Of the classes taken abroad, a maximum of 2
credits will count toward the minor.
Honors Program in German
Requirements
Majors and minors in the Honors Program are
expected to be sufficiently proficient in spoken
and written German to complete all their work
in German. All majors and minors in honors are
strongly advised to spend at least one semester of
study in a German-speaking country. Candidates
are expected to have a B average in coursework
both in the department and at the College.
Prerequisites
Majors: GERM 013.
Minors: GERM 013 and one course numbered
050 or above.
Preparations
Majors will prepare for examinations by taking
three seminars. With the approval of the depart
ment, it is possible to combine advanced 1-cred
it courses or attachm ents, taken either at
Swarthmore or elsewhere, to form a preparation.
Minors will prepare for examinations by taking
one seminar.
Senior Honors Study (SI IS) and
Mode of Examination
For SHS, students are required to present an an
notated 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 respec
tive instructor(s) of the seminars being exam
ined by Feb. 15 to discuss their planned bibliog
raphy and to meet with the instructors for a sec
ond time when the approved bibliography is
handed in by May 1. The annotated bibliogra
phy, which carries no credit, will be added to
course syllabi in the honors portfolio. The hon
ors examination will take the form of 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 exami
nations for majors or a 30- to 45-minute oral ex
amination for minors.
COURSES
Not all advanced courses or seminars are offered
every year. Students wishing to major or minor
in German should plan their program in consul
tation with the section. All courses numbered
050 and above are open to students after GERM
013. (See note on enrolling in seminars.)
GERM 001B-002R, 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 explanato
ry note on language courses earlier. Normally fol
lowed by 004,013, or 0141.5 credits.
GERM 001B
Fall 2005. Werlen, Plaxton.
GERM 002B
Spring 2006. Werlen, Plaxton.
GERM 003B
Fall 2005. Simon, Plaxton.
GERM 004. Advanced Conversation
and Composition
Emphasis is on the development of communica
tive skills in speaking and writing. Selected read
ings 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-speak
ing country.
May be counted toward the major and minor in
German and the concentration in German studies.
1 credit.
Spring 2006. Simon.
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.
Modern Languages and Literatures
GERM 013. Introduction to
German Literature
Survey of German literature from the 18th century to the present, focusing on themes of mys
tery, deception, and searching, especially in rela
tion 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, DrosteHülshoff, Kafka, Brecht, Dürrenmatt, and Wolf.
Students will develop speaking and writing skills
through short assignments intended to familiar
ize them with the vocabulary of literary analysis
in German.
1 credit.
Fall 2005. Werfen.
GERM 014. Introduction to
German Studies
This introduction to the interdisciplinary field of
German Studies will focus on the major social,
political, historical, and philosophical events
and debates in th e postwar era. From the
“Teilung,” the “W iederbewaffnung” in the
A denauer era, the student protest of 1968,
women’s emancipation and German terrorism in
the 1970s, the impact of the Holocaust minis
eries, the “Historikerstreit,” the “GastarbeiterProblem,” German-U.S. relations throughout
the decades, to unification in 1989 and GermanGerman differences today, we will read, look at,
and discuss the visual, artistic, and literary texts
th a t help us understand and analyze how
German “culture” is defined and what it has be
come since 1945.
1 credit.
Spring 2006. Simon.
GERM 054. Postwar German Cinema
(Cross-listed as LITR 054G)
A study of German Cinema from the “rubble
films” of the immediate postwar period through
the advent of the New German Cinema in the
’60s to the present state of German film in the
“postwall” era.
1 credit.
Not offered 2005-2006.
GERM 055. Film and Literature in
Weimar Germany
(Cross-listed as LITR 055G)
1 credit.
Not offered 2005-2006.
278
GERM 066. Gegenwartsliteratur
In this course, we will read a wide variety of texts
representing the literary production of German
speaking countries from the mid-’90s until the
present. The selected texts are meant as buoys in
the vast sea of recent literature, marking the
matic and stylistic preoccupations of contempo
rary authors. We will analyze and discuss texts
from various literary genres.
1 credit.
Not offered 2005-2006.
GERM 068. History of German Film
(Cross-listed as LITR 068G)
This course will be a thorough introduction to
German film history from its inception in the
late 1890s until the present. It will include an
examination of early, “primitive” German cine
ma, expressionist film, the film of the avantgardes in the ’20s and ’30s, fascist cinema, post
war “rubble” films, the “young German film of
the ’60s and its developments into the New
German Cinema of the ’70s. Also included will
be a section on East German film, both before
and after the fall of the wall. Taught in English.
1 credit.
Not offered 2005-2006.
GERM 091. Special Topics
A dvanced literature and culture course in
German required for all German majors and mi
nors. 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
• Contemporary Literature of Germanspeaking Countries
Topic for spring 2006:
GERM 091. Special Topics:
Das deutsche Drama
This course examines the German drama tradi
tion and its most important genres and authors.
Plays read include Lessing’s “Ideendrama”
Nathan der Weise, Schiller’s historical play Maria
Stuart, Goethe’s Faust I, the experimental drama
of German romanticism (Tieck’s Der Gestiefelte
Kater), Biichner’s historical-philosophical play
Danton’s Tod, the naturalist drama of Hauptmann
(Die Ratten), the social critique of Wedekind
(Frühlingserwachen), the “epic theater”of Bertolt
Brecht (Mutter Courage), the critical “folk”
drama of Odön von Horvath (Geschichten aus
dem Wienerwald), the satirical-political theater of
Peter Weiss (Marat/Sade), theater of language ex
perimentation (Peter Handke’s Kaspar Hauser),
and plays by Heiner Müller (Der Auftrag) and
Elffiede Jelinek (Ein Sportstück).
I credit.
Spring 2006. Werlen.
Not offered 2005-2006.
GERM 093. Directed Reading
SEMINARS
Five German seminars are normally scheduled
on a rotating basis. Preparation of topics for hon
ors may be done by particular courses plus at
tachments only when seminars are not available.
Note: Students enrolling in a seminar are ex
pected to have done the equivalent of at least
one course beyond the GERM 013 level.
GERM 104. Goethe und seine Zeit
A study of Goethe’s major works in the context
of his life and times.
2 credits.
Not offered 2005-2006.
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 cen
tury. Focus on Romantic aesthetics and poetics,
including the influence of German Idealism.
2 credits.
Not offered 2005-2006.
Gerhard Hauptman, Käthe Kollwitz, Rainer
Maria Rilke, Bertolt Brecht, Kurt Tucholsky, Else
Lasker-Schüler, Richard Strauss, A rnold
Schönberg, and Adolf Hitler. This course will ex
amine the multiple tensions that characterized
“fin-de-sifecle” Vienna and Berlin, such as the
connection between gender and the urban land
scape, the pursuit of 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 2005. Simon.
GERM 110 . German Literature After
World War II
The aim of the seminar is to acquaint students
with literary developments in the G erm an
speaking countries after the end of World War II.
The survey of texts will address questions of
“Vergangenheitsbewältigung” and social critique
in the 1950s, the politicization of literature in
the 1960s, the “Neue Innerlichkeit” of the
1970s, and literary postmodemity of the 1980s.
We will also study the literature of the German
Democratic Republic and texts dealing with
post-wall, unified Germany. Authors included
are Böll, Eich, Grass, Frisch, Bachmann,
H andke, Bernhard, Jelinek, Strauss, Wolf,
Delius, Plenzdorf, Siiskind, and Menasse.
2 credits.
Not offered 2005-2006.
GERM 1 1 1 . 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
2 credits.
Not offered 2005-2006.
GERM 199. Senior Honors Study
GERM 108. Wien und Derlin
(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,
279
Modern Languages and Literatures
Japanese
Courses in Japanese language, literature, and
culture may be combined with courses taken at
Haverford and with study abroad toward a spe
cial major or a minor in Japanese studies 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.
JPNS 005A. Japanese Conversation
This course attempts to improve students’ com
mand of spoken Japanese at the intermediate
level. It meets for 90 minutes each week. Can be
repeated for credit.
Prerequisite: Concurrent enrollment in JPNS
003B-004B or permission of the instructor.
0.5 credit.
Not offered 2005-2006.
JPNS 012-013. Third-Year Japanese
COURSES
JPNS 001B-002B. Introduction to
Japanese
^
Students who start in the 001B-002B sequence
must complete 002B to receive credit for 001B.
This intensive introduction to Japanese at
tempts to develop the four language skills of
speaking, writing, listening, and reading. Spoken
component will cover both formal and casual
forms of speech; the written component will in
troduce the hiragana and katakana syllabaries;
and about 200 kanji characters.
1.5 credits.
JPNS 001B.
Fall 2005. Suda, Hayashi.
JPNS 002B.
Spring 2006. Suda, Hayahsi.
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 of 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 approx
imately 300 new kanji characters in addition to
the 200 covered in JPNS 001B-002B.
1.5 credits.
JPNS 003B.
Fall 2005. Gardner, Suda.
JPNS004B.
Spring 2006. Gardner, Suda.
280
This course aims to lead Japanese students into
the intermediate-advanced level, deepening stu
dents’ exposure to Japanese culture through the
study of authentic materials and the application
of language skills in diverse linguistic contexts. It
will combine oral practice with reading, view
ing, and discussion of authentic materials in
cluding newspaper articles, video clips, and liter
ary selections. Students will continue to develop
their expressive ability through use of more ad
vanced grammatical patterns and idiomatic ex
pressions, and will gain practice in composition
and letter writing. The course will introduce ap
proximately 300 new kanji characters in addi
tion to approximately 500 covered in first- and
second-year Japanese.
Prerequisite: C om pletion of JPNS 004B or
demonstration of equivalent language skills.
This course must be taken together with JPNS
012A/JPNS 013A, which will provide addition
al opportunities for application and extension of
newly acquired skills.
1.5 credits.
Fall 2005. Hayashi. Spring 2006. Gardner, Hayashi.
JPNS 0 17. Introduction to Japanese
Culture: The Cosmology of Japanese
Drama
(Cross-listed as LITR 017J)
This course will provide an introduction to
Japanese culture through a study of its three
great dramatic traditions: N oh masked drama,
Bunraku puppet theater, and Kabuki. These fas
cinating and distinctive dramatic forms offer a
microcosm of Japanese religion, history, litera
ture, and visual aesthetics. In our course, we will
explore how the Japanese stage becomes a path
way between human beings and the supernatur
al and between present times and the legendary
past. The course wilLproceed through readings of
plays, aesthetic treatises, and articles on the cul
tural and historical contexts of Japanese drama.
Screenings of theatrical performances and films
based on classic plays will offer a glimpse of the
continuing legacy of these dramatic forms. No
previous knowledge of Japanese language, history,
or culture is required.
I credit.
Not offered 2005—2006.
JPNS 021J . Modern Japanese Literature
(Cross-listed as LITR 021J)
An introduction to Japanese fiction from the
Meiji Restoration (1868) to the present day, fo
cusing on how literature has been used to express
the personal voice and to shape and critique the
concept of the modem individual. We will dis
cuss 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 per
sonal 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 cen
tury. All readings and discussions will be in
English.
1 credit.
Fall 2005. Gardner.
JPNS 024. Japanese Film and Animation
(Cross-listed as LITR 024J)
This course offers a historical and thematic in
troduction to Japanese cinem a, 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 read
ings, discussion, and writing, we will explore var
ious 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. Screen
ings will include films by Ozu, Mizoguchi,
Kurosawa, Imamura, Kitano, and Miyazaki.
1 credit.
Spring 2006. Gardner.
JPNS 041 J . Fantastic Spaces in Modern
Japanese Literature
(Cross-listed as LITR 041J)
As Japanese society has transformed rapidly in
the 20th century and beyond, a number of au
thors 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 nov
els and short stories with related critical and the
oretical texts. Fictional works examined will in
clude novels, supernatural tales, science fiction,
and cyber-fiction by authors such as Tanizaki
Junichiro, Abe K6bS, Kurahashi Yumiko, and
Murakami Haruki.
Readings will be in English; no previous experi
ence in Japanese studies is required.
1 credit.
Not offered 2005—2006.
JPNS 083. War and Postwar in Japanese
Culture
(Cross-listed as LITR 083J)
W hat was the Japanese experience of World
War II and the Allied Occupation? We will ex
amine literary works, films, and graphic materi
als (photographs, prints, advertisements, etc.),
together with oral histories and historical stud
ies, to seek a better understanding of the prevail
ing ideologies and intellectual struggles of
wartime and postwar Japan as well the experi
ences of individuals living through the cata
clysmic events of midcentury. Issues to be inves
tigated include Japanese nationalism and impe
rialism; women’s experiences of the war and
home front; changing representations and ide
ologies 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.
Not offered 2005-2006.
JPNS 094. Independent Study
JPNS 180. Thesis
1 credit.
Fall 2005 and 2006. Gardner.
281
Modem Languages and Literatures
Russian
4. One seminar in 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 in
struction in all courses except courses cross-listed
with the literature program. The major itself em
phasizes literature and culture, supported by pro
ficiency in reading, writing, listening and speak
ing. Both the major and the minor can be sup
ported by work in allied disciplines (history, an
thropology, other literatures), and Russian can
be a supporting subject to numerous other ma
jors. 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 hon
ors candidates are RUSS 004B, O il, and 013 or
equivalent work. Study abroad in Russia is
strongly recommended.
Honors Program in Russian Language
and Literature
Major in Course
Requirements
A minimum of 8 credits in courses and seminars,
which may include Russian 003B and 004B but
must include RUSS O il, RUSS 013, and RUSS
091 (Special Topics) plus one other course in
translation.
Students are expected to take a minimum of two
seminars in Russian literature. (Students who
spend a year on the ACTR, CIEE, Middlebury, or
Smolny programs in Russia might offer a seminar
taken there in lieu of one Swarthmore seminar.)
The Comprehensive Examination is based on
work completed in courses and seminars num
bered O il and above.
Minor in Course
Requirements
Five or 5.5 credits, which must include:
1. RUSS 004B (or placement above 004B)
2. Either RUSS 011 or RUSS 013 or an equiva
lent course taken in Russia
3. One of 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 Uni
versity of Pennsylvania
282
The minimum grade for acceptance into the
Honors Program in Russian: B-level work in
courses taken at Swarthmore in language and
culture.
Requirements for Majors
1. RUSS 004B or equivalent study
2. RUSS O il 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. A t least three seminars
Requirements for Minors
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 Honors Study
A t the beginning of their final semester, seniors
will meet with the Russian section head. (1) In
consultation with the section head, majors will
prepare a bibliography of additional readings re
lated to the content of their three (2-credit)
honors preparations. Majors will write three
3,000- to 3,500-word papers in Russian, one for
each honors preparation, or a 6,000-word paper
that integrates the three honors preparations.
These papers (or this paper) will be presented to
the external examiners along with the syllabi of
the three 2-credit seminars and any other rele
vant material. (2) In consultation with the
Russian section head, minors will prepare a bib
liography of additional readings related to the
content of their one 2-credit honors preparation.
Minors will write one 3,000-word paper that ex
pands on and extends the single honors prepara
tion and integrates it, whenever possible, with
the honors major. This paper will be presented to
the external examiner along with the syllabus of
the honors seminar and any other relevant ma
terial. (3) Mode of examination: Majors will
take three 3-hour written examinations pre
pared by the external examiners as well as a 0.5hour oral examination for each, based on each
written examination and materials submitted to
the examiner. Minors will take one 3-hour writ
ten examination prepared by the external exam
iner as well as a 0.5-hour oral examination based
on the written examination and materials sub
mitted to the examiner.
COURSES
Not all advanced courses or seminars are offered
every year. Students wishing to major or minor
in Russian should plan their program in consul
tation with the department. Course majors are
required to take Special Topics (RUSS 091).
RUSS 001B-002B, 003B. Intensive Russian
Students who start in the 00IB—002B sequence
must complete and pass 002B in order to receive
credit for 001B.
For students who wish to begin Russian in col
lege or did not move beyond an introduction in
high school. Designed to impart an active com
mand 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 pri
marily in Russian; normally followed by 004B
and Oil. See the explanatory note on language
courses earlier.
1.5 credits.
RUSS 001B.
Fall 2005. Rojavin, Fedchak.
RUSS002B.
Spring 2006. Rojavin, Fedchak.
RUSS003B.
Fall 2005. Rojavin, Fedchak.
RUSS 004B. Advanced Intensive Russian
For majors and those interested in reaching ad
vanced levels of proficiency in the language.
Advanced conversation, composition, transla
tion, and stylistics. Considerable attention to
writing skills, phonetics, and spontaneous speak
ing. Readings include short stories, poetry, news
papers, and Web sites.
Conducted in Russian.
1.5 credits.
Spring 2006. Rojavin, Fedchak.
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 con
versation and discussion. Each student will de
sign and complete an individual project based on
his or her own interest and goals.
Prerequisite: 004B in current or a previous se
mester or the permission of the instructor.
0.5 credit.
Spring 2006. Fedchak.
RUSS 008A. Russian Phonetics
(Cross-listed as LING 008A)
This course will enable Russian speakers and
nonspeakers 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 ac
quisition and linguistics; individual assignments
will reflect each student’s experience, interests,
and goals.
0.5 credit.
Spring 2006. Fedchak.
RUSS 0 11. Russian Culture
An interdisciplinary introduction to contempo
rary Russian culture within a framework of con
tinuing enrichment of vocabulary and develop
ing 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 2005. Fedchak.
RUSS 013. The Russian Novel
(Cross-listed as LITR OUR)
The Russian novel represents Russia’s most fun
damental contribution to world culture. The
course surveys classic authors and experimental
works from the 19th and 20th centuries. Stu
dents in the course will deepen their under
standing of the context for writers including
Dostoevsky and Tolstoy. They will gain familiar
ity with literary movements and genres includ-
283
Modern Languages and Literatures
ing 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 2005. 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 turbu
lent region. Analysis of individual works and
writers with the purpose of appreciating the reli
gious, linguistic, and historical diversity of
Eastern Europe in an era of war, revolution, po
litical dissent, and outstanding cultural and in
tellectual achievement. Readings, lectures, writ
ing, and discussion in English; qualified students
may do some readings in the original languages.
Writing-intensive course limited to 15 students.
Writing course.
I credit.
Not offered 2005-2006.
RUSS 016. History of the Russian
Language
A n introductory course, studying the origin of
the Russian language and its place among the
other modem Indo-European and Slavic lan
guages. 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 2005—2006.
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 so
ciety 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,
284
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 2006. 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 in
fluential Soviet avant-garde cinema and survey
the traditions that developed subsequently with
selections from Russian, Polish, Caucasian,
Czech, Hungarian, Ukrainian and Yugoslav cin
ema. 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 particu
lar 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 2005-2006.
RUSS 041. War and Peace in Russian
Literature and Culture
(Cross-listed as LITR 041R)
This exciting new course explores Russian liter
ary 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 va
riety of texts dealing with wars in the Middle
Ages, the Napoleonic invasion, the Revolution
of 1917, the Civil War, Worid 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 of a Soldier, My Name Is Ivan,
and Prisoner of the Mountains. All readings and
discussion will be in English. All films will be
screened with English subtitles.
I credit.
Not offered 2005-2006.
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 in
troduction to study and interpretation of folk
lore 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 stu
dents with adequate language preparation may
do some reading, or a course attachment, in the
original.
1 credit.
Spring 2006 . Pesenson.
RUSS 066. Antichrist and Apocalypse
in Russian Literature and Culture
(Cross-listed as LITR 066R)
The Russians have been famously termed “wan
derers in search of God’s truth.” In much of their
literature, there is a discemable thirst for anoth
er 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 apoca
lyptic consciousness in Russian literature and
culture from the Middle Ages to the present.
Emphasis will be on such themes as the expecta
tion 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.
I credit.
Fall 2006. Pesenson.
RUSS 070. Translation Workshop
(Cross-listed as LING 070 and LITR 070R)
This workshop in literary translation will con
centrate on both translation theory and practice,
working in poetry, prose, and drama as well as
editing. Students will participate in an associat
ed series of bilingual readings and will produce a
substantial portfolio of work. Students taking
the course 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 recom
mended or, failing that, access to at least one
very patient speaker of a foreign language.
1 credit.
Offered 2006-2007.
RUSS U79. Russian Women Writers
(Cross-listed as LITR 079R)
This course balances the picture of Russian liter
ature 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 th e Russian
Academy of Sciences and a female cavalry offi
cer 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 post-Soviet 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 2005—2006.
RUSS 080. Literature of Dissent
(Cross-listed as LITR 080R)
This course will address the central place of dis
sent in Russian literature, its flowering in reac
tion 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 2005—2006.
RUSS 091. Special Topics
For senior majors. Study of individual authors,
selected themes, or critical problems.
1 credit.
Spring 2006. Staff.
RUSS 093. Directed Reading
285
Modern Languages and Literatures
SEMINARS
RUSS 10 1. Tolstoy
Novelist, Christian philosopher, pacifist, and ed
ucator, the monumental Leo Tolstoy’s thought
inspired communities of “Tolstoyans” and influ
enced Gandhi. Tolstoy’s treatment of moral and
historical issues in literature continues to move
readers to our day. Students in this course will
examine Tolstoy’s idea and art in the harmo
nious Russian style of the original.
2 credits.
Not offered 2005-2006.
RUSS 102. Russian Short Story
Counterpoint to the sprawling Russian novel,
the short story in Russia possesses a long and dis
tinguished pedigree. Russian writers have used
the genre to create polished and brilliant gems
demonstrating the possibilities of character de
velopment, voice, plot, and the right exposition
of ideas in prose. This seminar will explore a se
lection of examples from the likes of Pushkin,
Chekhov, Zoshchenko, Bulgakov, Nabokov, and
others.
2 credits.
Not offered 2005—2006.
lation of 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, under
ground and émigré literature, and/or literature
addressing the historical situation and the legacy
of Stalinism.
2 credits.
Not offered 2005—2006.
RUSS 106. Russian Drama
2 credits.
Not offered 2005-2006.
RUSS 107. Russian Lyric Poetry
2 credits.
Not offered 2005—2006.
RUSS 108. Russian Modernism
The period spanning roughly 1890 to 1925 is
often referred to as the Silver Age of Russian lit
erature. This course will survey the rich achieve
ments of Russian culture in the fin-de-siècle,
with opportunities to study particular topics
more deeply according to students’ interests and
preferences.
2 credits.
Not offered 2005—2006.
RUSS 103. Pushkin and Lermontov
RUSS 109. Chekhov
This course will acquaint students with two of
the seminal figures of 19th-century Russian liter
ature, Aleksandr Pushkin and Mikhail Lermon
tov, looking at their criticism, dramatic works,
poetry and prose, as well as their cultural and lit
erary context.
2 credits.
Not offered 2005—2006.
Readings from Chekhov’s dramatic works and
stories, with attention to the rich body of schol
arship on the author in Russian and in English.
2 credits.
Not offered 2005-2006.
RUSS 110 . Rulgakov
RUSS 105. Literature of the Soviet Period
Doctor, dram atist, and dissident, Mikhail
Bulgakov is one of the most significant prose au
thors of the Soviet period. His writings embody
scrupulous honesty; recognition of moral com
plexity; 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
1 Margarita, arguably the most fun novel of the
20th century.
2 credits.
Not offered 2005-2006.
This course treats the literature associated with
one of the most remarkable social experiments
in human history. Students will examine the re
Poetic, dramatic, and prose works of the “hyster
ical poets,” Marina Tsvetaeva and Vladimir
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, ex
amining Dostoevsky’s use of language and his lit
erary style. Dostoevsky’s art and ideas will be dis
cussed in the context of major critical works by
Mikhail Bakhtin and others.
2 credits.
Fall 2005. Pesenson.
286
RUSS 1 1 1 . Tsvetaeva and Mayakovsky
Mayakovsky, two of the greatest Russian writers
of the 20th century. Focus on their volcanic po
etic development, interactions, and creative re
sponses to gender, decadence, revolution, civil
war, emigration, and Soviet repression.
2 credits.
Not offered 2005-2006.
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.” N ikolai 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, per
haps 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 2005-2006.
RUSS 113 . Russian Cinema
Examples from Soviet avant-garde, H igh
Stalinist, Thaw Era, perestroika, and post-Soviet
Cinema, considering the role of film as both
ideology and entertainment.
2 credits.
Not offered 2005-2006.
RUSS 114 . Folklore in Russian Literature
Folklore is both an enormous field of human cul
ture, and a rich source of literary plots, genres,
ideas and materials for writers, scholars, and the
orists 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 2005-2006.
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 of Spain and Latin
America, regardless of their intended majors. As
Spanish becomes the second language of the
United States, the program recognizes the im
portance of teaching students whose engage
ment with literature is not the main goal of lan
guage study. In addition, the program prepares a
group of specialists in Spanish and Latin Amer
ican literature as majors and minors, in course or
honors. Nonspecialists who have completed the
four-semester sequence or its equivalent are wel
come in literature courses. The program also
teaches literary courses in English (listed as
LITR in the first part of the description of the
M odern Languages and Literatures Depart
ment), recognizing the importance of Spanish
and Latin American literary traditions for those
who wish to become acquainted with leading
world fiction and poetry. In all cases, the pro
gram teaches language and literature within
their diverse cultural and historical contexts as
dynamic worlds.
Major
Requirements
The completion of at least one semester of study
in a Spanish-speaking country in a program ap
proved by the Spanish section; (2) the comple
tion of a minimum of 8 credits of work in cours
es numbered 004B and above; (3) one of these
courses must be O il or 013; (4) a student may
not present both 004B and 010 as part of the 8credit requirement. 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, provid
ed that it is a course pertinent to the student’s
major; (6) all majors are strongly encouraged to
take at least one seminar offered by the section;
(7) a minimum of 4 of the 8 courses must be
taken at Swarthmore College; (8) seminars in
the major count as two courses; (9) in their se
nior year, majors will rewrite two of the best es
says 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 December and the second in
April. These two essays—and the student’s over
all course preparation—will provide the basis for
the oral examination in May. The Spanish-language ability of majors, as revealed in these pa
pers and the oral examination, will be part of
their final evaluation.
287
Modern Languages and Literatures
All majors are strongly encouraged to maintain a
balance in their overall program by taking ad
vanced work in different periods from Spain and
Latin America.
Minor
Requirem ents
(1) The completion of at least one semester of
study in a Spanish-speaking country in a pro
gram approved by the Spanish section. Only two
of the courses taken abroad that pertain to the
curriculum of the section may count toward ful
fillment of the minor; (2) all minors must take a
total of five course and/or seminar offerings
numbered 004B and above. Four of these offer
ings may not overlap with the student’s major or
other minor. A student may not present both
004B and 010 as part of the five-course require
ment. Only one of these may satisfy the require
ment. SPAN 006A and courses in English trans
lation will not count toward fulfillment of the
minor; (3) all minors must take either SPAN
O il or 013 unless in special cases the section
deems it unnecessary and therefore waives this
requirement; (4) all minors are strongly encour
aged to take seminars offered by the section.
Admission to seminars, however, must be ap
proved 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 O il or 013 and one course numbered
above 013; (3) the completion of at least one se
mester of study in a Spanish-speaking country in
a program approved by the Spanish section; and
(4) demonstrated linguistic ability in the lan
guage. 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 num
bered above 013 that form a logical pairing. All
majors in the Honors Program must do three
preparations for a total of 6 units of credit,
whereas all minors must complete one prepara
tion consisting of 2 units of credit.
Mode of Examination
Majors will take three 3-hour written examina
tions prepared by the external examiners as well
288
as three 0.5-hour oral examinations based on the
contents of each field of preparation. Minors will
take one 3-hour 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
N ot all advanced courses are offered every year.
Students wishing to major in Spanish should
plan their program in consultation with the
department.
SPAN 001B-002B, 003B. Intensive Spanish
Students who start in the 001B-002B sequence
must complete 002B to receive credit for 001B.
For students who begin Spanish in college.
Designed to impart an active command of the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary or expository prose. See the explanatory
note on language courses above. Normally fol
lowed by 004B, 010,011, or 013.
1.5 credits.
SPAN 002B-2. Intensive Spanish
Offered each semester to students who have had
at least a year of Spanish but require a review of
basic concepts before moving forward.
1.5 credits.
SPAN 004B. Intensive Spanish
For majors and others who wish an advanced
language course. Much attention paid to pro
nunciation, writing skills, speaking, and the
most complex concepts of Spanish grammar. An
ideal course before studying abroad.
1.5 credits.
Each semester.
SPAN 006A. Spanish Conversation
This conversation course meets once a week for
1.5 hours. The class will be divided into small
groups to facilitate discussion. Students are re
quired to read newspapers and other contempo
rary journals, see movies, read plays that might
be performed for and by the class, and prepare as
signments that will generate conversation among
the group. Not an' appropriate course for native
speakers.
Prerequisite: SPAN 004B or its equivalent, or
permission of the instructor.
0.5 credit.
Each semester. Friedman, Vargas.
SPAN 01 OS. Culturas de España
Embark on a cultural journey through Spain!
Focusing primarily on a cultural perspective, we
will explore various topics pertaining to all peri
ods of Spanish history, society, culture, literature,
politics, art, music, and film. We will devote spe
cial attention to contemporary Spanish film and
current events. We will study these aspects in re
lation to different regions (Cataluña, Andalucía,
Galicia, País Vasco, Castilla) and particular cities
(Madrid, Barcelona, Sevilla). We will examine
how the medieval concept of Spain (“las
Españas”) may still apply today with respect to
the tinguistic and cultural diversity within the
Iberian Peninsula. The student will develop ad
vanced skills in speaking, writing, and reading in
Spanish. This is designated as a writing course
and limited to 15 students.
Prerequisite: SPAN 004B or its equivalent or
permission of the instructor.
Writingcourse.
I credit.
Fall 20Ó5. Rivera-Cordero.
SPAN 01 OSA. En busca de América Latina
Is there a Latin America? Is it a geographical,
cultural, or political entity? How has it con
structed itself through literature, films, music,
popular and fine arts, photography, cuisine? How
does it reconcile its deep roots in Europe, Africa,
and the Americas? This course explores how
Latin Americans see themselves and their vi
brant cultures. Emphasis is not literary but lin
guistic and cultural. Students develop fluency in
speaking, writing, and reading in Spanish.
Prerequisite: SPAN 004B or its equivalent or
permission of the instructor.
1 credit.
Spring 2006. Machuca.
SPAN 0 11. Introducción a la literatura
española
This course covers representative Spanish liter
ary works from the 18th century to the present.
We will read about times of political and civil
upheaval, of soaring ideologies and crushing de
feats that depict the changing social, economic,
and political conditions in Spain during the last
three centuries. Each reading represents a partic
ular literary period; neoclassicism, romanticism,
realism, naturalism, the Generation of 98, vanguardism, surrealism, the postwar, and postmod
ernism. The emphasis of this course is to intro
duce students to literary analysis to build a base
for further study of Spain’s literature.
Prerequisite: SPAN 004B or 010 or their equiva
lent or permission of the instructor.
Writingcourse.
1 credit.
Fall 2005. Guardiola.
SPAN 013. Introducción a la literatura
latinoamericana
This course presents a selection of texts from the
mid-19th century until today. Students develop
skills in literary analysis, increase their power to
speak and write Spanish, and acquire a founda
tion for the future exploration of Latin Amer
ica’s literary production. Readings include narra
tive, essays, and poetry representing the roman
tic, naturalist, realist, modernist, vanguardist,
and other contemporary trends studied in their
historical context.
Prerequisite: SPAN 004B or 010 or the equiva
lent or permission of the instructor.
I credit.
Spring 2006. Camacho de Schmidt.
Note: SPAN 011 or 013, or the equivalent, or
permission of the instructor is a prerequisite for
the courses in literature that follow:
SPAN 060. La poética del cuerpo en la
temprana edad moderna española:
Representación del cuerpo en la
literatura, la pintura y el cine
This course will focus on the treatment of the
body in Golden Age literary works as well as in
film and painting. We will concentrate on the
relationship between the body and identity; the
representation of the male and female body;
roles in society; the body in pain, violence, and
beauty; metaphoric bodies; the body as a poetic
space; eroticism; and mystical ecstasies. W hat
happens to the representation of the body when
gender roles are subverted? W hat do representa
tions of the body in this period suggest about
contemporary views on identity? Works by Tirso
de Molina, Cervantes, Ana Carp and María de
Zayas will be read. Paintings by El Greco, Luis de
Morales, Francisco Ribalta, Velázquez, Zurbarán
will be examined. We will read works by critics
289
Modern Languages and Literatures
such as Elaine Scarry, Peter Stallybrass, K.
Conboy, N. Medina, S. Stanbury, Robert Stam,
T. Miller, Jean Baudrillard, Susan Sontag, and
Caroline Walker Bynum.
1 credit.
Spring 2006. Rivera-Cordero.
SPAN 067. La guerra civil espaüola en la
literatura y el cine
We will study the impact of the Spanish Civil
War and the postwar years in Spanish society as
reflected in literature, film, music and other cul
tural testimonies. The course will present poetry
by Pablo Neruda, Antonio Machado, who felt
the war as a premonition, and other poets. Alter
native texts such as testimonial war references,
both visual and written, will present the experi
ence of the men and women who lived the con
flict. The postwar years will be studied in novels
by Ana Marfa Matute, Juan Goytisolo, Miguel
Delibes, Merce Rodoreda, Montserrat Roig, and
others. The films and novels of the democratic
years, with the war theme, will offer the neces
sary tools to uncap the collective memory in
order to observe important aspects of present
Spanish society.
1 credit.
Fall 2005. Guardiola.
SPAN 068. Identidades híbridas/
nomádicas en España y el Nuevo Mundo:
Individuo, nación e imperio.
W ithin the notion of hybridity, one finds the
double movement of the diasporic subject con
sisting in dislocation and relocation. It is, there
fore, applicable to racial mestizaje, religion, eth
nicity, or culture and to cultural products such as
literary works. This course takes as its point of
departure the idea of multiple Spains existent
from the very beginnings of the literary and cul
tural production of the Iberian Peninsula. We
will focus on the concept of the nomad and hy
bridity from various perspectives including reli
gion, literature, and medicine. We will also ex
plore the questions of personal identity and the
discovery and the narration of the self. W hat
were the diverse visions and constructions of the
Other in terms of race, gender, or ethnicity in
Early Modem Spain and the New World? Is the
Other imagined in an essentialized difference or
as fundamentally the same? The ethical conse
quences of these choices will be explored, both
within the official colonial discourse and subver
sive texts of the time. Works from both Spain
290
and the New World will be examined as well as
those of critics such as Edward Said, Homi
Bhabha, Gayatri C. Spivak, Américo Castro, J.H.
Elliott, Anthony Padgen, Stephen Greenblatt,
Michael Hardt, and Antonio Negri, who will
allow us to examine notions of sameness and dif
ference in the construction of national identity.
1 credit.
Fall 2005. Rivera-Cordero.
SPAN 0 71. Memoria e identidad
(Cross-listed with film and media studies)
This course will focus on memory making as an
identity-building agent. We will study literary
texts, films and other cultural artifacts to com
memorate the silenced voices of the past, a post
modern task, according to British director Ken
Loach. We will study the work of several Spanish
authors, film directors, and intellectuals of the
last decades of the 20th century who try to re
cover the silenced voices of the past in an effort
to contest the “rhetoric of amnesia,” so persis
tent in the early transition to democracy in
Spain. Special emphasis will be placed on the
role of memory in literary, film, and cultural nar
ratives to build national identity.
1 credit.
Spring 2006. Guardiola.
SPAN 083. El tirano latinoamericano
en la literatura
Self-infatuated and grotesque, almighty and
naive, hypermasculine and insecure, the Latin
American fictional dictator rests on abundant
historical inspiration. This course focuses on
20th-century works th at explore th e incon
testable power of El Jefe Máximo in a postcolo
nial region struggling to build new nations, hop
ing for prosperity and peace under reigns of ter
ror. Complexity, humor, irony, and narrative
brilliance are the marks of novels by Carpentier,
Martín Luis Guzmán, Asturias, Julia Alvarez,
Avilés Favila, Subercaseaux, Tomás Eloy
Martínez, Graham Greene and Vargas Llosa, and
poems by Neruda and Cardenal.
1 credit.
Fall 2005. Camacho de Schmidt.
Note: O ther offerings by the Spanish section
may be listed in the Literatures in Translation
section of this catalog, after the introduction to
the Modem Languages and Literatures Depart
ment. The prefix for these courses is LITR, not
SPAN. These courses are taught in English.
Courses to Be Offered in Subsequent Years
SPAN 061. La figura bufonesca del gracioso
en la comedia española del Siglo de Oro
SPAN 062. Entre historia y ficción: textos
historiográficos y literarios de la Edad Media
a la época colonial
SPAN 063. Cine contemporáneo español
SPAN 065. Los indígenas en la literature
latinoamericana
SPAN 066. Escritoras españolas del siglo 19
y 20
SPAN 069. Ciudad y literatura
SPAN 070. Rebeldía y renovación artística:
el modernismo y la generación del 98
SPAN 072. La décima musa: escritoras del
Renacimiento y Barroco
SPAN 073. Representaciones del amor en la
literatura: de la Edad Media al Siglo de Oro
SPAN 074- Cristianos, moros y judíos—
literatura multicultural en España
(711-1609)
SPAN 075. La narrativa de Mario Vargas Llosa
SPAN 076. Grandes voces de América:
la poesía latinoamericana del siglo XX
SPAN 077. La novela hispanoamericana
del siglo XX
SPAN 078. Movimientos sociales y literatura
en México
SPAN 079. El cuento hispanoamericano
SPAN 080. Narrativa chilena desde el golpe
military
SPAN 082. La mujer mirando al hombre:
Escritoras hispanoamericanas del siglo
SPAN 084. Hacia Cervantes: el desarrollo
de la novela en España
SPAN 085. Narrativa Hispánica
Contemporánea de los Estados Unidos
SPAN 087. Nuevos mundos transatlánticos:
viajes épicos, utopías fantásticas y conquistas
imperiales en textos histórico-1 iterarios
SPAN 093. Directed Reading
SEMINARS
Students wishing to take seminars must have
completed at least one course in Spanish num
bered 030 or above. Students are admitted to
seminars on a case-by-case basis by the instructor
according to their overall preparation.
SPAN 102. Cervantes: novelista, poeta
y dramaturgo
We shall explore the life and works of what may
be the most fascinating, intriguing, and enig
matic Spanish writer of all time, Miguel de
Cervantes. We shall study the impressive array of
works by this veritable Renaissance man, includ
ing his poetry, short plays (entremeses), short sto
ries (novelas ejemplares), and his indelible mas
terpiece, rightly acclaimed as the first modem
novel, Don Quixote. Literary criticism as well as
the history, politics, and social issues of Cer
vantes’ times will be included. All readings, class
discussions, and assignments are in Spanish.
2 credits.
Spring 2007. Chiong-Rivero.
SPAN 106. Visiones narrativas de
Carlos Fuentes
The seminar explores the vast and textured work
of a Mexican craftsman of language who writes
for the world and is a profound observer of histo
ry. We read novels, short stories, and essays.
2 credits.
Spring 2006. Camacho de Schmidt.
Seminars to Be Offered in Subsequent Years
(Each for 2 credits)
SPAN 101. La novela hispanoamericana del
siglo XX
SPAN 103. La guerra civil española
SPAN 104. La narrativa de Mario Vargas Llosa
SPAN 105. Federico Garcia Lorca
SPAN 107. Héroes y villanos: el siglo XIX
español y la democratización literaria
SPAN 108. La narrativa de Isabel Allende:
la excritura como subrevivencia
SPAN 109. Unamuno o el hambre de Dios
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
291
Music and Dance
MUSIC
GERALD LEVINSON, Professor of Music23
MICHAEL MARISSEN, Professor of Music
JOHN ALSTON, Associate Professor of Music
THOMAS WHITMAN, Associate Professor of Music and Chair
OARRARA MILE WSKI, Assistant Professor of Music
JAMES FREEM AN, Professor Emeritus of Music (part time)
JANICE HAMER, Visiting Associate Professor of Music (part time)
JOEL FRIEDMAN, Visiting Assistant Professor of Music (part time)
JONATHAN KOCHAVI, Visiting Assistant Professor of Music (part time)5
MARCANTONIO RARONE, Associate in Performance (Music)
MICHAEL JOHNS, Associate in Performance (Music)
INYOMAN SUADIN , Associate in Performance (Music and Dance)
RERNADETTE DUNNING, Administrative Coordinator
DANCE
SHARON E . FRIEDLER, Professor of Dance, Director of the Dance Program
KIM 0. ARROW, Associate Professor of Dance (part time)
SALLY HESS, Associate Professor of Dance (part time)
PALLADI CHAKRAVORTY, Assistant Professor of Dance (part time)2
La DEVA DAVIS, Associate in Performance (Dance)
NI LUH KADEK KUSUMA DEWI , Associate in Performance (Dance)
DOLORES LUIS GMITTER, Associate in Performance (Dance)
C. KEMAL NANCE, Associate in Performance (Dance)
JON SHERMAN, Associate in Performance (Dance)
LEAH STEIN, Associate in Performance (Dance)
WIL SWANSON, Associate in Performance (Dance) (part time)
STEPHEN WELSH, Associate in Performance (Dance)
HANS BOMAN, Dance Accompanist
RERNADETTE DUNNING, Administrative Coordinator
2 Absent on leave, spring 2006.
3 Absent on leave, 2005-2006.
5 Fall 2005.
MUSIC
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.
T he department assists instrumentalists and
singers to finance the cost of private instruction.
(See “Individual Instruction” under the heading
“Credit for Performance” later.)
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 stu
The study of music as a liberal art requires an in
tegrated approach to theory, history, and perfor
mance, experience in all three fields being es
sential to the understanding of music as an artis
tic and intellectual achievement. Theory cours
es train students to understand arid hear how
compositions are organized. History courses in
troduce students to methods of studying the de
velopment of musical styles and genres and the
relationship of music to other arts and areas of
thought. The department encourages students to
292
dent 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 mea
sured by a GPA. We do consider the likelihood of
a student’s passing the Comprehensive Ex
amination. Students applying for admission as ma
jors in the Honors Program should have done ex
ceptionally high-quality work in the department
and should have shown strong self-motivation.
Courses marked with an asterisk (*) are prereq
uisites 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 prerequi
sites 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 ac
cepted on a provisional basis.
Music Major in the Course Program
Required. Five courses in harmony and counter
point plus musicianship sections (MUSI 040).
MUSI 040 may be taken for 0.5 credit at the stu
dent’s option.
• *MUSI011 and 040A
• *MUSI 012 and 040B
• MUSI 013 and 040C
• MUSI 014 and 040D
• MUSI 015 or MUSI 103
Required. Four-and-a-half courses in music his
tory 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.
Additional Requirements
• Keyboard skills
• Score reading
• Department ensemble for at least four
semesters
• Senior comprehensive examination
Here is a description of these additional require
ments.
Keyboard skills. This program is designed to de
velop keyboard proficiency to a point where a
student can use the piano effectively as a tool for
studying music. Students learn to perform reper
toire and, in addition, play standard harmonic
progressions in all keys. The department offers a
free weekly private lesson to any student en
rolled in a Harmony and Counterpoint num
bered 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 in
struction are still eligible. No academic credit is
given for these lessons. All music majors are ex
pected to be able to perform a two-part
Invention of J.S. Bach (or another work of simi
lar difficulty) by their senior year.
Score reading. By the end of their senior year, all
majors are expected to be able to read an orches
tral score that includes c-clefs and some trans
posing instruments. The department provides at
least a semester of private instruction in score
reading to assist majors in meeting this require
ment. 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 service-learning
experiences that incorporate music.
Comprehensive examination. During their senior
year, majors in the Course Program will take the
departm ental comprehensive exam ination,
which normally consists of the study of a single
musical work (selected in advance by the stu
dent, subject to the approval of the department)
from the triple viewpoint of analysis, historical
research, and performance.
Music Minor in the Course Program
Required. A t least two courses in harmony and
counterpoint plus musicianship sections (MUSI
040):
•*MUSI 011 and 040A
•-M U SI 012 and 040B
Required. A t least two-and-a-half courses in music
history and literature:
293
Music and Dance
• *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
Required. A t least one of the following:
• Harmony and counterpoint (MUSI 013 or
higher)
• Upper-level history course
• MUSI 019 (Composition)
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 identi
cal to the music major in course in its prerequi
sites, 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 prepara
tions 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 har
mony 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 re
search, directed reading, or tutorial, with fac
ulty approval.
3. Elective (may be based on any of the following):
• A t least two semesters of MUSI 019
(Composition)
• A n additional preparation in another area of
music history
• A senior honors recital
294
A 2-credit senior honors recital preparation is
available to only students who have distin
guished themselves as performers. It is, therefore,
limited to those who have won Garrigues Schol
arships. Students who wish to pursue this option
must follow all of the steps listed in the depart
mental guidelines for senior recitals (see depart
ment Web site) and obtain approval of their pro
gram from the music faculty during the semester
preceding the proposed recital. They should reg
ister for MUSI 099: Senior Honors Recital. This
full credit, together with at least another fall
credit of coursework in music, will constitute the
2-credit honors preparation. One faculty mem
ber will act as head adviser on all aspects of 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 ana
lytical 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 of
fered in those areas. The music faculty will assist
in planning the most appropriate format for
these interests.
Written and Oral Examinations for
Honors Preparations
O ral exam inations 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 counter
point plus musicianship sections (MUSI 040):
• *MUSI O il 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
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 of the following, subject to
departmental approval:
• Keyboard skills
• Service-learning project in music
• Senior recital
• Special project in music
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 in
formation, contact the department chair.
Language Requirements for
Graduate Schools
Students are advised that many graduate pro
grams 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 par
ticular interests, in consultation with the music
faculty and the foreign studies adviser.
A unique resource of the department is its en
semble in residence, Orchestra 2001, directed by
Professor Emeritus James Freeman. This nation
ally renowned ensemble offers an annual concert
series at the College, focusing on contemporary
music. The series features distinguished soloists
and often includes advanced Swarthmore stu
dents in its concerts.
Special scholarships and awards in music include the
following:
The Edwin B. Garrigues Music Awards: See p.
91.
The Renee Gaddie Award: See p. 91.
Music 048 Special Awards: See p. 93.
Friends of Music and Dance Summer Awards:
See p. 91.
The Boyd Barnard Prize: See p. 90
The Peter Gram Swing Prize: See p. 94.
The Melvin B. Troy Prize in Music and Dance:
See p. 95.
CREDIT FOR PERFORMANCE
Note: A ll performance courses are for half
course credit per semester. N o retroactive credit is
given for performance courses.
Individual Instruction (MUSI 048)
Academic credit and subsidies for private in
struction in music are available to qualified stu
dents. For further details, consult the MUSI 048
guidelines on the Music Program Web site.
Orchestra, Chnrus, Wind Ensemble,
Gamelan, Chamber Music, Jazz Ensemble
Students may take Performance Chorus (MUSI
043), Performance Orchestra (MUSI 044), Per
formance Jazz Ensemble (MUSI 041), Perfor
mance Wind Ensemble (MUSI 046), Perfor
mance Chamber Music (MUSI 047), or Perfor
mance Gamelan (MUSI 049a) for credit with
the permission of the department member who
has the responsibility for th a t performance
group. The amount of credit received will be a
half-course in any one semester. Students apply
ing for credit will fulfill requirements established
for each activity (i.e., regular attendance at re
hearsals and performances and participation in
any supplementary rehearsals held in connec
tion 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 se
mester 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 per
formance dates, if different from the Elizabeth
Pollard Fetter Chamber Music Program perfor
mance dates.
A student taking MUSI 047 for credit will re
hearse with his or her group or groups at least 2
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Music and Dance
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.
COURSES AND SEMINARS
MUSI 001. Introduction to Music
This course is designed to teach intelligent lis
tening to music by a conceptual rather than his
torical approach. Although it draws on examples
from popular music and various non-Westem
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.
Fall 2005. Marissen.
MUSI 002A. How to Read Music
A n introduction to the elements of music nota
tion and theory (clefs, pitch, and rhythmic nota
tion, scales, keys, and chords).
0.5 credit.
N ot offered 2005-2006, but see MUSI 002B.
MUSI 002B. How to Read M u s ic Intensive
Same as MUSI 002A but with an additional
weekly class focused on sight singing and gener
al musicianship. Recommended for students
who need additional preparation for MUSI 011
or to join the College chorus.
1 credit.
Fall 2005. Kochavi.
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
296
to identify both style and significant musicians.
Open to all students without prerequisite.
1 credit.
Fall 2005. Friedman.
MUSI 004A. Opera
Combine great singing with the vivid colors of
an orchestra, with acting and theater, with poet
ry, 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 em
phasis on and study of scenes from selected
works.
Open to all students without prerequisite.
1 credit.
Spring 2006. Milewski.
MUSI 004B. The Symphony
This course will examine the history of the sym
phony from its beginnings in music of the late
Baroque period to the end of the 20th century.
We will examine a number of important sym
phonic works by such composers as Haydn,
Mozart, Beethoven, Berlioz, Brahms, Tchaikov
sky, Mahler, Shostakovich, and Górecki in order
to discuss issues of genre, form, and performance
forces in the context of shifting historical and so
cial trends.
Open to all students without prerequisite.
1 credit.
Fall 2005. Milewski.
MUSI 005. Patterns of Asian Dance
and Music
(Cross-listed as DANC 005)
The course will examine converging and diverg
ing patterns in Asian dance and music. Our
focus will be on dance traditions of Indonesia,
India, Sri Lanka, Afghanistan, the Philippines,
and Japan and will incorporate musical tradi
tions that are integral to dance. Readings will sit
uate the traditions in their sociocultural, reli
gious, and aesthetic contexts. This is a reading,
viewing, listening, and writing intensive course.
Open to all students without prerequisite.
1 credit.
N ot offered 2005-2006.
MUSI 007A. W.A. Mozart
MUSI 009B. The Beatles
Study of Mozart’s compositions in various genres
and of interpretive problems in Mozart biogra
phy. 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. Stu
dents with a musical background may nonethe
less find the class interesting.
Open to all students without prerequisite.
Writing course.
1 credit.
Fall 2005 and spring 2006. Marissen.
This course will offer a clear-eyed assessment of
The Beatles’ work as they developed from a local
cover band to arguably some of the most influ
ential musicians of the 20th century. In-depth
analysis of the band’s music, lyrics, perfor
mances, recording procedures and techniques,
and creative influences (including such
Chess/R&B and Motown artists as Chuck Berry,
Larry Williams, Little Richard, Smokey Robin
son; Classic Rockers such as Elvis Presley, Buddy
Holly, and Carl Perkins; later peer-influences
such as Bob Dylan, the Beach Boys, and the
British Blues Revival; and decidedly nonrock
influences such as British Music Hall, Indian
classical music, and avant-garde composer
Karlheinz Stockhausen) will be offered. The im
pact the Fab Four had on the entertainment in
dustry, fashion, business, and society as a whole
will also be examined.
Open to all students without prerequisite.
1 credit.
Spring 2006. Friedman.
MUSI 007B. Beethoven and the
Romantic Spirit
An introduction to Beethoven’s compositions in
various genres. We will consider the artistic, po
litical, 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.
I credit.
Not offered 2005-2006.
MUSI 008. The Music of Asia
An introduction to selected musical traditions
from the vast diversity of non-Western cultures.
The music will be studied in terms of both its
purely sonic qualities and its cultural/philosophical backgrounds.
Open to all students without prerequisite.
1 credit.
This course counts toward a program in Asian
studies.
Not offered 2005-2006.
MUSI 010/DANC 010. Dance and Music:
A Social Dialogue
An introduction to selected masterworks inves
tigating a wide variety of styles drawn from dif
ferent historical periods and cultures. This
course also introduces the disciplines of histori
cal musicology, ethnomusicology, dance history,
and dance ethnography. Serves as a prerequisite
for all courses in dance and is also required of all
prospective majors and minors in dance or music
before the junior year.
0.5 credit.
Fall 2005. Milewski and staff.
MUSI 009A. History of the Modern
Musical
THEORY AND COMPOSITION
A survey of the history and development of a
unique A m erican creation: th e musical.
Selected musicals and their creators will be ex
amined in-depth, illuminating the evolution
and structural design of the genre with special
emphasis placed on the “Rodgers & Hammerstein model” that still holds sway today.
Open to all students without prerequisite.
1 credit.
Not offered 2005-2006.
Students who anticipate taking further courses
in the department or majoring in music are
urged to take MUSI 011 and 012 as early as pos
sible. Advanced placement is assigned on a caseby-case basis, after consultation with the theory
faculty. Majors will normally take MUSI 011 tô
015.
MUSI 0 11. Harmony and Counterpoint 1
Musical exercises include harmonic analysis and
four-part choral-style composition.
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Music and Dance
Prerequisites: Knowledge of traditional notation
and major and minor scales; ability to play or
sing at sight simple lines in treble and bass clef.
A ll MUSI 011 students must register for an
appropriate level of MUSI 040, with or without
0.5 credit.
Basic piano is also required for some students.
MUSI 018. Conducting and Orchestration
Foil 2005. Whitman.
A study of orchestration and instrumentation in
selected works of various composers and through
written exercises, in combination with practical
experience in conducting, score reading at the
piano, and preparing a score for rehearsal and
performance.
1 credit.
N ot offered 2005-2006.
MUSI 012. Harmony and Counterpoint 2
MUSI 019. Composition
Written musical exercises include composition
of original materials as well as commentary on
excerpts from the tonal literature.
A ll MUSI 012 students must register for an
appropriate level of MUSI 040, with or without
0.5 credit.
Basic piano is also required for some students.
1 credit.
Spring 2006. Whitman.
1 credit.
Fall 2005 and spring 2006. Levinson.
1 credit.
MUSI 061. Jazz Improvisation
A systematic approach that develops the ability
to improvise coherently, emphasizing the Bebop
and Hard Bop styles exemplified in the music of
Charlie Parker and Clifford Brown.
1 credit.
N ot offered 2005-2006.
MUSI 013. Harmony and Counterpoint 3
Continued work with tonal harmony and coun
terpoint 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 040, with or without
0.5 credit.
Basic piano is also required for some students.
1 credit.
Fall 2005. Friedman.
HISTORY OF MUSIC
MUSI 020. Medieval and Renaissance
Music
MUSI 014. Harmony and Counterpoint 4
A survey of European art music from the late
Middle Ages to the 16th century. Relevant ex
tramusical contexts will be considered.
Prerequisite: MUSI Oil or the equivalent.
1 credit.
Spring 2006. Marissen.
Advanced work with chromatic harmony and
tonal counterpoint.
All MUSI 014 students must register for an
appropriate level of MUSI 040, with or without
0.5 credit.
Basic piano is also required for some students.
1 credit.
Spring 2006. Friedman.
This course will survey European art music from
the 16th-century Italian madrigal to Beethoven’s
Eroica symphony. Relevant extramusical con
texts will be considered.
Prerequisite: MUSI 011 or the equivalent.
I credit.
Spring 2006. Milewski.
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.
1 credit.
Fall 2005. Kochavi.
298
MUSI 021. Baroque and Classical Music
MUSI 022. Hineteenth-Century
European Music
This survey will consider European art music
against th e 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
Tchaikovsky.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Fall 2005. Milewski.
1 credit.
Fall 2005. Marissen.
MUSI 023. IWentieth-Century Music
A study of contemporary concert music, includ
ing such composers as Messiaen, Crumb, Boulez,
Cage, Babbit, Carter, Lutoslawski, and Ligeti.
Electronic music, collage, chance and improvi
sation, and minimalism will also be examined as
well as th e current trends toward neoRomanticism and stylistic pluralism.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
N ot offered 2005-2006.
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.
I credit.
Not offered 2005—2006.
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 2005-2006.
MUSI 033. The Art Song
A study of various solutions by various com
posers to the problems of relating poetry and
music. The emergence of the German Lied in
the 19th century (Schubert and Schumann); its
later developm ent (Brahms, Strauss, Wolf,
Mahler, Schoenberg, and Berg); and its adapta
tion by French (Debussy, Ravel, and Messiaen)
and American (Ives, Barber, and Crumb) com
posers. For students who are either singers or
pianists, informal performances may replace
papers.
Prerequisite: MUSI Oil or the equivalent.
1 credit.
Not offered 2005-2006.
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 is
quite different.
Prerequisite: MUSI 011 or the equivalent.
MUSI 036. Music Since 1945
MUSI 037. Contemporary American
Composers
A study of the works and thought of six impor
tant American composers. The course will stress
intensive listening and will include discussion
meetings with each of the composers.
Open to all students without prerequisite.
1 credit.
Spring 2006. Freeman.
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 tra
dition, found in the works of these three very in
dividual 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.
N ot offered 2005-2006.
MUSI 092. Independent Study
1 credit.
MUSI 093. Directed Reading
1 credit.
MUSI 094. Senior Research Topics
in Music
Required of all senior majors as preparation for
the senior comprehensive in music.
0.5 credit.
Spring. Milewski.
MUSI 095. Tutorial
Special work in composition, theory, or history.
1 or 2 credits.
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Music and Dance
MUSI 096. Senior Thesis
l or 2 credits.
MUSI 099. Senior Honors Recital
Honors music majors who wish to present a se
nior recital as one of their honors preparations
must register for MUSI 099, after consultation
with the music faculty. See Honors Program
guidelines.
1 credit.
counted as the fifth music theory course required
of majors.
1 credit.
N ot offered 2005-2006.
PERFORMANCE
Note: The following performance courses are for
0.5-course credit per semester.
MUSI 040. Elements of Musicianship
SEMINARS
MUS1100. Harmony and Counterpoint 5
(See MUSI 015)
Prerequisite: MUSI 014.
1 credit.
Fall 2005. Kochavi.
MUS110 1. 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 for
mative contribution to cultural history.
Prerequisites: MUSI 012 and GERM 001B
(higher levels in German and music theory both
strongly recommended; RELG 004 or 005B also
recommended) or permission of the instructor.
1 credit.
N ot offered 2005-2006.
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.
N ot offered 2005-2006.
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: M ahler’s sym
phonies and Britten’s operatic works as well as
the War Requiem.
Prerequisites: MUSI O il to 014; a knowledge of
German is recommended. This seminar may be
300
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 stu
dents. The instructor will place students at ap
propriate levels.
0.5 credit.
Fall 2005 and spring 2006. Hamer.
MUSI 041. Performance (Jazz Ensemble)
0.5 credit.
Fall 2005 and spring 2006. Staff.
MUSI 043. Performance (Chorus)
0.5 credit.
Fall 2005 and spring 2006. Alston.
MUSI 044. Performance (Orchestra)
0.5 credit.
Fall 2005 and spring 2006. Alston.
MUSI 046. Performance (Wind Ensemble)
0.5 credit.
Fall 2005 and spring 2006. Johns.
MUSI 047. Performance (Chamber Music)
(See guidelines for this course on p; 295.)
0.5 credit.
Fall 2005 and spring 2006. Johns.
MUSi 048. Performance
(Individual Instruction)
Please consult the MUSI 048 guidelines on the
Music Program Web site.
0.5 credit.
Fall 2005 and spring 2006.
MUSI 049A. Performance
(Balinese Gamelan)
Performance of traditional and modem compo
sitions for Balinese Gamelan (Indonesian per
cussion orchestra). Students will leam to play
without musical notation. No prior experience
in Western or non-Western music is required.
The course is open to all students.
0.5 credit.
Fall 2005 and spring 2006. Whitman.
MUSI 049B. Performance: African Dance
Repertory Music Ensemble
Performance of traditional and modem compo
sitions as accompaniment for and collaboration
with the development of a dance piece for con
cert performance.
0.5 credit.
Fall 2005. Staff.
MUSI 050. Performance (Chamber Choir)
Students in MUSI 050 must also be in MUSI
043 Performance (Chorus).
0.5 credit.
N ot offered 2005-2006.
MUSI 0 71. Afro-Caribbean Drum Circle
(Cross-listed as DANC 071)
This repertory course draws on a variety of danc
ing and drumming traditions from around the
world as well as creating new hybrid forms. In
2005, focus will be on material from Ghana,
Haiti, and Japan. Guests will include Jeannine
Osayande and others. Students can participate
as dancers, drummers, xylophone (gyil) players
or all three.
Open to all students without prerequisite.
0.5 credit.
Fall 2005. Friedler.
MUSI 078. Dance/Drum Ensemble
(Cross-listed as DANC 078)
This repertory course draws on a variety of danc
ing and drumming traditions from around the
world as well as creating new hybrid forms. In
2004, focus will be on material from Ghana and
Mali, and Japan. Guests will include Jeannine
Osayande and others. Students can participate
as dancers, drummers, or both.
Open to'all students without prerequisite.
0.5 credit.
Fall 2005. Arrow, Friedler, and guests.
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 fre
quent visits to schools, studios, and other educa
tional 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 educa
tion 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
or with permission of one of the instructors.
0.5 credit (CR/NCR).
Fall 2005. Arrow, Whitman.
DANCE
Dance, a program within the Music and Dance
Department, shares the department philosophy
that courses in theory and history should be in
tegrated with performance. By offering a balance
of cognitive, creative, and kinesthetic classes in
dance, we present a program that stands firmly
within the tradition of Swarthmore’s liberal arts
orientation. Dance instructors strive to create an
atmosphere of cooperative learning, one that af
firms group process, fosters camaraderie, and
both offers and values a wide variety of dance
traditions. Information about the dance program
in addition to that listed in this bulletin is avail
able via the World Wide Web at the following
address: http://www.swarthmore.edu/humanities/dance/.
REQUIREMENTS FOR THE MAJOR IN
COURSE: DANCE
Prerequisites for the Major
• D AN C 002, D AN C 010, a dance course
numbered 040 to 061 appropriate to the stu
dent’s ability and interest, or 071, and DANC
011 with a grade of B or better; and
• A conference with the dance faculty to assess
familiarity with dance vocabularies and deter
mine additional coursework in dance tech
nique. Whether they enroll for credit or audit,
all dance majors and minors are strongly en-
301
Music and Dance
couraged to participate in technique and
repertory classes each term.
Additional Course Requirements
Credits
Composition
DANC 012. Dance Composition II
(1 credit) and either DANC 013 Dance
Composition Tutorial (0.5 credit) (twice)
or once plus
DANC 014. Special Topics in Dance
Composition (0.5 credit)
History (two of the following six)
DANC 021. History of Dance: Africa
and Asia (1 credit)
DANC 022. History of Dance: Europe’s
Renaissance Through 1900 (1 credit)
DANC 023. History of Dance: 20th and
21st Centuries (1 credit)
DANC 024. Dance as Social History
(1 credit)
DANC 025. Mapping Culture Through
Dance ( 1 credit)
DANC 028. Special Topics in Dance
History (1 credit)
2
Theory (two of the following five)
DANC 035. Women Choreographers and
Composers (1 credit)
DANC 036. Dancing Identities (1 credit)
DANC 037- Current Trends in Dance
Performance ( 1 credit)
DANC 038. Sacred Movement, Sacred
Dance ( 1 credit)
DANC 039. Music and Dance: Criticism
and Reviewing (1 credit)
2
Total credits for the major
2
302
1-2
9-11
Total of prerequisite and major credits 11.5-13
The dance faculty encourages students to pursue
a senior project/thesis that incorporates a com
parison or integration of dance and some other
creative or performing art (creative writing,
music, theater, or visual art) or another academ
ic discipline of the student’s interest.
Additional Requirements for the Major
A comprehensive experience including essays
on coursework, reading and video lists, and the
senior project/thesis.
A senior colloquium with monthly meetings will
be held during the final semester of the student’s
senior year. These meetings, which will be led by
the dance faculty, will be linked to concert per
formances, guest lecturers, and assigned articles.
Technique (two of the following three)
1—1.5
DANC 050. Performance Dance: Modem
Dance II (0.5 credit)
DANC 051. Performance Dance: Ballet II
(0.5 credit)
DANC 053. Performance Dance: African
Dance II (0.5 credit)
One or two additional dance technique
courses for academic credit or
DANC 094. Senior Project ( 1 credit)
Repertory (once or twice)
DANC 049. Performance Dance:
Repertory (0.5 credit)
Senior Prqject/Thesis*
DANC 094. Senior Project (1 credit) or
DANC 095 and/or 096. Senior Thesis
(1 or 2 credits)
0.5-1
REQUIREMENTS FOR THE MINOR
IN COURSE: DANCE
The goal of the course minor in dance is to ex
pose 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 in the
minor toward a specific area of 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 col
loquium and will be encouraged, but not re
quired, to develop an extended paper or a signif
icant dance performance piece as part of the pro
gram. Whether they enroll for credit or audit, all
dance majors and minors are strongly encour
aged to participate in technique and repertory
classes each term.
Prerequisites for the Minor
• DANC 010, a dance course numbered 041 to
061 appropriate to the student’s ability and
interest, or 071 (Rhythmic Analysis) and
DANC 002 (World Dance Forms), or Dance
140 (Approaches to Dance) at Bryn Mawr
College
Total prerequisite credits
Course Requirements
2
Credits
Composition
1
DANC O il. Dance Composition 1(1 credit)
History (one of the following six)
1
DANC 021. History of Dance: Africa and
Asia (1 credit)
DANC 022. History of Dance: Europe’s
Renaissance Through 1900 (1 credit)
DANC 023. History of Dance: 20th and 21st
Centuries (1 credit)
DANC 024. Dance as Social History
(1 credit)
DANC 025. Mapping Culture Through
Dance ( 1 credit)
DANC 028. Special Topics in Dance
History (1 credit)
Theory (one of the following five)
1
DANC 035. Women Choreographers and
Composers (1 credit)
DANC 036. Dancing Identities (1 credit)
DANC 037. The Politics of Dance
Performance ( 1 credit)
DANC 038. Sacred Movement, Sacred Dance
(1 credit)
DANC 039. Music and Dance: Criticism and
Reviewing ( 1 credit)
Technique
1
Two semesters of dance technique for academic
credit: one 0.5 course in a Western-based tech
nique and one 0.5 course in a non-Westernbased technique.
Additional Courseuiork
1
One additional credit will be taken from any
single 1-credit course in the dance curriculum
or from any two 0.5-credit courses such as
DANC 049 (Repertory), DANC 013 (Dance
Composition Tutorial), or additional dance
technique classes. This final credit will be
selected in consultation with a Dance Program
faculty adviser.
Total credits for dance minor
5
Total of prerequisite and minor credits
7
REQUIREMENTS FOR THE SPECIAL COURSE
MAJOR IN DANCE AND A SECOND
DISCIPLINE
The program for a special major in dance com
prises 12 units of coursework: 6 in dance and 6 in
another discipline. The two disciplines in this
major may be philosophically linked or may rep
resent separate areas of the student’s interest.
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 Special Course
Major in Dance and a Second Discipline
• DANC 010, D ANC O il, a dance course
numbered 041 to 061 appropriate to the stu
dent’s ability and interest, or 071 (Rhythmic
Analysis) and D ANC 002 (World Dance
Forms), or Dance 140 (Approaches to Dance)
at Bryn Mawr College.
Required Dance Courses
The core program (totaling 5.5 credits) includes
the following courses:
1. Two composition/repertory (DANC 012 [1
credit] or 014 [0.5 credit] and/or DANC 013
[0.5 credit] and DANC 049 [0.5 credit])
2. Two history/theory (one from DANC
021-025 or 028 [1 credit] and one from
DANC 035-039 [1 credit])
3. Two or three in performance technique
(DANC 050 [0.5 credit] and one other tech
nique at the 050 level or above [0.5 credit])
4. One senior project or thesis (DANC 094,
095, or 096 [1 credit])
These six courses from the core program will be
joined by 6 credits from another discipline or dis
ciplines. Courses for the program must be ap
proved both by the faculty of the other depart
ments and by the dance faculty. The senior pro
ject or thesis must also be approved and moni
tored by those departments involved.
Total credits for special major
5.5
Total of prerequisite and major credits
8.5
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Music and Dance
REQUIREMENTS FOR THE MAJOR IN
HONORS: DANCE
The minimum requirement for admission to the
honors major is at least three courses in dance;
normally DANC 010, an introductory history/
theory course (DANC 002, 005, or 009), and
Dance Composition I (DANC O il). Majors in
the Honors Program must also have an overall B
grade average before admission. In addition to
the guidelines noted later, each honors major
will be responsible for the material designated on
the reading and video lists for senior honors
study available from the departm ent office.
Honors majors will also be expected to partici
pate in the senior colloquium. Whether they en
roll for credit or audit, all dance majors and mi
nors are strongly encouraged to participate in
technique and repertory classes each term.
All dance majors in the Honors Program must
do three preparations in the department and one
outside (in a related or unrelated minor). Two of
the departmental preparations will be based on
course combinations (one in history or theory
and one in composition). The third will take the
form of either a senior project (DANC 094) or a
senior thesis (DANC 095, 096). The portfolio
submitted by each student will include both
written materials and a videotape that provides
examples of the student’s choreographic/performance work at Swarthmore (a maximum of 20
minutes in length). Each student’s program will
include the following:
L History and theory. One area of emphasis link
ing a course from DANC 021 to 025 or 028
with a course from DANC 035 to 039. Each
student will demonstrate this integration via
a paper written as an attachment. This paper,
along with appropriate papers from each his
tory and theory class submitted for prepara
tion, will be sent to the examiner. The writ
ten and oral exam for this preparation will
consist of a response to three questions set by
the examiner.
2. Composition. Each student may submit a com
bination of Composition I (DANC O il) plus
either Composition II (DANC 012), Special
Topics in Composition (DANC 014), ai>d
Composition Tutorial (DANC 013) or two of
Dance 013 or 014. The syllabi (where appro
priate), a videotape of the final work, and a paper
concerning the choreographic process from each
class will be submitted to the examiner.
304
3. Senior project/thesis. These projects/theses will
be individually determined. Each student will
be assigned a faculty adviser who will assist
the student in the creation of an initial bibli
ography or videography or both as well as an
outline for the project or thesis. It will then be
the student’s responsibility to proceed with
the work independently.
REQUIREMENTS FOR THE MINOR IN
HONORS: DANCE
Students in the Honors Program who are pre
senting a major in another discipline and a
minor in dance must do one preparation in
dance. This preparation will take the form of ei
ther No. 1 or 2 described earlier in the text con
cerning honors majors in dance. The choice re
garding focus for a student’s minor will be deter
mined in consultation with an adviser from the
dance faculty. Honors minors will also be ex
pected to participate in the senior colloquium.
W hether they enroll for credit or audit, all dance
majors and minors are strongly encouraged to
participate in technique and repertory classes
each term.
Majors Presenting a Related Minor
Dance majors in the Honors Program who are
presenting a related minor in another discipline
must follow the preparation guidelines listed ear
lier. For these students, the third preparation will
take the form of either a senior project (DANC
094) or a senior thesis (D A N C 095, 096),
which, although it follows the guidelines stated
in No. 3 earlier, draws on a cross-disciplinary
perspective.
.- ' .
Cross-disciplinary project or thesis. These prepara
tions will be individually determined. In each
case, the student will present either one dance
history or theory course or one composition
course in combination with one'upjaer-level
course outside the department. Then, as an at
tachment the student,will submit a performance
(videotape) and/or a paper in which the crossdisciplinary nature of the study is discussed. Each
student Will be assigned a faculty adviser, who
will assist the student in the creation of an initial
bibliography or videography or both as well as an
outline for the project or thesis. It will then be
the student’s responsibility to proceed with the
work independently.
Majors Presenting an Unrelated Minor
Scholarships and Awards
Students in the Honors Program who are pre
senting a major in dance and a minor in an un
related discipline will follow the guidelines de
scribed earlier for the major.
Additional guidelines concerning the honors
major and minor in dance are available from the
Music and Dance Department office or from the
director of dance.
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.
ADDITIONAL INFORMATION REGARDING
THE DANCE PROGRAM
Performance Dance: Technique Courses
In a typical semester, more than 25 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 aca
demic credit or may be taken to fulfill physical
education requirements. Advanced dancers are
encouraged to audition for level III technique
classes and for Dance Repertory (DANC 049).
A total of not more than 8 full credits (16 0.5credit 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) and/or to audi
tion for student and faculty works. These audi
tions take place several times each semester;
dates are announced in classes, in postings out
side 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 2005-2006 may include Jane Comfort,
Doug Varone, and Wil Swanson. In addition,
the program regularly hosts guest choreographers
who work with student ensembles in technique
and repertory classes. During 2005-2006, Lacy
James and Brian Sanders, artists from the Swarthmore Project, will be working in that capacity.
Foreign Study Initiatives
Qharut 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 G hana can anticipate opportunities
that include a composite of classroom learning,
tutorials, some organized travel, and indepen
dent 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 partic
ipating are able to enroll for the equivalent of a
full semester’s credit (4 to 5 credits). Interested
students should contact the director of the
Dance Program as early as possible for advising
purposes and for updated information. Please see
the programs in Dance and Theater catalog list
ings for information on the types of academic
credit offered.
Poland Program
The programs in Dance and Theater offer a se
mester-abroad program based at the Silesian
Dance Theatre (Slaski TeatrTanca) 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 ex
perience of working in various capacities (dance
performance, arts administration, scenography,
etc.) within the environment of a professional
dance theater company for credit. Participating
students aire housed in Bytom and attend weekly
tutorials in Krakow. Intensive study of Polish
while in the country will be required of all par
ticipating students. Students participating are
able to enroll for the equivalent of a full semes
ter’s credit (4 to 5 credits). Participation in the
Annual International Dance Conference and
Performance Festival hosted by Silesian Dance
Theatre in June and July is highly recommended
for certain types of credit. Beyond credits in the
ater, dance, and intensive Polish, a menu of pos-
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Music and Dance
sible tutorials is available in Polish literature and
history, environmental studies, film, religion,
Jewish and Holocaust studies, and other fields.
Interested students should contact Professor
Allen Kuharski, chair of theater, as early as pos
sible for advising purposes and updated informa
tion on the status of the program. See course list
ings in both dance and theater for types of acad
emic credit offered.
INTRODUCTORY COURSES
DANC 002. World Dance Forms
A survey course that introduces students to the
oretical and practical experiences in dance forms
from various cultures and periods through a com
bination of lectures, readings, and video and film
viewings as well as discussions and workshops
with a wide variety of guest artists from the field.
The particular forms will vary each semester but
may include African, Asian, and Native Amer
ican forms, flamenco, contem porary social
dances, and various forms of concert dance.
Open to all students without prerequisite; no
prior dance training required.
1 credit.
Fall 2005. Friedler.
DANC 003. 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, politics, 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.
Freshman seminar.
1 credit.
Spring 2006. Friedler.
DANC 005. Patterns of Asian Dance
and Music
(Cross-listed as MUSI 005)
The course will examine converging and diverg
ing patterns in Asian dance and music. Our
focus will be on dance traditions of Indonesia,
India, Sri Lanka, Afghanistan, the Philippines,
and Japan and will incorporate musical tradi
306
tions that are integral to dance. Readings will sit
uate the traditions in their sociocultural, reli
gious, and aesthetic contexts. This is a reading,
viewing, listening, and writing-intensive course.
Open to all students without prerequisite.
1 credit.
N ot offered 2005-2006.
DANC 009. Music and Dance of Africa
A n introduction to selected musical and dance
traditions of Africa. This course will involve all
students in the practice of dancing and drum
ming as well as in th e study of those forms
through lectures, reading, listening, and view
ing. No prior musical or dance training required.
N ot offered 2005—2006.
DANC 010 / MUSI 010. Dance and Music:
A Social Dialogue
A n introduction to selected masterworks inves
tigating a wide variety of styles drawn from dif
ferent historical periods and cultures. This
course also introduces the disciplines of histori
cal musicology, ethnomusicology, dance history,
and dance ethnography. Serves as a prerequisite
for all courses in dance history and is also re
quired of all prospective majors and minors in
dance or music before the junior year.
0.5 credit.
Fall 2005. Milewski and staff.
COMPOSITION, HISTORY, AND
THEORY COURSES
DANC 0 11. Dance Composition I
A study of the basic principles of dance compo
sition through exploration of the elements of
time, space, and force, movement invention,
and movement themes to understand various
choreographic structures. Considerable reading,
video and live concert viewing, movement stud
ies, journals, and a final piece for public perfor
mance 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.
1 credit.
Fall 2005. Hess, Arrow.
DANC 012. Dance Composition II
An elaboration and extension of the material
studied in DANC O il. Stylistically varying ap
proaches to making work are explored in com
positions for soloists and groups. Coursework
emphasizes using various approaches and meth
ods (e.g., theme and variation, motif and devel
opment, structured improvisation, and others).
Reading, video and live concert viewing, move
ment studies, journals, and a final piece for pub
lic performance that may include a production
lab component are required.
Prerequisites: DANC O il or its equivalent. A
course in dance technique must be taken con
currently.
I credit.
Spring 2006. Hess.
DANC 013. Dance Composition: Tutorial
The student enrolling for a tutorial will enter the
semester having identified a choreographic pro
ject and will be prepared to present material
weekly. Projects in any dance style are encour
aged. 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 perfor
mance is required, as are weekly meetings with
the instructor and directed readings and video
and concert viewings. A journal may also be
required.
Prerequisites: DANC O il or its equivalent. A
course in dance technique must be taken
concurrently.
0.5 credit.
Fall 2005 and spring 2006. Staff.
DANC 014. Special Topics in Dance
Composition
A course that focuses on intensive study of spe
cific 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 con
cert viewing, and a journal will be required.
Prerequisite: DANC Oil. A course in dance
technique must be taken concurrently.
0.5 credit.
Spring 2006. Staff.
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 styl
istic characteristics, underlying aesthetics, reso
nances in general cultural traits, and develop
mental 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.
N ot offered 2005—2006.
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.
Prerequisite: DANC 002; DANC 024 strongly
recommended. Two lectures and 1-hour video
viewing per week.
1 credit.
N ot offered 2005—2006.
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 choreog
raphers, 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 1- hour
video viewing per week.
1 credit.
Spring 2006. Arrow.
DANC 024. Dance as Social History
This course focuses on dance as a locus for dis
cussing power relations through gender, race,
and class in the period from 1880 to the 1950s in
307
Music and Dance
Europe, N orth America, the Caribbean, and
South America. A variety of dance forms in
their historical and cultural contexts will be an
alyzed. Readings, video and concert viewings, re
search projects, and class discussions are includ
ed. Three hours per week.
Prerequisite: DANC 002 or permission of the
instructor.
1 credit.
N ot offered 2005—2006.
DANC 025. Mapping Culture and
Difference Through Dance
(Cross-listed with SOAN 020H)
The course uses anthropological approaches to
examine the interrelationship of dance with so
cial 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 ritu
al) and political-economic approaches (i.e., national/gender identity, and commodities and
sites of resistance). The second part of the course
will focus on specific dance ethnographies (such
as classical Indian dance, Vodou, capoeira,
Yomba, contact improvisation, and hip-hop) for
exploring contemporary anthropological con
cerns about representation, globalization, histo
ry, and identity.
Prerequisites: D AN C 002, an introductory
course in anthropology, or permission of the
instructor.
1 credit.
Fall 2005. Chakravorty.
DANC 028. Special Topics in Dance
History: Politics and Aesthetics of
Classical Indian Dance
(Cross-listed with SOAN 0201)
The course looks at dance/performance as social
practice in India. We will take the anthropolog
ical approach of immersion in a particular cul
ture to examine classical Indian dance in politi
cal, historical, and aesthetic terms. This will in
clude looking at the local histories of some of the
regional dance styles that got incorporated with
in the classical label, such as Bharatanatyam,
308
Kathak, Odissi, Kathakali, among others. The
three main elements we will explore in the
course are (1) how the body as a sensuous aes
thetic realm enters the discourse of religious
practice (of which dance and music are impor
tant components); (2) the ways in which classi
cal Indian dances have come to be constructed
through nationalism and gender identity con
structs in postcolonial India; and (3) the notions
of modernity, tradition, and globality in relation
to classical dance in India and the diaspora.
1 credit.
N ot offered 2005-2006.
DANC 035. Women Choreographers and
Composers
This course is a survey of women choreographers
and composers. Choreographers range from
Sallé 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.
N ot offered 2005-2006.
DANC 036. Dancing Identities
This course explores ways that age, class, gender,
and race have informed dance, particularly per
formance dance, since 1960. The impact of var
ious cultural and social contexts will be consid
ered. Lectures, readings, and video and concertviewings will be included. Students will be ex
pected to design and participate in dance and
movement studies as well as submit written
work.
Prerequisite: DANC 002 or permission of the
instructor.
1 credit.
Fall 2005. Friedler.
DANC 037. Current Trends in Dance
Performance
A look at contemporary dance performance as a
social construct that embodies change and rela
tionship in production to other art forms and
global discourse. The course will seek answers to
questions such as: How does federal art policy af
fect the way dance performance is presented to
and perceived by the community? W hat consti
tutes censorship, and what are the ramifications?
W hat are modernism, postmodernism, and glo
balism, and to what degree are they social, polit
ical, and/or aesthetic philosophies? What does
this mean for dance performance? W hat is the
relationship between performance and social ac
tivism? W hat is the relationship between
American, European, and Asian dance practices
today?
Open to all students without prerequisite.
1 credit.
Not offered 2005-2006.
OANC 038. Dance and the Sacred
Through readings, discussion, and our own sacred
dances, we will examine the role of sacred move
ment in performance, ritual, and contemplative
practices. We will explore several 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 as well as to write.
Prerequisite: Some dance experience in any
technique.
1 credit.
Not offered 2005-2006.
DANC 039. Music and Dance: Criticism
and Reviewing
(Cross-listed as MUSI 039)
This course will be team-taught by the music
and dance faculty with supplemental visits by
guest lecturers who are prominent in the field of
reviewing. It will cover various aspects of writing
about the performance of music and dance: pre
viewing, reviewing, the critic’s role and respon
sibilities, and the special problems of relating
performance to the written word.
Prerequisite: One previous course in music or
dance, concurrent enrollm ent in a music or
dance course, or permission of the instructor.
1 credit.
Not offered 2005-2006.
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 pre
requisite. Courses numbered 050 to 058 and 060
to 061 have a prerequisite of either successful
completion of an 040s course in that style or per
mission of the instructor.
DANC 040. Performance Dance: Modern I
A n introduction to basic principles of dance
movement: body alignm ent, coordination,
strength and flexibility, and basic locomotion. If
taken for academic credit, concert attendance
and one or two short papers are required.
0.5 credit.
Fall 2005 and spring 2006. Arrow, Friedler.
DANC 041. Performance Dance: Rallet I
An introduction to the fundamentals of classical
ballet vocabulary: correct body placement; posi
tions of the feet, head and arms; and basic loco
motion in the form. If taken for academic credit,
concert attendance and one or two short papers
are required.
0.5 credit.
Fall 2005 and spring 2006. Sherman.
DANC 043. Performance Dance: African I
A frican 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 under
standing of how to approach African dance and
the aesthetic principles implicit in African-ori
ented 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 2005 and spring 2006. Nance.
DANC 044. Performance Dance: Tap
This course is available to all tappers, from be
ginning to advanced. Such forms as soft-shoe,
waltz-clog, stage tap, and “hoofin” will be ex
plored. If taken for academic credit, concert at
tendance and one or two short papers are re
quired.
0.5 credit.
Spring 2006. Davis.
DANC 045. Performance Dance: Yoga
The course will focus on experiencing and un
derstanding a variety of asanas (physical pos
tures) from standing poses to deep relaxation.
Following the approach developed by B.K.S.
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Music and Dance
Iyengar, its aim is to provide the student with a
basis for an ongoing personal practice. If taken
for academic credit, reading, journal writing, and
two short papers are required.
0.5 credit.
Fall 2005 and spring 2006. Hess.
DANC 046. Performance Dance: Kathak
This course will introduce the basic principles of
performance technique in the N orth 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 perfor
mances will be used to provide context. Students
who are enrolled for academic credit will be re
quired to write papers and/or create performance
texts or choreographies.
0.5 credit.
Fall 2005. Chakravorty.
DANC 047. Performance Dance: 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 en
rolled 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 2005. Luis-Gmitter.
DANC 048. Performance Dance: Special
Topics in Technique
Intensive study of special topics falling outside
the regular dance technique offerings. Topics
may include Alexander technique, contact im
provisation, jazz, Pilâtes, and musical theater
dance. If taken for academic credit, concert at
tendance and one or two short papers are re
quired.
Section 1: Contact Improvisation
This improvisational dance practice is based on
moving in contact with others through touch
ing, leaning on, lifting, balancing, and support
ing. The resulting duets and ensembles are pro
pelled by the momentum of the dancers’ weight.
Students who enroll for academic credit will be
required to write papers and/or create perfor
310
mance texts or choreographies.
0.5 credit.
Spring 2006. Stein.
DANC 049. Performance Dance: Repertory
(Cross-listed as THEA 007)
The various sections of this course offer opportu
nities for study of repertory and performance
practice. Students are required to perform in at
least one scheduled dance concert during the se
mester. Three hours per week.
Prerequisite: Placement for all sections is by au
dition or permission of the instructor unless oth
erwise stated. A course in dance technique
should be taken concurrently.
Fall 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 2005. Davis.
Section 2: Modem
In our repertory workshop, we will work with the
bones as foundation and also as energetic vessels
for energy and movement. We will then move
on to working in spatial explorations that in
volve perception and sensation. We will develop
hew phrase material with an emphasis on clear,
vibrant, conscious, and elegant dancing. The
process will then move onto weaving the mater
ial into the space to create our final piece. ■
A course in dance technique should be taken
concurrently.
0.5 credit.
Fall 2005. Swanson.
Section 3: Kathak
This section of DANC 049 will explore the two
aspects of Kathak technique— nrtta (abstract
movement) and nritya (expressive gestures).
These will be used to create a dance that will in
clude teen tala or metrical scales of 16 beats to
learn complex rhythmical structures (hols). The
various patterns of bols such as tukra, tehai, and
paran will also be explored. Students will also be
exposed to poetry and literature relevant to their
study.
0.5 credit.
Fall 2005. Chakravorty.
Spring Sections
Section 1: Modem
This course will develop a new performance dance.
A course in modem dance technique should be
taken concurrently. A dditional information
about the class will be available from the Dance
Program office during frill semester 2005.
Prerequisite: DANC 040 or its equivalent.
0.5 credit.
Spring 2006. Staff.
Section 2: African
Auditions for admission to the course will be
held during the first class meeting. Additional
information regarding the course is available
from the instructor.
Prerequisite: DANC 043 and prior or concur
rent enrollment in DANC 053.
0.5 credit.
Spring 2006. Nance.
Section 3: Taiko Repertory
The class will offer experience in traditional or
traditionally based Japanese drumming reper
tory. Open to the general student with perfor
mances in April.
0.5 credit.
Spring 2006. Arrow.
Section 4: Lecoq and the Theater of Gesture
This class will offer an orientation to movementbased acting through various approaches: tradi
tional performance traditions in Bali and else
where, commedia dell’arte, th e teachings of
Jacques Lecoq, etc. 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 of work generated by
the students.
Prerequisites: THEA 001 or 002, any dance
course number 040 to 044, or consent of the
instructor.
1 credit.
Spring 2006. Bauriedel.
DANC 050. Performance Dance: Modern II
An elaboration and extension of the principles
addressed in DANC 040. If taken for academic
credit, concert attendance and one or two short
papers are required.
Prerequisite: DANC 040 or its equivalent.
0.5 credit.
Fall 2005 and spring 2006. Welsh.
DANC 051. Performance Dance: Ballet II
An elaboration and extension of the principles
addressed in DANC 041. If taken for academic
credit, concert attendance and one or two short
papers are required.
Prerequisite: DANC 041 or its equivalent.
0.5 credit.
Fall 2005 and spring 2006. Sherman.
DANC 053. Performance Dance: African II
African dance for experienced learners aims to
strengthen students’ African dance technique.
The course will use the Umfundalai technique al
lied with neo-traditional West African Dance
vocabularies to enhance students’ visceral and
intellectual understanding of African dance.
Students who take African Dance II for academ
ic credit should be prepared to explore and ac
cess their own choreographic voice through
movement studies.
Prerequisite: DANC 043.
0.5 credit.
Fall 2005 and spring 2006. Nance.
DANC 055. Performance Dance: Yoga II
A continuation and deepening of 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 invert
ed poses. If taken for academic credit, readings
and two short papers are required.
Prerequisite: DANC 045 or its equivalent with
permission of the instructor.
0.5 credit.
Spring 2006. Hess.
DANC 057. Performance Dance:
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 choreogra
phy. Some Saturday meetings are required.
0.5 credit.
Spring 2006. Luis-Gmitter.
311
Music and Dance
DANC 058. Performance Dance: Special
Topics in Technique II
A n elaboration and extension of principles ad
dressed 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.
N ot offered 2005—2006.
DANC 060. Performance Dance:
Modern III
C ontinued practice in technical movement
skills in the modem idiom, including approach
es to various styles. If taken for academic credit,
concert attendance and one or two short papers
are required.
0.5 credit.
Fall 2005 and spring 2006. Welsh.
DANC 061. Performance Dance: Ballet III
C ontinued practice in technical movement
skills in the ballet idiom with an emphasis on ad
vanced vocabulary and musicality. If taken for
academic credit, concert attendance and one or
two short papers are required.
0.5 credit.
Fall 2005 and spring 2006. Sherman.
UPPER-LEVEL CROSS-LISTED COURSES
DANC 070. Theater of Witness
(Cross-listed as THEA 070)
Open to juniors and seniors, Theater of Witness
is a model of theater performance that presents
the personal and collective life stories of people
whose voices are usually not heard in our society.
The stories, woven together in spoken word,
music, and dance, are collaboratively crafted
into an original theater piece and performed by
the people themselves. The class will focus on
the process of creating original theater from reallife stories and explore the social, political, psy
chological, and spiritual effects of Theater of
Witness as a community-building process of
healing, education, and transformation. Three
hours per week plus internship.
I credit.
Fall 2005. Sepinuck.
312
DANC 0 71. Afro-Caribbean Drum Circle
(Cross-listed as MUSI 071)
A practical experience in the theoretical analy
sis of rhythmic structure, applying techniques of
Affo-Cuban drumming and East Indian rhyth
mic theory, with an introduction to Taiko drum
ming. For the general student, emphasis will be
placed on understanding these rhythms within a
cultural and contemporary context. For students
of dance, additional focus will be provided on
the uses of drumming in dance composition and
improvisation and as accompaniment in the
teaching of dance technique. Three hours per
week.
Open to all students without prerequisite.
0.5 credit.
Fall 2005 and spring 2006. 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
2006.
By arrangement with Allen Kuharski.
1 credit.
Spring 2006.
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, en
rollment in this course will require students to
extend their stay through early July 2006.
Prerequisites: THEA 004B and 014.
1 credit.
Spring 2006.
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 Sharon Friedler.
Prerequisites: DANC 002, DANC 010, DANC
011, or consent of the dance program director.
1 credit.
Fall 2005 and spring 2006.
Dance 076. Movement and Cognition
ADVANCED INDEPENDENT WORK
(Cross-listed as LING 057 and MATH 007)
English, Scottish, and Italian folk dance are
analyzed, using group theory, graph theory, mor
phological 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 mathe
matical and linguistic approaches.
Prerequisites: One course in linguistics and a
willingness to move your body and learn some
basic math.
1 credit.
Not offered 2005-2006.
Available on an individual or group basis, this
course offers students an opportunity to do spe
cial work with performance or compositional
emphasis in areas not covered by the regular cur
riculum. Students will present performances
and/or written reports to the faculty supervisor,
as appropriate. Permission must be obtained
from the program director and from the super
vising faculty.
1 credit.
Each semester. Staff.
DANC 092. Independent Study
DANCE 078. Dance/Drum Ensemble
DANC 093. Directed Reading
(Cross-listed as MUSI 078)
This repertory course draws on a variety of danc
ing and drumming traditions from around the
world as well as creating new hybrid forms. In
2005, focus will be on material from Ghana,
Haiti, and Japan. Guests will include Jeannine
Osayande and others. Students can participate
as dancers, dmmmers, xylophone (gyil) players
or all three.
Open to all students without prerequisite.
0.5 credit.
Fall 2005. Friedler.
Available on an individual or group basis, this
course offers students an opportunity to do spe
cial work with theoretical or historical emphasis
in areas not covered by the regular curriculum.
Students will present written reports to the fac
ulty supervisor. Permission must be obtained
from the program director and from the super
vising faculty.
1 credit.
Each semester. Staff.
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 fre
quent visits to schools, studios, and other educa
tional 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 educa
tion 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).
Fall 2005. Arrow and Whitman.
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 of the se
mester is spent conducting independent re
hearsals in conjunction with weekly meetings
under an adviser’s supervision. The project cul
minates in a public presentation and the stu
dent’s written documentation of the process and
the result. A n 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 semes
ter preceding enrollment.
Prerequisite: Previous or concurrent enrollment
in an advanced-level technique course or
demonstration of advanced-level technique.
1 credit.
Each semester. Friedler, Hess, or Arrow.
313
Music and Dance
DANC 095,096. Senior Thesis
Intended for seniors pursuing the special major
or the major in course or honors, the thesis is de
signed by the student in consultation with a
dance faculty adviser. The major part of the se
mester is spent conducting independent re
search 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 ex
ternal examiners who then meet with the stu
dent for evaluation of its contents. Proposals for
a thesis must be submitted to the dance faculty
for approval during the semester preceding en
rollment.
I or 2 credits.
Each semester. Friedler, Hess, or Arrow.
314
Peace and Conflict Studies
Coordinator: LEE A . SMITHEY (Sociology and Anthropology)
Jenny Gifford (Administrative Assistant)
Committee:
Amanda Bayer (Economics)
Wendy E . Chmielewski (Peace Collection)
Raymond F. Hopkins (Political Science)
Jennie Keith (Sociology and Anthropology)3
Jeffrey S. Murer (Political Science)
Andrew H. Ward (Psychology)
3 Absent on leave, 2005-2006.
Students who minor in peace and conflict stud
ies at Swarthmore will (l) understand the role
played by various factors, including psychologi
cal, social, cultural, political, economic, biologi
cal, religious, and historical, in human conflict;
(2) analyze specific cases of conflict, including
interpersonal, intergroup, and interstate dis
putes; (3) examine theories and models of peace
building and reconciliation and evaluate at
tempts to manage, resolve, or transform conflict;
(4) investigate various forms of oppression and
injustice and their relationship to conflict, local
ly and around the world; and (5) explore oppor
tunities 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, stu
dents in the Honors Program may choose an
honors minor in peace and conflict studies.
Students who intend to minor in peace and con
flict studies should submit a copy of their sopho
more paper to the coordinator of the program
during the spring of the sophomore year, after
consultation with program faculty members.
The paper should present a plan of study that
satisfies the requirements stated later, specifying
the courses to count toward the minor. All ap
plications must be approved by the Peace and
Conflict Studies Committee. For more informa
tion on the program, see the Peace and Conflict
Studies Program Web site at http://www.swarthmore.edu/socsci/peace.
REQUIREMENTS AND RECOMMENDATIONS
Minor
A minor in peace and conflict studies consists of
6 credits, of which only 2 may be taken in the
student’s major. Introduction to Peace Studies
(PEAC 015) is the only required course.
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 in
structor 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 examina
tion. This 2-credit preparation can be a seminar,
a combination of two courses in different depart
ments, a 2-credit thesis, or a combination of a
thesis and a course. Any thesis must be multidis
ciplinary. The proposed preparation must be ap
proved by th e Peace and C onflict Studies
Committee.
Any student who minors in peace studies must
meet the requirement of six units of study, of
which no more than 2 credits can come from the
major departm ent. Introduction to Peace
Studies (PEAC 015) is required and should be
taken no later than the junior year. Again, field
work or an internship is highly recommended.
315
Peace and Conflict Studies
Students whose minor in peace studies can be
incorporated into the final requirements for se
nior honors study in the major should do so. The
Peace and Conflict Studies Committee will
work out the guidelines for the integration exer
cise with the student and the major department.
COURSES
The following courses constitute the foundation
for work in peace and conflict studies. Student
programs may, subject to prior approval by the
committee, also include independent study; spe
cial attachments to courses that are not listed
here; and courses offered at Haverford College,
Bryn Mawr College, the University of Pennsyl
vania, and abroad.
PEAC 015. Introduction to Peace Studies
This course addresses not only the proliferation
of coercive and violent means of conducting
conflict but especially the growth of nonviolent
alternatives, both institutional and grassroots,
global and local. These include nonviolent col
lective action, diplomacy, mediation, peace
keeping, community relations work, social work,
and aid and development work. Several theoret
ical and philosophical lenses will be used to ex
plore human nature, conflict in human societies,
and conceptualizations of peace. The course will
take an interdisciplinary approach with signifi
cant contributions from the social sciences.
1 credit.
Fall 2005. Smithey.
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 enforce
ment 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.
N ot offered 2005-2006.
316
PEAC 070. Research Internship/Fieldwork
Credit hours to be arranged with the coordinator.
PEAC 0 77. Peace Studies and Action
Peace studies’ basis in peace values and action
distinguishes it from many other academic disci
plines or programs. What are the values and the
ory that undergird peace research and activism?
How do peace research, education, and action
inform one another (or fail to)? Each student
will partner with a local peace organization to
study its mode of action and develop a document
or brief that brings useful peace research to the
service of the organization. During the course of
the semester, students will also examine their
own values, intellectual interests, actions, voca
tional plans and the future they envision for
human relations locally and globally.
Prerequisite: PEAC 015. Introduction to Peace
and Conflict Studies.
1 credit.
Spring 2006. Smithey.
PEAC 090. Thesis
Credit hours to be arranged with the coordinator.
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*
HIST 028. Nations and Nationalism in Eastern
Europe: 1848-1998
HIST 037. History and Memory: Perspectives
on the Holocaust
,, -.
HIST 049. Race and Foreign Affairs
HIST 134. U.S. Political and Diplomatic
History
POLS 004. International Politics
POLS 045. Defense Policy
POLS 047. Global Policy and International
Institutions: Hunger and Environmental
Threats
POLS 068. International Political Economy*
POLS 073. Comparative Politics: Special
Topics*
POLS 074. International Politics: Special
Topics*
POLS 075. Theorizing Terror*
POLS 111. International Politics: Seminar
PSYC 026. Prejudice and Social Relations
PSYC 047. Applications of Social Psychology*
RELG 023. Quakers Past/Present*
RELG 110. Religious Belief and Moral Action
SOAN 003B. Nations and Nationalism
SOAN 022G. Social Movements in Latin
America
SOAN 025B. Transforming Intractable
Conflict
SOAN 026C. Power, Authority, and Conflict
SOAN 035B. Nonviolent Social Movements
SOAN 046B. Social Inequality
SOAN 056B. Standoffs, Breakdowns, and
Surrenders
Please consult departmental course listings for
descriptions and scheduling.
* Courses marked with an asterisk are eligible for
a peace and conflict studies minor on special
arrangement with the instructor and the pro
gram coordinator.
Philosophy
RICHARD ELDRIDGE, Professor and Chair
HANS F. OBERDIEK, Professor
CHARLES RAFF, Professor
RICHARD SCHULDENFREI, Professor2
GRACE NI. LEDBETTER, Associate Professor
TAMSIN LORRAINE, Associate Professor and Acting Chair5
ALAN R. BAKER, Assistant Professor
W. MARK GOODWIN, Visiting Assistant Professor
DONNA MUCHA, Administrative Assistant
2 Absent on leave, spring 2006.
5 Fall 2005.
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, free
dom, hum an nature, justice, and history.
Philosophy is thus significant for everyone who
wishes to live and act in a reflective and critical
manner.
Religion. From time to time, courses and semi
nars are offered on meaning, freedom, and value
in various domains of contemporary life: Values
and Ethics in Science and Technology, Feminist
Theory, and Biotechnology and Society.
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 major
ing in philosophy are urged to take courses and
seminars in diverse fields of philosophy.
Prospective majors should complete the logic re
quirement 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.
Satisfactory completion of either any section of
an introductory course in philosophy (any phi
losophy course numbered 1—10) or PHIL 012:
Logic is a prerequisite for taking any further
course in philosophy. Students may not take two
different sections of Introduction to Philosophy.
REQUIREMENTS AND RECOMMENDATIONS
Prerequisites
The Philosophy Department offers several kinds
of courses designed to engage students in philo
sophical practices. Courses and seminars are of
fered to introduce students to the major system
atic works of the history of Western philosophy
and works by Plato and Aristotle (Ancient Phi
losophy); 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 consid
er 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 o th er 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
318
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 in
troduce 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 ana
lyzing arguments through careful consideration
of 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 organi
zation, natural science, and morality. In addi
tion, philosophy as itself a cultural practice will
be compared and contrasted with art and litera
ture, 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 2005 and spring 2006. Eldridge.
PHIL 002. First-Year Seminar:
Modernity/Post-Modernity
This course will examine conceptions of moder
nity as it emerges in key texts from philosophers
such as Descartes, Kant, and Hegel. We will dis
cuss 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.
Spring 2006. Lorraine.
PHIL 003. First-Year Seminar: The
Philosophy of Freedom in America
This course will be primarily concerned with the
meaning of freedom in the British and American
traditions. It will consider the relations between
freedom and some closely associated notions
such as majority rule, equality, liberty, rights, tol
erance, individualism, virtue, and the Enlight
enment. It will also consider issues concerning
the matter of the appropriate areas of freedom
(teligion, speech, sexuality, economics) and the
philosophical foundations of freedom. Major
philosophical figures from the history of the dis
cussion of freedom will be considered and some
historical material will be woven into the read
ing and discussions.
1 credit.
N ot offered 2005-2006.
PHIL 004. First-Year Seminar: Classics in
Ancient and Modern Philosophy
Historically organized readings from Plato,
Aristotle, Descartes, Hume, and Dewey focused
on the nature, source, and value of knowledge.
The course will consider such questions as: How,
if at all, is knowledge related to action? W hat are
the roles of experience and reason in the acqui
sition of genuine knowledge? and In what way, if
any, is knowledge valuable?
1 credit.
Fall 2005. Schuldenfrei.
PHIL 005. First-Year Seminar:
Abnut 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 philoso
phers 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 the
ories. Still others argue that morality is impossi
ble 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 sem
inar will examine representatives of each of
these approaches.
Writing course.
1 credit.
Fall 2005. Oberdiek.
PHIL 0 11. Moral Philosophy
Although some attention will be paid to con
temporary 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 ex
ample, knowledge, freedom, and pleasure. Other
values that may be discussed are tranquility,
human relationships, autonomy, and the search
319
Philosophy
for objective good.
1 credit.
Not offered 2005—2006.
PHIL 012. Logic
A n introduction to the principles of deductive
logic with equal emphasis on the syntactic and
semantic aspects of logical systems. The place of
logic in philosophy will also be examined.
No prerequisite. Required of all philosophy
majors.
1 credit.
Fall 2005. Baker.
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 2006. Raff.
PHIL 016. Philosophy of Religion
(See RELG 015B)
ical issues as they arise in the dialogues themselves.
Writing course.
1 credit.
N ot offered 2005-2006.
PHIL 021. Social and Political Philosophy
(See PHIL 121)
1 credit.
Fall 2005. Schuldenffei.
PHIL 023. Contemporary Philosophy
Current topics in metaphysics: identity, freedom,
God, time, reality.
1 credit.
N ot offered 2005-2006.
PHIL 024. Theory of Knowledge
Classical and contemporary theories of the na
ture, varieties, and limits of rationality inform
treatm ent of, among other current questions
about knowledge, what sort of value does knowl
edge have?
1 credit.
N ot offered 2005—2006.
PHIL 0 17. Aesthetics
PHIL 025. Philosophy of Mathematics
O n the nature of art and its roles in human life,
considering problems of interpretation and eval
uation and some specific medium of art: Who
should care about art? Why? How?
I credit.
Spring 2006. Eldridge.
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 geom
etry of physical space. A considerable range of
20th-century views on these topics will be inves
tigated including logicism (Frege and Russell),
formalism (Hilbet), intuitionism (Brouwer and
Dummett), platonism (Godel), and empiricism
(Kitcher). Important mathematical results per
taining to these topics, their proofs, and their
philosophical implications will be studied in
depth (e.g., the paradoxes of set theory, Godel’s
incompleteness theorems, and relative consis
tency proofs for non-Euclidean geometries).
Prerequisites: Logic, acceptance as a major in
mathematics, or approval of instructor.
1 credit.
N ot offered 2005-2006.
PHIL 018. Philosophy of Science
(See PHIL 119)
1 credit.
Spring 2006. Baker.
PHIL 020. Plato and His Modern Readers
(Cross-listed as CLAS 020)
Modem thinkers have ascribed to Plato some of
the fundam ental good and ills of modern
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 totali
tarian, that Plato was a feminist, and that Plato
betrayed his teacher, Socrates. In this course, we
will view Plato through the lens of various mod
ern and postm odern interpretations (e.g.,
Nietzsche, Heidegger, Foucault, Irigaray, Rorty,
Murdoch, Nussbaum, Vlastos) alongside a close
analysis of ethical, metaphysical, and epistemolog
320
PHIL 026. Language and Meaning
(See PHIL 116)
1 credit.
N ot offered 2005-2006.
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 of 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 Ro
manticism, etc.) and to contemporary popular
music. Major theorists of music who will be cov
ered include Leonard Meyer, Carl Dahlhaus,
Theodor Adorno, Susan McClary, Rose Rosengard Subotnik, Lawrence Kramer, and Jacques
Attali.
1 credit.
Not offered 2005-2006.
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,
Godel’s incompleteness theorem); philosophical
questions (e.g., W hat distinguishes logic from
non-logic? Could logical principles ever be re
vised in the light of empirical evidence?).
Prerequisite: PHIL 012.
1 credit.
Not offered 2005-2006.
PHIL 039. Existentialism
In this course, we will examine existentialist
thinkers such as N ietzsche, Kierkegaard,
Heidegger, Sartre, Beauvoir, and Camus to ex
plore themes of contemporary European philos
ophy, including the self, responsibility and au
thenticity, and the relationships between body
and mind, fantasy and reality, and literature and
philosophy.
1 credit.
Spring 2006. Lorraine.
PHIL 040. Semantics
(See LING 040)
PHIL 040. German Romanticism
This colloquium will focus on theories of subjec
tivity, aesthetic experience, and ethical life de
veloped in the immediate post-Kantian context.
The principal figures considered will be Schiller,
Hölderlin, and Schlegel.
1 credit.
N ot offered 2005-2006.
PHIL 049. Marx, Nietzsche, and Freud
This course will examine the work of three 19thcentury “philosophers of suspicion” who chal
lenged the self-presence of consciousness by
considering consciousness as an effect of other
forces. Their investigations into one’s under
standing of truth as the effect of will-to-power
(Nietzsche), one’s understanding of reality as the
effect of class position (Marx), and conscious
ness as the effect of unconscious forces (Freud)
provide an important background to contempo
rary questions about the nature of reality, human
identity, and social power.
1 credit.
Fall 2005. Lorraine.
PHIL 055. Philosophy of Law
An inquiry into major theories of law, with em
phasis 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.
Fall 2005. Oberdiek.
PHIL 079. Poststructuralism
This course will examine poststructuralist
thinkers such as Foucault, Derrida, Kristeva, and
Deleuze in light of contemporary questions
about identity, embodiment, the relationship
between self and other, and ethics.
1 credit.
N ot offered 2005-2006.
PHIL 086. Philosophy of Mind
(See PHIL 118)
l credit.
N ot offered 2005-2006.
321
Philosophy
PHIL 088. Wittgenstein
PHIL 104. Contemporary Philosophy
Wittgenstein’s analyses of thought and language
are central to contemporary philosophical de
bates. We will read his two major works,
Tractatus-Logico Philosophicus and Philosophical
Investigations in connection with the develop
ment of 20th- and 21st-century analytical phi
losophy of mind, language, consciousness, and
value.
1 credit.
Fall 2005. Eldridge.
Sources of contemporary analytic philosophy
explored in 20th-century works by Frege, Moore,
Russell, Wittgenstein, Quine, and Lewis ‘61.
2 credits.
N ot offered 2005-2006.
PHIL 893. Directed Reading
Each semester. Staff.
PHIL 096. Thesis
Each semester. Staff.
PHIL 099. Senior Course Study
Spring semester. Staff.
SEMINARS
PHIL 10 1. Moral Philosophy
A n examination of the principal theories of
value, virtue, and moral obligation—and their
justification. The focus will be primarily on con
temporary treatments of moral philosophy. A
central question of seminar will be the possibil
ity and desirability of moral theory.
2 credits.
Spring 2006. Oberdiek.
PHIL 102. Ancient Philosophy
A study of the origins of Western philosophical
thought in A ncient Greece, from th e preSocratics through the Hellenistic schools. We
will examine the doctrines of the Milesians,
Heraclitus, Parmenides, Plato, Aristotle, the
Epicureans, the Stoics, and the Skeptics.
2 credits.
N ot offered 2005-2006.
PHIL 103. Selected Modern Philosophers
One or more masterpiece of 17th- or 18th-cen
tury philosophy selected for systematic study by
Descartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, Reid, or Kant.
2 credits.
N ot offered 2005-2006.
322
PHIL 106. Aesthetics and Theory of
Criticism
O n the nature of art and its roles in human life,
considering problems of interpretation and eval
uation and some specific medium of art.
2 credits.
Spring 2006. Eldridge.
PHIL 109. Semantics
(See LING 109)
PHIL 113 . Theory of Knowledge
Questions such as: Can skepticism be refuted?
W hat can be known a priori? How does context
bear on the extent of knowledge? How is truth a
goal of inquiry? W hat is intellectual virtue? Is
knowledge finally practical? How does sense
perception contribute?
2 credits.
N ot offered 2005-2006.
PHIL 114 . Nineteenth-Century Philosophy
The historical treatment of such topics as knowl
edge, morality, God’s existence, and freedom in
Kant, Fichte, Hegel, Feuerbach, Marx, and
Nietzsche.
2 credits.
N ot offered 2005-2006.
PHIL 116 . Language and Meaning
Behaviorist theories of meaning, cognitivist the
ories of meaning, and conceptions of language as
a social practice will be surveyed and criticized.
2 credits.
N ot offered 2005-2006.
PHIL 118 . Philosophy of Mind
The course is divided into three principal sec
tions, 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 ex
plores 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 underpin
nings of human mentality. Part of the aim is to
clarify the goals and methods of cognitive sci
ence and to investigate ways in which advances
in cognitive science may yield philosophical in
sights into the nature of mind.
2 credits.
Fall 2005. Baker.
PHIL 119. Philosophy of Science
A study of philosophical problems arising out of
the presuppositions, methods, and results of the
natural sciences, focusing particularly on the ef
fectiveness of science as a means for obtaining
knowledge. Topics include the difference be
tween science and pseudoscience; the idea that
we can ’’prove” or ’’confirm” scientific theories;
explanation and prediction; the status of scien
tific 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.
Not offered 2005-2006.
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 em
phasis 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 2005. Schuldenfrei.
PHIL 125. Philosophy of Mathematics
Mathematics is a discipline whose elegance,
rigor, and stunning usefulness across a huge vari
ety of applications has made it a central part of
every school and college curriculum. But what
exactly is mathematics about? A t 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? A nd 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.
Spring 2006. Baker.
PHIL 139. Phenomenology,
Existentialism, and Poststructuralism
In this course, we will examine the themes of re
ality, truth, alienation, authenticity, death, de
sire, and human subjectivity as they emerge in
contemporary European philosophy. We will
consider thinkers such as Nietzsche, Husserl,
Heidegger, Derrida, and Irigaray to place con
temporary themes of poststructuralist thought in
the context of the phenomenological, existen
tial, and structuralist thought out of which they
emerge.
2 credits.
Spring 2006. Lorraine.
PHIL 145. Feminist Theory Seminar
If the power of a social critique rests on its abili
ty to make general claims, then how do we ac
count for the particularity of women’s various so
cial situations without sacrificing the power of a
unified theoretical perspective? In this course,
we will explore possibilities opened by poststruc
turalist theory, postcolonial theory, French fem
inist theory, and other forms of feminist thought,
to examine questions about desire, sexuality, and
embodied identities, and various resolutions to
this dilemma.
2 credits.
N ot offered 2005-2006.
PHIL 180. Thesis
A thesis may be submitted by majors in the de
partment in place of one honors paper, on appli
cation by the student and at the discretion of the
department.
PHIL 199. Senior Honors Study
Spring semester.
323
Physical Education and Athletics
ADAM HERTZ, Director of Athletics
CHRISTYN CHAMBERS, Assistant Director of Athletics
KAREN BORBEE, Professor, Senior Woman Administrator
ROBERT E . WILLIAMS, Professor3
SUSAN P. DAVIS, Professor
MICHAEL L . MULLAH, Professor
LEE WIMBERLY, Professor
FRANK AGOVINO, Head Coach/Instructor
TODD ANCKAITIS, Head Coach/Instructor
PETER CARROLL, Head Coach/Instructor
RENEE CLARKE, Head Coach/Instructor
RENEE L . De VARNEY, Head Coach/Instructor
PAT GRESS, Head Coach/Instructor
JEREM Y LOOMIS, Head Coach/Instructor
HARLEIGH LEACH, Head Coach/Instructor
ERIC WAGNER, Head Coach/Instructor
KELLY WILCOX, Head Coach/Instructor
SHARON GREEN, Administrative Assistant
MARIAN FAHY, Administrative Assistant
3 Absent on leave, 2005—2006.
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 en-.
couraging participation in a broad program of in
dividual and team sports, aquatics, physical fit
ness, and wellness. The program provides an op
portunity for instruction and experience in a va
riety of these activities on all levels. It is our hope
that participation in this program will foster an
understanding of movement and the pleasure of
exercise and will enhance, by practice, qualities
of good sportsmanship, leadership, and coopera
tion in team play. Students are also encouraged
to develop skill and interest in a variety of activ
ities that can be enjoyed after graduation.
The Intercollegiate Athletics Program is com
prehensive, 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 competi
tion, and those who qualify may be encouraged
to participate in regional and national champi
onship contests. Several club teams in various
324
sports are also organized, and a program of intra
mural activities is sponsored.
REQUIREMENTS AND RECOMMENDATIONS
Students are encouraged to enjoy the instruc
tional 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 com
plete 4 units of physical education by the end of
their sophomore year. In addition, all students
must pass a survival swimming test or take up to
one-quarter of swimming instruction.
Courses offered by the department are listed sub
sequently. C redit toward completion of the
physical education requirement will also be
given for participation in intercollegiate athlet
ics as well as PE Dance Courses (listed subse
quently), w hich are semester-long courses.
Independent study for. physical education is not
permitted.
COURSES
Fall
Aerobics
Aikido I, II
Aquatics I, II/III
Basketball
Badminton
Fencing I
Fitness Training
Folk Dance
Just Jump—Plyometrics Training
Introduction to Orienteering
Power Yoga
Squash
Swiss Ball Training
Tennis
Ueche Rye Karate
Spring
Aerobics
Aikido I, II
Aquatics I, Aquatics for Fitness
Basketball
Badminton
Fencing I, II
Fitness Fun
Fitness Training
Folk Dance
Lifeguard Training
Power Yoga
Squash
Swiss Ball Training
Tennis
Ultimate Frisbee
Ueche Rye Karate
Volleyball
Intercollegiate Athletics
Fall
Men’s Cross-Country
Women’s Cross-Country
Field Hockey
Men’s Soccer
Women’s Soccer
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
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.
325
Physics and Astronomy
JOHN R . BOCCIO, Professor
AMY L.R . BUG, Professor and Chair
PETER J . COLUNGS, Professor
FRANK A . MOSCATELLI, Professor
MICHAEL R. BROWN, Associate Professor3
C ARLH . GROSSMAN, Associate Professor
ERIC L.N . JENSEN, Associate Professor of Astronomy
DAVID H. COHEN, Assistant Professor of Astronomy
CATHERINE H. CROUCH, Assistant Professor
PAUL C. BLOOM, Visiting Assistant Professor
CHRISTOPHER BURNS, Postdoctoral Research Scientist
CHRISTOPHER 0 . COTHRAN, Postdoctoral Research Scientist
MARY ANN KLASSEN, Lecturer
PRUDENCE G. SCHRAN, Lecturer
JAMES HALDEMAN, Instrumentation/Computer Technician
STEVEN PALMER, Machine Shop Supervisor
CAROLYN R. W ARFEL, Administrative Assistant
3 Absent on leave, 2005—2006.
The program of the Physics and Astronomy
Department stresses the concepts and methods
that have led to an understanding of the funda
mental laws explaining the physical universe.
Throughout the work of the department, em
phasis is placed on quantitative, analytical rea
soning, as distinct from the mere acquisition of
facts and skills. Particular importance is also at
tached to laboratory work, because physics and
astronomy are primarily experimental and obser
vational sciences.
W ith the awareness that involyement in re
search is a major component in the education of
scientists, the department offers a number of op
portunities 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, computer simula
tion, liquid crystals, and observational and theo
retical astrophysics.
The department maintains the historic Sproul
telescope, a 61-cm refractor, equipped with a
CCD camera, plus several small telescopes for in
structional use. A monthly visitors’ night at the
326
observatory is announced in The Weekly News.
Two calculus-based introductory sequences are
offered. PHYS 003 and 004 cover both classical
and modem physics and is an appropriate intro
ductory physics sequence for those students ma
joring in engineering, chemistry, and biology.
PHYS 007 and 008, on the other hand, which is
normally preceded by PHYS 006, PHYS 006P, or
ASTR 003, is at a higher level. It is aimed to
ward students planning to do further work in
physics or astronomy and is also appropriate for
engineering and chemistry majors. The fourcourse sequence 006, 007, 008, and 014 is de
signed to provide a comprehensive introduction
to all major areas of physics.
Additional information is available via the World
Wide Web at http://physics.swarthmore.edu/.
REQUIREMENTS AND RECOMMENDATIONS
Major Degree Requirements
The basic Physics Program is intended for stu
dents not planning to pursue graduate work. It
consists of PHYS 006 or ASTR 003, and PHYS
007,008,014, and 050 in the first two years, fol
lowed by PHYS 111, 112, 113, and 114 in the
last two years. In addition, the shop course
PHYS 063 and the advanced laboratory courses
PHYS 081 and PHYS 082 and MATH 015,023,
025,027, and 033 must be taken.
The basic program in astronomy is intended for
students not planning to pursue graduate work.
It consists of ASTR 003 or PHYS 006, and
PHYS 007, 008, 014, and ASTR 016. In addi
tion, four astronomy seminars and MATH 015,
023,025, and 033 must be taken.
The basic programs listed earlier cover all of the
fundamental areas in the discipline. However,
students preparing for graduate study in physics
or astronomy should consider one of the ad
vanced programs listed later.
The advanced program in physics is PHYS 006
or ASTR 003, and PHYS 007,008,014, and 050
in the first two years followed by PHYS 111, 112,
113,114, and 115 in the last two years. In addi
tion, the shop course PHYS 063 and the ad
vanced laboratory courses PHYS 081 and PHYS
082, and MATH 015, 023, 025, 027, and 033
must be taken.
The advanced program in astrophysics is ASTR
003 or PHYS 006 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, 023, 025, 027, 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 pro
gram by adding elective seminars in physics or
astronomy and/or a research project/thesis.
Seniors not taking the external examinations
must complete a comprehensive exercise in the
senior year, which is intended not only to en
courage review and synthesis but also requires
students to demonstrate mastery of fundamen
tals studied during all four years.
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 C or bet
ter 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 consider
ation 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 and PHYS 082 (each 0.5 credit) require ap
proximately one afternoon a week. Students en
rolled in these must arrange their programs so
that they can schedule a time for lab each week,
free of conflicts with other classes, seminars, ex
tracurricular activities, and sports.
Independent Work
Physics and astronomy majors are encouraged to
undertake independent research projects, espe
cially in the senior year, either in conjunction
with one of the senior seminars or as a special
project for separate credit (PHYS/ASTR 094).
Many opportunities exist for students to work
with faculty members on research projects dur
ing 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 sopho
more year, which will qualify them to work in
the departmental shops.
Teacher Certification
We offer teacher certification in physics through
a program approved by the state of Pennsyl
vania. For further information about the rele
vant set of requirements, contact the Educa
tional Studies Department chair, the Physics
Department chair, or the Educational Studies
Department Web site at www.swarthmore.edu/
SocSci/Education/.
Minor Degree Requirements
Our department offers two types of course mi
nors: one in physics and one in astronomy.
The physics minor consists of PHYS 006 or
ASTR 003, PHYS 007,* PHYS 008,* PHYS
014, PHYS 050, and PHYS 111 and PHYS
113.+ Corequisites are MATH 015, 023, 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 ad
vanced seminars, preferably one in “classical”
and one in “quantum” physics. PHYS 111 is a
prerequisite for the future seminars and fulfills
327
Physics and Astronomy
the “classical” requirement. Although we rec
ommend PHYS 113 as the second advanced
seminar, a different seminar may be substituted
on consultation with the chair.)
The astronomy minor consists of PHYS 006 or
ASTR 003, PHYS 007 or PHYS 003, PHYS 008
or PHYS 004, ASTR 016, one astronomy semi
nar numbered 100 or above, and one semester of
ASTR 061 (0.5 credits). Corequisites are MATH
015 and 023.
EXTERNAL EXAMINATION PROGRAM
To be accepted into the External Examination
Program in the department, the applicant must
normally have an average grade of B or better in
all physics and astronomy courses.
External examinations are based on the topics
covered in the following seminars: Physics:
PHYS 111, 112, 113, 114, and 115, plus a re
search or library thesis; Astrophysics: three of
the following (PHYS 111, 112,113, or 114); two
of the following (ASTR 121,123,126, or 128),
plus a research or library thesis; Astronomy:
ASTR 121,123,126, and 128, plus a 2-credit re
search or library thesis.
Minors in physics, astrophysics, and astronomy
take an external examination based on two sem
inars from the previous lists.
PHYSICS COURSES
PHYS 001. First-Year Seminar: Relativity,
Quantum Mechanics, and Chaos
Seminar for first-year students only. A n intro
duction to the concepts of modem physics as ex
amples of the thought processes inherent to the
discipline of physics. N ot designed for students
seeking a more rigorous course as a preparation
for further work in physics. Includes one labora
tory every other week.
Natural sciences and engineering practicum.
1 credit.
Fall 2005. Codings.
PHYS 003. General Physics I
Topics include vectors, kinematics, Newton’s
laws and dynamics, conservation laws, work and
energy, oscillatory motion, systems of particles,
328
and rigid body rotation. Possible additional top
ics are special relativity and thermodynamics.
Includes one laboratory weekly.
Prerequisite: MATH 015 (previously MATH
005) (can be taken concurrently).
1 credit.
Fall 2005. Bloom.
PHYS 004. General Physics li
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.
Prerequisites: MATH 023 (previously MATH
006A)(can be taken concurrently). PHYS 003
or the permission of the instructor.
1 credit.
Spring 2006. Crouch.
PHYS 006. The Character of Physical Law
Seminar format with laboratory. A n introduc
tion to the concepts of physics and the thought
processes inherent to the discipline. The primary
emphasis of the course will be on the accepted
principles of physics and their application to spe
cific areas. Attention will be given to philosoph
ical aspects of physics, discussions of what kind
of problems physicists address, and how they go
about addressing them. Covers special relativity,
introduction to general relativity and introduc
tion to quantum theory. Suitable for students
seeking a rigorous course as a preparation for fur
ther work in physics and an entry point for those
interested in majoring in physics, astrophysics,
or astronomy. Enrollment limited to 12. Consul
tation with instructor required.
Prerequisite: MATH 023 or higher.
1 credit.
Fall 2005. Boccio.
PHYS 006P. The Character of Physical Law
Seminar format with laboratory. An introduc
tion to the concepts of physics and the thought
processes inherent to the discipline. The primary
emphasis of the course will be on the accepted
principles of physics and their application to spe
cific areas. Attention will be given to philosoph
ical aspects of physics, discussions of what kind
of problems physicists address, and how they go
about addressing them. Covers special relativity,
introduction to general relativity and introduc
tion to quantum theory. Suitable for students
seeking a rigorous course as a preparation for fur
ther work in physics and an entry point for those
interested in majoring in physics, astrophysics,
or astronomy. Students should be concurrently
enrolled in MATH 028P. Enrollment limited to
12. Consultation with instructor required.
Prerequisite: MATH 028P (concurrent registration).
1 credit.
Fall 2005. Boccio.
PHYS 007. Introductory Mechanics
An introduction to classical mechanics and con
tinuation (from PHYS 006 or ASTR 003) of the
study of special relativity. Includes the study of
the kinematics and dynamics of point particles;
conservation principles involving energy, mo
mentum, and angular momentum; rotational
motion of rigid bodies; oscillatory motion; and
relativistic dynamics. Includes one laboratory
weekly.
Prerequisites: MATH 023 (can be taken concur
rently), PHYS 006 or ASTR 003, or permission
of the instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2006. Moscatelli.
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 electro
static field and potential, electrical work and energy, D.C. and A.C. circuits, the relativistic basis
of magnetism, and Maxwell’s equations. Includes
one laboratory weekly.
Prerequisites: PHYS 007; MATH 023; MATH
027 or 033 (can be taken concurrently).
Natural sciences and engineering ¡yracticurn.
I credit.
Fall 2005. Crouch.
PHYS 014. Thermodynamics and
Quantum Physics
An introduction to thermodynamics and tem
perature, heat, work, and entropy. Introduction
to quantum mechanics using one-dimensional
systems. Includes one laboratory weekly.
Prerequisites: PHYS 003 and 004 or PHYS 007
and 008.
Natural sciences and engineering practicum.
I credit.
Spring 2006. Bloom.
PHYS 020. The Earth and Its Climate
A study of the complex interplay of factors influ
encing 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.
Spring 2006. Collings.
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.
N ot offered 2005—2006.
PHYS 022. Physics of Musical Sounds
A n 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 elec
tronic sound devices, and digital sound technology.
The course has a weekly laboratory requirement.
1 credit.
N ot offered 2005-2006.
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.
N ot offered 2005—2006.
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 in
telligible external reality has any meaning.
I credit.
N ot offered 2005-2006.
329
Physics and Astronomy
PHYS 029. Seminar on Gender and
(Physical) Science
This seminar will take a multifaceted approach
to the question: “What are the connections be
tween 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 of science will be addressed. Physical
science will be the principal focus. Includes some
laboratory work.
1 credit.
N ot offered 2005-2006.
PHYS 050. Mathematical Methods
of Physics
A survey of analytical and numerical techniques
useful in physics, including multivariable calcu
lus, optimization, ordinary differential equa
tions, partial differential equations and SturmLiouville systems, orthogonal functions, Fourier
series, Fourier and Laplace transforms, and nu
merical methods.
Prerequisites: MATH 027 and either 023 or 033.
1 credit.
Sirring 2006. Boccio.
PHYS 093. Directed Reading
This course provides an opportunity for an indi
vidual 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 pre
sent a written and an oral report to the department
0.5, l, or 2 credits.
Each semester. Staff.
PHYSICS SEMINARS
ational principles; systems of particles; collisions
and cross sections; motion of a rigid body; Euler’s
equations; rotating frames of reference; small os
cillations; normal modes; and wave phenomena.
Prerequisites: PHYS 014 and 050; MATH 033.
1 credit.
Foil 2005. Bug.
PHYS 112 . Electrodynamics
Electricity and magnetism using vector calculus,
electric and magnetic fields, dielectric and mag
netic materials, electrom agnetic induction,
Maxwell’s field equations in differential form,
displacement current, Poynting theorem and
electromagnetic waves, boundary-value prob
lems, radiation and four-vector formulation of
relativistic electrodynamics.
Prerequisites: PHYS 014 and 050; MATH 033.
1 credit.
Fall 2005. Grossman.
PHYS 113 . Quantum Theory
Postulates of quantum mechanics, operators,
eigenfunctions, and eigenvalues, function spaces
and hermitian operators; bra-ket notation, su
perposition and observables, fermions and
bosons, time development, conservation theo
rems, and parity; angular momentum, three-di
mensional systems, matrix mechanics and spin,
coupled angular momenta, time-independent
and time-dependent perturbation theory.
Prerequisites: PHYS 111 and MATH 027.
1 credit.
Spring 2006. 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 transi
tions; statistics of bosons and fermions; black
body radiation; electronic and thermal proper
ties of quantum liquids and solids.
Prerequisites: PHYS 111 and MATH 023 or 033.
1 credit.
S[rring 2006. Grossman.
PHYS 1 1 1 . Analytical Dynamics
PHYS 115 . Modern and Quantum Optics
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 vari
A modem treatment of matrix optics, interfer
ence, polarization, diffraction, Fourier optics, co
herence, Gaussian beams, resonant cavities, op
tical instruments. The quantization of the elec
330
tromagnetic field, single mode coherent and
quadrature squeezed states. The interaction of
light with atoms using second quantization and
dressed states. Spontaneous emission.
Prerequisites: PHYS 111, 112 (or concurrently
with instructor’s permission), and 113.
1 credit.
Fall 2005. Moscatelli.
PHYS 130. General Relativity
Newton’s gravitational theory, special relativity,
linear field theory, gravitational waves, measurement of space-time, R iem annian geometry,
geometrodynamics and Einstein’s equations, the
Schwarzschild solution, black holes and gravita
tional collapse, and cosmology.
Prerequisites: PHYS 111 and 112.
1 credit.
Not offered 2005-2006.
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 of
the ideas behind lattice gauge calculations.
Prerequisites: PHYS 113 and 115.
1 credit.
Not offered 2005-2006
PHYS 132. Nonlinear Dynamics and Chaos
Nonlinear mappings, stability, bifurcations and
catastrophe, conservative and dissipative sys
tems, fractals, and self-similarity in chaos theory.
Prerequisite: PHYS 111.
I credit.
Not offered 2005—2006.
PHYS 133. Atomic Physics and
Spectroscopy
Review of quantum theory, hydrogen atom, multi
electron atoms, atoms in external fields, optical
transitions and selection rules, hyperfine structure,
lasers, atomic spectroscopic techniques: atomic
beams methods, Doppler-free spectroscopy, time-resolved spectroscopy, and level crossing spectroscopy.
Prerequisites: PHYS 113 and 115.
1 credit.
Not offered 2005—2006.
PHYS 134. Quantum Mechanics:
Mathematical and Physical Foundations
W hat is measurement? Repeatable, maximal
and consecutive tests, Bayesian probability, infi
nite dimensions, projection operators, Spectral
Theory for self-adjoint operators, logical struc
ture of classical physics, rules of Q uantum
Theory, mixed states and density matrices, time
development, uncertainty relations, quantum
correlations, Schmidt Decomposition, meaning
of probability, reduction of State Vector, quan
tum entanglem ent, m easurem ent problem,
Kochen-Specker Theorem, logic of Quantum
propositions, nonlocality, EPR and Bell Inequal
ities, nonlocality versus Contextuality, Gleason’s
Theorem, and logical aspects of inseparability
are explored.
Prerequisites: PHYS 113 and 115.
1 credit.
N ot offered 2005-2006.
PHYS 135. Snlid-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, semiconduc
tors, magnetic and optical properties of solids,
and superconductivity.
Prerequisites: PHYS 113,114, and 115.
1 credit.
N ot offered 2005—2006.
PHYS 136. Quantum Optics and Lasers
Atom-field interactions, stimulated emission,
cavities, transverse and longitudinal mode struc
ture, gain and gain saturation, nonlinear effects,
coherent transients and squeezed states, pulsed
lasers, and super-radiance.
Prerequisites: PHYS 113 and 115.
1 credit.
N ot offered 2005-2006.
PHYS 13 7. Computational Physics
Along with theory and experiment, computa
tion 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, FiniteElement, and Fourier Transform methods. We
will explore high-performance and object-ori-
331
Physics and Astronomy
ented strategies for scientific problem solving.
The essentials of a couple of programming envi
ronments (e.g., ones based on Java, Fortran 9x,
and Python) will be taught and used. Simula
tions relevant to classical mechanics, electro
magnetism, quantum mechanics, and statistical
physics will be written. Students will do an ex
tended independent project of their choice.
Prerequisites: PHYS 050 and 111 and, taken pre
viously or concurrently, PHYS 113 and 114, or
special permission of the instructor.
1 credit.
Spring 2006. Bug.
PHYS 138. Plasma Physics
A n introduction to the principles of plasma
physics. Treatment will include the kinetic ap
proach (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 plas
mas (conductivity and diffusion), waves and os
cillations, controlled nuclear fusion, and plasma
astrophysics.
Prerequisite: PHYS 112.
1 credit.
N ot offered 2005-2006.
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 normal
ly taken in, the fall semester of the student’s final
year.
0.5, l, or2 credits.
Each semester. Staff.
PHYSICS LABORATORY PROGRAM
PHYS 063. Procedures in Experimental
Physics
Techniques, materials, and the design of experi
mental apparatus; shop practice; printed circuit
design and construction. This is a 0.5-credit
course open only to majors in physics, astro
physics, or astronomy.
0.5 credit.
Fall 2005. Technical staff.
332
PHYS 081. Advanced Laboratory I
Experiments in mechanics, electricity and mag
netism, waves, thermal and statistical physics,
atomic, and nuclear physics.
Writing course.
0.5 credit.
Each semester. Staff.
PHYS 082. Advanced Laboratory II
Experiments in mechanics, electricity and mag
netism, waves, thermal and statistical physics,
atomic, and nuclear physics.
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 no
tions of physics as needed in astronomical appli
cations. Topics may include the appearance and
motions of the sky; history of astronomy; astro
nomical instruments and radiation; the sun and
planets; properties, structure, and evolution of
stars; the galaxy and extragalactic systems; the
origin and evolution of the universe. Includes six
evening labs.
Natural sciences and engineering practicum.
1 credit.
Each semester. Jensen or Cohen.
ASTR 003. The Physical Universe
This introductory course emphasizes three major
areas of modem astronomy and physics: cosmol
ogy, Einstein’s theory of special relativity, and astrobiology. Topics include the birth, expansion,
and fate of the universe; the theory of special rel
ativity 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. Suitable as an
entry point for students interested in majoring in
astronomy, astrophysics, or. physics. Includes six
evening labs.
Natural sciences and engineering practicum.
1 credit.
Each semester. Jensen or Cohen.
ASTR 016. Modern Astrophysics
ASTR 123. Stellar 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 023, PHYS 003
and 004, or PHYS 007 and 008. (PHYS 004 or
008 may be taken concurrently.)
1 credit.
Foil 2005. Cohen.
A n overview of physics of the stars, both atmos
pheres and interiors. Topics may include hydro
static 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, super
novae, and star formation.
Prerequisite: ASTR 016 (PHYS 014 recommended).
1 credit.
Alternate years.
N ot offered 2005-2006. Next offered spring 2007.
ASTR 061. Current Prnblems in Astronnmy
and Astrophysics
Reading and discussion of selected research pa
pers from the astronom ical literature.
Techniques of journal reading, use of abstract
services, and other aids for the efficient mainte
nance of awareness in a technical field. May be
repeated for credit. Credit/no credit only.
Prerequisite: ASTR 016.
0.5 credit.
Spring 2006. Jensen and Cohen.
ASTR 093. Directed Reading
(See PHYS 093)
ASTR 094. Research Project
(See PHYS 094)
ASTRONOMY SEMINARS
ASTR 12 1. Research Techniques in
Observational Astronomy
This course covers many of the research tools
used by astronomers. These include instruments
used to observe at wavelengths across the elec
tromagnetic spectrum; techniques for photome
try, spectroscopy, and interferometry; and various
methods by which images are processed and data
are analyzed. Students will perform observation
al and data analysis projects during the semester.
Prerequisite: ASTR 016.
1 credit.
Alternate years.
Fall 2005. Jensen.
ASTR 126. The Interstellar Medium
Study of the material between the stars and ra
diative processes in space, including both obser
vational and theoretical perspectives on heating
and cooling mechanisms, physics of interstellar
dust, chemistry of interstellar molecules, mag
netic 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.
Alternate years.
Not offered 2005-2006. Next offered fad 2006.
ASTR 128. Galaxies and Galactic
Structure
Study of our own galaxy and other galaxies, in
cluding galaxy morphology; observational prop
erties of galaxies; kinematics: stellar motions,
galaxy rotation, spiral density waves, and insta
bilities; galaxy and star formation; starburst
galaxies; quasars and active galaxies; galaxy clus
ters and interactions; and large-scale structure of
the universe.
Prerequisite: ASTR 016.
1 credit.
Alternate years.
Spring 2006.
ASTR 180. Honors Thesis
(See PHYS 180)
333
Political Science
RAYMOND F. HOPKINS, Professor
JAMES R. KURTH, Professor2
CAROL NACKENOFF, Professor
RICHARD L . RUBIN, Professor (part time)
KENNETH E . SHARPE, Professor
RICHARD VALELLY, Professor
CYNTHIA PERWIN HALPERN, Associate Professor
KEITH REEVES, Associate Professor2
TYRENE WHITE, Associate Professor and Chair
BENJAMIN BERGER, Assistant Professor3
JE F F R E Y S . MURER, Assistant Professor
DOMINIC TIERNEY, Assistant Professor
KATHLEEN KERNS, Administrative Assistant
DEBORAH SLOMAN, Administrative Assistant
2 Absent on leave, spring 2006.
3 Absent on leave, 2005-2006.
COURSE OFFERINGS AND PREREQUISITES
REQUIREMENTS
Courses and seminars offered by the Political
Science Department deal with the place of poli
tics in society and contribute to an understand
ing of the purposes, organization, and operation
of political institutions, domestic and interna
tional. The department offers courses in all four
of the major subfields of the discipline: Ameri
can 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 intro
ductory courses: Political Theory, American
Politics, Comparative Politics, and Interna
tional Politics (POLS 001-004). Normally, any
two of these courses constitute the prerequisite
for further work in the department.
334
Major
Prerequisites and general recommendations.
Students who intend to major in political sci
ence should begin their work in their first year at
college if possible. Completion of at least two
courses a t th e introductory level (POLS
001-004) is required for admission to the major.
Supporting courses strongly recommended for
all majors are Statistical Thinking or Statistical
Methods (MATH 001 or 002) and Introduction
to Economics (ECON 001).
Course requirements for majors.To graduate with
a major in political science, a student must com
plete 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 course may be
an Advanced Placement.
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 of the fol
lowing will satisfy the political theory require
ment: POLS 011,012,100, or 101.
The department recommends that majors plan
course and seminar programs that afford some
exposure above the introductory level to at least
three of the four major subfields of political science
(listed in the introductory paragraph earlier).
Comprehensive requirement. Majors in the course
program can fulfill the College comprehensive
requirement in one of two ways. The preferred
option is the oral thesis. Students are examined
orally on a body of literature that best captures
their interests and range of 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 informa
tion about these options is available at the be
ginning of the junior year.
Senior honors majors satisfy the College’s senior
honors study (SHS) requirement by revising one
seminar paper for submission to external exam
iners. No academic credit is awarded for this
exercise.
Honors Minor
Honors minors in political science will be re
quired to have at least 5 credits in political sci
ence. Among these 5 credits, minors must nor
mally meet the subfield distribution requirement,
that is, at least one course in American politics,
in political theory, and in comparative politics/
international relations. Minors will be required
to take one of the 2-unit honors preparations of
fered by the department. There is no senior hon
ors study requirement for honors minors.
Honors Examinations
The honors examinations will normally consist
of a 3-hour written examination in each of the
To be accepted into the Honors Program, stu
dents should normally have at least an average of student’s seminars and an oral examination con
3.5 or better inside and 3.0 (B) outside the de ducted by the external examiner.
partment and should give evidence of their abil
ity to work independently and constructively in
a seminar setting. Seminars will normally be lim
CONCENTRATION IN PUBLIC POLICY
ited to eight students, and admission priority will
go to honors majors. Political science honors
Students have the option of pursuing interdisci
majors must meet all current distributional re plinary work as an adjunct to a major in political
quirements for majors, including the political
science in the public policy concentration.
theory requirement. They need 10 political sci Comprehensive requirements (for course ma
ence credits. Normally, 6 of these credits will be
jors) or the external examination requirements
met with three 2-unit preparations, which will
(for candidates for honors) will be adjusted to
help prepare honors majors for outside written
allow students to demonstrate their accomplish
and oral examinations. These 2-unit prepara
ments in the concentration. For further informa
tions will normally be either a 2-credit honors
tion, consult the separate catalog listing for
seminar or a “course-plus” option. O f these three
public policy. Tom Dee is the acting coordinator
2-unit preparations, no more than 2 may be in a
of th e concentration in public policy for
single field in the department. The course-plus
2005-2006.
option will normally consist of two 1-unit
courses or seminars that have been designated to
count as an honors preparation. One example is
THE DEMOCRACY PROJECT
POLS 013 (Feminist Political Theory) plus ei
ther POLS 031 (Difference and Dominance) or
The purpose of this project is to deepen students’
POLS 032 (Gender, Politics, and Policy in
understanding of and commitment to democrat
America). A nother example is POLS 068
ic citizenship in a multicultural society through
(International Political Economy) plus POLS
participation in community politics. A central
047 (Global Policy). The department does not
feature of the Democracy Project is communitynormally advise theses, course attachments, or
based learning through public service and com
directed readings as a substitute for the honors
munity organizing internships as part of the
seminars and course-plus options.
coursework. By integrating reflection and expe
All prospective honors majors should have com
rience, the project will enable students to study
pleted one of their four honors preparations be
the ways in which diverse communities define
fore their senior year.
and seek to empower themselves in the United
Honors Major
335
Political Science
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 of 5 on the
College Board Advanced Placement (AP) ex
amination 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 distribu
tion requirement in the social sciences. Nor
mally, students awarded AP credit will still be
expected to complete two introductory courses
at Swarthmore as a prerequisite for more ad
vanced work in the department.
TEACHER CERTIFICATION
Political science majors can complete the re
quirements 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 D epartm ent director, the Political
Science Department chair, or the Educational
Studies Departm ent Web site: www.swarthmore.edu/SocSci/Education/.
COURSES
POLS 001. Political Theory
This course is an introduction to political theo
ry 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 poli
tics. Different instructors and sections will em
phasize different central issues of politics such as
justice, freedom, power and knowledge, and reli
gion and politics.
Writing course for Sharpe’s section only.
1 credit.
Fall 2005. Halpem, Sharpe. Spring 2006. Sharpe.
336
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 distribu
tion of political power. Topics include presiden
tial 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.
Writing course for Nackenoffs section only.
1 credit.
Fall 2005. Nackenoff, Reeves, Valelly.
POLS 003. Comparative Politics
A n introduction to the major themes and meth
ods of comparative political analysis through a
study of the history and character of contempo
rary politics in various states and world regions.
Topics include the formation of states, the growth
of nationalism and ethnic conflict, patterns of
state building and socioeconomic development,
the role of institutions and social transformation
in promoting political change, the causes of
regime change, and pathways to democracy.
Writing course.
1 credit.
Fall 2005 and spring 2006. Murer.
POLS 004. International Politics
A n introduction to the analysis of the contem
porary international system and its evolution in
the 20th and 21st centuries. The course will ex
amine various approaches to explaining major
international wars, intrastate conflicts, and eco
nomic problems.
1 credit.
Fall 2005. Hopkins, Tierney. Spring2005. Tierney.
POLS 010. Freshmen Seminar: Reason,
Power, and Happiness
This seminar will look at what classical theo
rists—particularly Plato, Aristotle, and Hobbes—
can teach us about the relationship between rea
son, power, and happiness. Among the questions
we will explore are the following: What, if any
thing, 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? W hat do we mean by reason? Is it a neu
tral 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 complex problems into un
derstandable parts? Or is reason always the ser
vant of powerful interests (our own or those of
others) and thus inevitably a tool of the power
ful to manipulate the weak? In this sense, are
policy analysts, skilled at using reason to do costbenefit calculations, simply hired guns, serving
the interests of the powerful? Or is reason actu
ally an integral part of the daily moral choices we
make, as Aristotle argued when he wrote about
practical wisdom (phronesis)? But if he is right,
how is this kind of reason different from con
temporary views of reason? And what is the rela
tionship between such practical reason, power,
and happiness?
1 credit.
Fall 2005. Sharpe.
POLS 0 11. Ancient Political Theory:
Plato Through Machiavelli
Reason, force, and persuasion are major tools of
politics considered and used by political philoso
phers as they seek to legitimate their vision con
cerning the proper organization of political life.
Each tends to reflect particular views about
human capacities and differences, and each en
tails certain difficulties. This course explores
these issues and other key concepts of political
thought, drawing on major works in the Western
tradition, including Plato, Aristotle, Cicero,
Augustine, Aquinas, and Machiavelli.
1 credit.
Fall 2005. Nackenoff.
POLS 012. Modern Political Theory
This course will be concerned with the nature of
modernity, constructed through theory and pol
itics. We will examine the transitions to moder
nity through the Reformation and the founda
tional constructions of Hobbes, Locke, and
Rousseau and explore the culmination of moder
nity in the Enlightenment projects of rationality
in the works of Kant, Marx, and Weber. We will
then examine the breakdown of the Enlighten
ment through Freud and Nietzsche and the cri
tiques of modernist rationality by Marcuse and
Foucault. In this way, the course will explore the
creation of the individual, the concept of the
universal, and the political consequences of
these projects.
1 credit.
Spring 2006. Murer.
POLS 013. Feminist Political Theory
Key contributions and debates in feminist polit
ical, philosophical, and legal theory. The course
draws on feminist psychoanalytic, postructural,
and queer theory as well as on feminists from
non-Western societies.
N ot offered 2005—2006.
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, environm ental risk,
health care, education, abortion, surrogate
motherhood, world hunger, and the responsibil
ities of public officials. This course may be
counted toward a concentration in public policy.
1 credit.
Spring 2006. Halpem.
POLS 016. Liberal Individualism
This course will explore the conceptions of
human nature that underlie liberalism in mod
em society, with attention to what current re
search and theory in psychology have to say
about these assumptions.
1 credit.
N ot offered 2005-2006.
POLS 0 17. American Political Thought
American political thought and political culture
are explored in topics including national identi
ty; struggles of inclusion and exclusion; individ
ualism and community; moral crusades; democ
ratic visions; race, class, ethnicity, and gender;
and the role of the state.
1 credit.
N ot offered 2005—2006.
POLS 019. Democratic Theory and
Practice
This course begins with the questions: W hat 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 theoret
ical questions, we will investigate one of the
hottest debates in contemporary political sci-
337
Political Science
ence: whether political participation, social con
nectedness, and general cooperation have de
clined in the United States over the past halfcentury. If so, why? W hat might be done? This
course draws upon classic and recent texts in de
mocratic theory, works of political science and
sociology, and also a vital participatory compo
nent: student engagement with a voter registra
tion and voter mobilization drive in Chester, Pa.
1 credit.
N ot offered 2005-2006.
POLS 022. American Elections: Ritual,
Myth, and Substance
In this examination of the role of policy issues,
candidate images, media, marketing, and politi
cal parties in the American electoral process,
students will learn how to use and interpret sur
vey data and will have an opportunity to consid
er the role of race, gender, class, and other vari
ables in voting behavior. Do elections matter,
and, if so, how? Historical trends in electoral pol
itics will provide the basis for analyzing 2005.
1 credit.
N ot offered 2005-2006.
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, presi
dential powers and war powers, and interpreting
the equal protection and due process clauses as
they bear on race and gender equality. Judicial re
view, judicial activism and restraint, and theories
of constitutional interpretation will be explored.
1 credit.
Spring 2006. Nackenoff.
POLS 029. Pulling, Public Opinion,
and Public Policy
Public opinion polling has become an essential
tool in election campaigning, public policy deci
sion 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 ap
plication of polling data about public policy is
sues and the political process, we will examine
338
the following topics: abortion, affirmative ac
tion, the economy, gun control, foreign policy,
and Social Security reform. This course may be
counted toward a concentration in public policy.
Prerequisite: POLS 002 or permission of the
instructor.
1 credit.
N ot offered 2005-2006.
POLS 031. Difference, Dominance, and
the Struggle for Equality
This course examines hqjp unequal power rela
tions are maintained amMegitimated and ex
plores different strategies and routes for achiev
ing equality. Struggles involving gender, race,
ethnicity, religion, class, and colonial and post
colonial relationships are compared.
1 credit.
N ot offered 2005-2006.
POLS 032. Gender, Politics, and Policy
in America
Gender issues in contemporary American poli
tics, policy, and law. Policy issues include the
feminization of poverty, employment discrimina
tion, pornography, surrogate parentage, privacy
rights and sexual practices, workplace hazards,
and fetal protection.
1 credit.
Not offered 2005-2006.
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 pn how racial pol
icy 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 be counted toward a concentra
tion in public policy.
1 credit.
Fall 2005. Reeves, Rubin.
POLS 034. Race, Representation, and
Redistricting in America
This course will explore the controversial politi
cal and public policy questions surrounding the
reshaping and redrawing of congressional dis
tricts to increase minority black, Latino, and
Asian 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 A ct on
minority disenfranchisement? How have minor
ity 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 redis
tricting alter the political and racial landscape of
this country? W hat are the public policy impli
cations against the backdrop of the court’s rul
ings where the decennial census is concerned?
This course may be counted toward concentra
tions in public policy and black studies.
1 credit.
Not offered 2005-2006.
POLS 038. Public Service, Community
Organizing, and Social Change
Through community-based learning, this semi
nar explores democratic citizenship in a multi
cultural society. Semester-long public service
and community organizing internships, dialogue
with local activists, and popular education peda
gogy allow students to integrate reflection and
experience.
I credit.
Not offered 2005-2006.
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 institu
tion, lobbying and campaign finance, public dis
satisfaction with Congress, congressional con
trol of the bureaucracy, congressional intent and
statutory interpretation by federal judges, repre
sentation, and the causes and impact of in
creased congressional office-holding by women,
African Americans, and Hispanic Americans.
I credit.
Spring 2006. Valelly.
POLS 043. Environmental Policy
and Politics
Topics in environmental politics, policy, and
law. In the United States, environmental move
ments and environmental justice; regulation and
its alternatives; the role of science in democratic
policy making; the courts and the impact of feder
alism, commerce clause, and rights on regulation.
The role of national and supranational organiza
tions and institutions in managing environmental
problems, with attention to developed/developing world environmental controversies.
1 credit.
Not offered 2005-2006. Next offered 2006-2007.
Nackenoff.
POLS 045. Defense Policy
American defense policy will be analyzed, with
particular emphasis on foreign interventions,
military strategies, weapons systems, and race
and gender issues. This course may be counted
toward a concentration in public policy.
Prerequisite: POLS 004 or the equivalent.
1 credit.
Fall 2005. Kurth.
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 pol
icy, shaped by international institutions, in food
production, distribution and consumption, and
the effects on the environment are analyzed.
Cases include the American experience and its
global impact, the special problems of develop
ing countries, the dynamics of trade and aid, the
special problems of developing countries, and
the role of international institutions. A n early
final examination and a substantial paper are
features of the course. A “laboratory” session re
places a regular class meeting. Students with lit
tle work in political science may be admitted
with the consent of the instructor. This course
may be counted toward the concentrations in
public policy and environmental studies.
1 credit.
Fall 2005. Hopkins.
POLS 048. The Politics of Population
The role of population and demographic trends
in local, national, and global politics will be ex
amined. Topics include the relationship between
population and development, causes of fertility
decline, the impact and ethics of global and na
tional family planning programs, and contempo
rary issues such as population aging and the
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Political Science
AIDS pandemic. This course may be counted
toward concentrations in public policy and
environmental studies.
1 credit.
Spring 2006. White.
POLS 051. Socialism in Europe
This course traces more than 150 years of social
ist political efforts in Europe. Beginning with the
revolutions of 1848, we will examine the politi
cal circumstances and theories that made revo
lution possible as well as the conditions that
threatened these movements. Students will en
counter the Marxist and Christian Socialist
movements of the late 19th and early 20th cen
turies and the many Soviet revolutionary move
ments 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 com
munist and social democratic. The last half of
the course will compare the socialist welfare sys
tems 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 orga
nizations and of “realized socialism.”
1 credit.
N ot offered 2005-2006.
POLS 053. The Politics of Eastern Europe:
Polities in Transition
This course will examine the challenges facing
the states of Central and Eastern Europe since
the end of the Cold War. It will trace the events
that brought about the end of “realized social
ism” in the region and explore the difficulties
these societies have faced since those heady days
in 1989 through 1991. Students will examine
the processes of political and economic transfor
mation within the context of a global neo-liber
al project. Thus, students will explore the mean
ing of democracy, the tension between collective
and individual rights, the place of economic
steering initiatives within any society, and the
integration of institutions. The course will also
explore antiliberal reactions in the region, in
cluding the rise of xenophobia, conflicts of eth
nic nationalism, and the resurgence of fascist
economic and political movements.
1 credit.
Spring 2005. Murer.
340
POLS 055. China and the World
The rise of China in the late 20th and early 21st
centuries and its implications for domestic, re
gional, and international politics are explored.
Topics include China’s reform and development
strategy, the social and political consequences of
reform, and the prospects for regime liberaliza
tion and democratization, and patterns of gover
nance. The course will also examine patterns of
political resistance and China’s changing role in
global alifairs.
This course may be counted toward a program in
Asian studies or a concentration in public policy.
1 credit.
Fad 2005. White.
POLS 056. Patterns of Asian Development
Patterns of political, social, and economic devel
opment in Asia will be traced, with special focus
on C hina, Japan, N o rth and South Korea,
Taiwan, Vietnam, and India. Topics include the
role of authoritarianism and democracy in the
development processes, the legacies of colonial
ism and revolution and their influences on con
temporary 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.
N ot offered 2005-2006.
POLS 057. Latin American Politics
This comparative study will focus on the politi
cal 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 politi
cal impact of neo-liberal economic policies and
the economic impact of state intervention; and
the role of the United States in the region.
1 credit.
Fad 2005. Sharpe.
POLS 059. Contemporary European
Politics
Europe today is a microcosm of global politics.
This course will explore the effects of globaliza
tion, increasingly integrated economies, and
new capital flows that alter earlier equilibriums
of finance and development, while also examin
ing issues of migrations and the necessity and af
fordability of state welfare systems. Students will
examine new approaches to international coop
eration that are challenged by continued ethnic
conflicts, xenophobia, and localism. This course
will explore the roles of institutions such as the
European Union and NATO.
Writing course.
I credit.
Not offered 2005-2006.
POLS 061. American Foreign Policy
This course seeks to provide an analytic under
standing of the formation and conduct of foreign
policy in the United States. The course com
bines three elements: a study of the history of
American foreign policy since 1945; an analysis
of the central theoretical debates that animate
the field such as the impact of the international
system, Congress, public opinion, the media and
personalities on decision making; and a discus
sion of the major controversies in contemporary
U.S. foreign policy, including grand strategy, ter
rorism, civil wars and intervention, economic
policy, and environmental politics.
Prerequisite: POLS 004 or the equivalent.
1 credit.
Sirring 2006. Tierney.
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 relation
ships, the significance of growing C hinese
power, tensions on the Korean peninsula and be
tween 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 2005-200 6 . White.
POLS 068. international Political Economy
(Cross-listed as ECON 053)
This course uses political and economic perspec
tives to analyze the international economy.
Topics include the rise and decline of hegemon
ic 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. This course may be counted
toward a concentration in public policy.
Prerequisites: POLS 004 and ECON 001.
1 credit.
Spring 2006. Hopkins, Golub.
POLS 0 71. 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.
Fall 2005. Valelly.
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.
N ot offered 2005—2006. Nackenoff.
POLS 073. Comparative Politics: Special
Topics: The Psychological Constructions
and Politics of Ethno-Conflict
This course will examine the complex and trou
bling origins of a series of conflicts often defined
as ethnic in nature. Students will explore alter
nate discussions of the character of each conflict,
including economic and psychoanalytic expla
nations. In addition students will explore the
processes by which enemies are identified and
m aintained, how collectivities define their
membership, and whether reconciliation is pos
sible. Cases include the former Yugoslavia,
Rwanda and the Congo, Cyprus, and Chechnya.
1 credit.
N ot offered 2005-2006.
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Political Science
POLS 074. International Politics:
Special Topics
SEMINARS
Each year, this course will study a major topic in
international politics and examine the develop
ment of the topic from its historical origins to
contemporary issues.
Prerequisite: POLS 004 or the equivalent.
1 credit.
N ot offered 2005-2006.
The following seminars prepare for examination
for a degree with honors:
POLS 076. Theory, Method, and Research
Design in the Social Sciences
1 credit.
N ot offered 2005-2006.
POLS 0 77. Practical Wisdom
(Cross-listed as PSYC 029)
W hat is practical wisdom (what Aristotle called
“phronesis”) ? Is it necessary to enable people to
flourish in their friendships, loving relations, ed
ucation, work, community activities, and politi
cal life? W hat is the relevance of this Aristo
telian concept for the choices people make in
everyday life, and how does it contrast with con
temporary Kantian, utilitarian, and emotivist
theories of moral judgment and decision mak
ing? W hat does psychology tell us about the ex
perience 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 psychology
and in philosophy or political theory.
Enrollment is limited and by permission of the
instructors. (Applications are available from
either department.)
1 credit.
N ot offered 2005-2006.
POLS 090. Directed Readings in
Political Science
Available on an individual or group basis, sub
ject to the approval of the chairman and the in
structor.
1 credit. Keith Reeves, coordinator. Staff.
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.
POLS 100. Political Theory: Plato
to Hobbes
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 con
text out of which politics and philosophy arose.
We will start w ith N ietzsche’s The Birth of
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 differ
ent ways of understanding justice, authority, suf
fering and liberation, community, self, and poli
tics 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 alter
native 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 2005. Halpem.
POLS 10 1. Political Theory: Modern
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 great
est critics of the modem age—Marx, Nietzsche,
Freud, and Foucault. The question of how to
read and contextualize texts, and how compet
ing perspectives and theories construct and re
construct the nature of the real and the political,
contribute to an inquiry into the politics of
theory and interpretation in the modem era, and
what doing the work of political theory means
and accomplishes.
2 credits.
Spring 2006. Halpem.
POLS 104. American Political System
This seminar aims to confound fashionably
jaded views of contemporary American politics
and its performance. Standard topics are cov
ered, although topical emphasis may vary from
year to year.
Prerequisite: POLS 002 or an interm ediate
American politics course.
2 credits.
Spring 2006.Valelly.
POLS 105. Constitutional Law in the
American Polity
The Supreme Court in American political life
will be examined, with emphasis on civil rights,
civil liberties, and constitutional development.
The seminar examines the court’s role in politi
cal agenda-setting in arenas including economic
policy, property rights, separation of powers, fed
eralism, presidential powers and war powers, and
interpreting the equal protection and dueprocess clauses as they bear on race and gender
equality. Judicial review, judicial activism and re
straint, and theories of constitutional interpreta
tion will be explored.
2 credits.
Spring 2006. Nackenoff.
POLS 106. The Urban Underclass and
Public Policy
This seminar is a critical examination of some of
the most pressing (and contentious) issues sur
rounding the nation’s inner cities today and the
urban underclass: the nature, origins, and persis
tence of ghetto poverty; racial residential segre
gation and affordable public housing; social or
ganization, 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.
Not offered 2005-2006. Reeves.
POLS 107. Comparative Politics:
Greater Europe
This course traces the development of the con
cept of Europe. We will examine the array of
state forms from the early modem to the con
temporary period and engage the historical
processes and conceptual orientations that have
contributed to the social pattemings of differ
ence that have qualified Europe at different mo
ments as East/West, Northem/Southem, socialist/capitalist, and so forth. Students will follow
the development of liberalism and market capi
talism in Europe as well as study the forces that
grew to form oppositions. From the fall of autoc
racy to the rise of fascism and socialism, students
will examine the political formation of Europe as
a series of conflicts over the power of liberalism
that continues today.
2 credits.
Spring 2006. Murer.
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 develop
ment 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 a concentra
tion in public policy or a program in Asian studies.
2 credits.
Fall 2005. White.
POLS 109. Comparative Politics:
Latin America
This comparative study will focus on the politi
cal economy of Mexico, C hile, Guatemala,
Nicaragua, Colombia, El Salvador, and Cuba.
Topics include the tensions between representa
tive democracy, popular democracy, and market
economies; the conditions for democracy and
authoritarianism; the sources and impact of rev
olution; the political impact of neo-liberal eco
nomic policies, and the economic impact of
state intervention; and the role of the United
States in the region.
2 credits.
Fall 2005. Sharpe.
POLS 1 1 1 . International Politics:
Economic and Organizational issues
This seminar will explore selected problems in
international politics related to institutions of
state and supranational governance. Topics in-
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Political Science
elude major theories of international politics,
causes and consequences of war, management of
global economic issues, political integration, and
dilemmas of global governance.
Prerequisite: POLS 004 or the equivalent.
2 credits.
Spring 2005. Hopkins.
POLS 112 . Democratic Theory and Civic
Engagement in America
This course begins with the questions: W hat 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 theoret
ical questions, we will investigate one of the
hottest debates in contemporary political sci
ence: whether political participation, social con
nectedness, and general cooperation have de
clined in the United States over the past halfcentury. If so, why? W hat might be done? We
will consider the potential civic impact of eco
nomic 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 communica
tions technology to resuscitate democratic en
gagement among the citizenry. We will close by
considering some lessons from successful commu
nity activists, politicians, and political mobilizers.
2 credits.
Not offered 2005-2006.
POLS 113 . International Politics:
Security Issues
This intensive seminar will investigate in depth
the major contemporary problems and issues in
international security. The seminar will explore
the changing meaning of security in interna
tional relations. It will consider the causes of
major security issues and discuss the wisdom and
efficacy of different international solutions.
Topics studied will include U.S. grand strategy in
the war on terror, alliances and great power be
havior, civil wars and international interven
tion, human rights and democracy as a security
issue; and environmental security.
2 credits.
Spring 2006. Tierney.
344
POLS 180. Thesis
W ith the permission of the department, honors
candidates may write a thesis for double course
credit.
Psychology
ALFRED H. BLOOM, Professor*
KENNETH J . GERGEN, Professor
DEBORAH G. KEMLER NELSON, Professor
JEANNE MARECEK, Professor
ALLEN M. SCHNEIDER, Professor
BARRY SCHWARTZ, Professor and Acting Chair
FRANK H. DURGIN, Associate Professor and Chair3
ANDREW H. WARD, Associate Professor
JANE E . GILLHAM, Assistant Professor (part time)
ETSUKO HOSHINO BROWNE, Assistant Professor
EDWARD T. KAKO, Assistant Professor
MICHELE REIMER, Assistant Professor (part time)
JULIA L . WELBON, Academic Coordinator
JOANNE M. BRAMLEY, Administrative Coordinator
* President of the College.
3
The work of the Psychology Department con
cerns the systematic study of human behavior
and experience. Processes of perception, learn
ing, thinking, and motivation are considered in
their relation to the development of the individ
ual. The relations of the individual to other per
sons are also a topic of study.
The courses and seminars of the department are
designed to provide a sound understanding of
the principles and methods of inquiry of psy
chology. Students learn the nature of psycholog
ical inquiry and psychological approaches to var
ious problems encountered in the humanities,
the social sciences, and the life sciences.
A special major in psychobiology is offered in
cooperation w ith the Biology Departm ent.
Consult either department chair and the depart
ment information brochure.
A special major in psychology and education is
offered in cooperation with the Educational
Studies Department. Consult either department
chair and the department information brochure.
Comprehensive Project. The minimum require
ment excludes courses cross-listed in psychology
that are taught solely by members of other de
partments. Four should be core courses (with
course numbers in the 030s): Physiological
Psychology; Perception; Cognitive Psychology;
Psychology of Language; Social Psychology;
Thinking, Judgment, and Decision Making;
Concepts of the Person; Abnormal Psychology;
and Developmental Psychology.
Students are required to meet a comprehensive
requirement in their majors. In psychology, this
may be accomplished in one of two ways.
The first way, open to all majors, is to complete
the comprehensive 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
comprehensive requirement in the department
with the comprehensive project must meet the
eight-course requirement for the psychology
major in addition to receiving 0.5 credit for the
project.
The second 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 pro
posal, an adviser, and sufficient background to
undertake the proposed work. See PSYC 096,
097, and the department brochure.
REQUIREMENTS AND RECOMMENDATIONS
PSYC 001: Introduction to Psychology is a pre
requisite for further work in the department.
A course major consists of at least 8 or 8.5 cred
its for students who meet the comprehensive re
quirement by completing PSYC 098: Senior
Absent on leave, 2005-2006.
345
Psychology
Students should take at least one course that
provides them with experience in conducting re
search, ordinarily PSYC 025: Research Design
and Analysis.
Students majoring in psychology who wish to in
clude study abroad are advised to complete the
time away before the second semester of the ju
nior year.
Students intending to pursue graduate work in
psychology should take STAT O il, offered by
the Mathematics and Statistics Department. In
addition, they should take PSYC 025: Research
Design and Analysis. If possible, students should
complete first Statistics and th en Research
Design before their senior year.
A course minor consists of at least 5 credits in
psychology taken at Swarthmore. These five
courses must include PSYC 001: Introduction to
Psychology and two core courses.
Honors Program
The Psychology Department offers qualified stu
dents the option of study in the Honors Program.
Students majoring in psychology in honors must
prepare three fields for external examination.
Two of these preparations involve a 1-credit
seminar and its approved prerequisite. The third
is a thesis, completed over the course of the se
nior year. There is no senior honors study in psy
chology. Students must also meet the require
ment for study in four core areas, as previously
described.
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 must prepare one field for ex
ternal examination, involving a 1-credit seminar
and its approved prerequisite. A detailed de
scription of the program is available in the de
partment brochure.
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 require
ments for teacher certification in social science.
For further information about the relevant set of
requirements, please contact the Educational
346
Studies Department chair, the Psychology De
partment chair, or the Department of Educa
tional Studies Web site at www.swarthmore.edu/SocSci/Education/.
COURSES
PSYC 001. Introduction to Psychology
A n introduction to the basic processes underly
ing human and animal behavior—studied in ex
perim ental, social, and clinical contexts.
Analysis centers on the extent to which normal
and abnormal behaviors are determined by
learning, motivation, neural, cognitive, and so
cial processes.
In addition to the course lectures, students are
required to participate in four small group dis
cussions during the semester, each meeting for 1
hour and 15 minutes during the Monday and
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 participate as subjects in
Psychology Department student and faculty re
search 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
concentration. It will count toward the mini
mum required credits in a psychology major
when a member of the Psychology Department
teaches it.
Spring 2006. Harrison.
PSYC 005. First-Year Seminar:
Nature and Nurture
An entry-level course that focuses on how na
ture and nurture combine to produce human
universals as well as human differences. It draws
on insights derived from studies of the human in
fant, language and language acquisition, the per
ception and experience of emotions, and human
intelligence. Consideration is given to the vari
ety of methodologies and approaches that can
shed light on nature/nurture issues—including
those of evolutionary psychology and behavior
genetics.
No prerequisite.
Social sciences.
1 credit.
Sirring 2006. Kemler Nelson.
PSYC 008. First-Year Seminar:
Body and Mind
What is the nature of the human mind? How do
our minds relate to our bodies? To have a mind,
one must obviously have a brain. But what about
the rest of the body? Many philosophers and psy
chologists have seen the mind as largely separate
from the body. Recently, however, the division
between the mind and the body has begun to fell
away, as evidence mounts that our minds depend
crucially upon how our bodies work internally,
and how they interact with the environment
around us. In this seminar, we will consider sev
eral sources of evidence that support a more
complete marriage of mind and body. These in
clude our use of language, particularly metaphors
(e.g., “Love is a journey”); the efforts of comput
er scientists to create artificial intelligence, both
with and without a robotic body; and the role of
the body in shaping our emotions and giving rise
to our sense of self-awareness and consciousness.
No prerequisite.
Social sciences.
I credit.
Spring 2006. Kako.
Note: The Educational Studies Department of
fers the following three courses. They do not
count toward the minimum required credits for a
psychology major.
PSYC 021. Educational Psychology
(SeeEDUC021)
Fall 2005. Renninger.
PSYC 022. Counseling
(See EDUC 025)
Not offered 2005—2006. Brenneman.
PSYC 023. Adolescence
(See EDUC 023)
Spring 2006. Brenneman.
PSYC 024. Qualitative Research Methods
Many classic studies in psychology used qualita
tive rather than quantitative methods. We con
sider several examples of such studies and learn
several contemporary approaches to gathering
and analyzing qualitative data, including openended interviewing, focus groups, case studies,
participant-observation, discourse analyses, and
narrative analysis.
Prerequisites: PSYC 001 and one additional psy
chology course.
Social sciences.
1 credit.
Spring2006. Marecek.
PSYC 025. Research Design and Analysis
How can one answer psychological questions?
W hat 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 test
ing is emphasized, including a treatment of sta
tistical inference and the rigorous evaluation of
empirical evidence. Emphasis is placed both on
issues surrounding the formation of an effective
research program and on developing critical
skills in the evaluation of theories. Pitfalls and
alternative approaches are also discussed.
In the laboratory component, students learn to
use a standard statistical data analysis package
(SPSS), to design experiments, and to collect
and analyze data. The laboratory meets approxi
mately every other week.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2005. Ward. Spring2006. Hoshino Browne.
PSYC 026. Prejudice and Intergroup
Relations
This course focuses on prejudice and intergroup
relations, mainly from social psychological per
spectives. Where does prejudice or an intergroup
conflict come from, and what are possible conse
quences? We examine the issues of racism, sex
ism, ingroup bias, stereotyping, stereotype
threat, as well as affirmative action and its fair
ness and justice issues. N ot only explicit but also
implicit attitudes are considered. We approach
prejudice and intergroup relations from two per
spectives: from the perspective of those who
hold prejudicial attitudes and discrim inate
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Psychology
against others and from the perspective of those
who are the target of prejudice and discrimina
tion.
Prerequisite: PSYC001.
Social science.
1 credit.
Fall 2005. Hoshino Browne.
PSYC 029. Practical Wisdom
(Cross-listed as POLS 077)
What is practical wisdom (what Aristotle called
“phronesis”)? Is it necessary to enable people to
flourish in their friendships, loving relations, ed
ucation, work, community activities, and politi
cal life? W hat is the relevance of this Aristo
telian concept for the choices people make in
everyday life, and how does it contrast with con
temporary Kantian, utilitarian, and emotivist
theories of moral judgment and decision mak
ing? W hat does psychology tell us about the ex
perience 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 psychology,
philosophy, or political theory.
Enrollment limited and by permission of the
instructors (applications available from either
department).
Social sciences.
1 credit.
Not offered 2005-2006. Schwartz, Sharpe.
PSYC 030. Physiological Psychology
A survey of the neural and biochemical bases of
behavior with special emphasis on sensory pro
cessing, motivation, emotion, learning, and
memory. Both experimental analyses and clini
cal implications are considered.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Spring 2006. 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 founda
tion of our knowledge about the world, but how
does perception work? This course covers the
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science of vision and other modes of perception
in order to explain how we can avoid assuming
th a t 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.
Not offered 2005-2006. Durgin.
PSYC 033. Cognitive Psychology
A n overview of the psychology of knowledge
representation, beginning from the foundations
of perception, attention, memory, and language
to examine concepts, imagery, thinking, deci
sion making, and problem solving.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
N ot offered 2005-2006. Durgin.
PSYC 034. The Psychology of Language
(Cross-listed as LING 034)
The capacity for language sets the human mind
apart from all other minds, both natural and ar
tificial, and so contributes critically to making us
who we are. In this course, we ask several funda
mental questions about the psychology of lan
guage: How do children acquire it so quickly and
accurately? How do we understand and produce
it, seemingly without effort? W hat are its biolog
ical underpinnings? W hat is the relationship be
tween 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 2005. Kako.
PSYC 035. Social Psychology
Social psychology argues that social context is
central to human experience and behavior. This
course provides a review of the field with special
attention to the historical context of theory and
research. The dynamics of cooperation and con
flict, group identity, conformity, social influence,
help giving, aggression, persuasion, attribution,
and attitudes are discussed.
Prerequisite: PSYC 001.
Social sciences.
I credit.
Fall 2005. Hoshino Browne. Spring 2006. Ward.
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 ex
plores how people should go about making deci
sions in a complex, uncertain world; how people
do go about making decisions in a complex, un
certain world; and how the gap between the two
can be closed.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2005. Schwartz.
PSYC 037. Concepts of the Person
An exploration of central conceptions of psy
chological functioning from historical, cultural,
and ideological perspectives. Central attention
is given to the developing concept of the person
within the discipline of psychology from the turn
of the century to the present. Theories of Freud,
Jung, and the neo-Freudians receive attention as
well as more recent cognitive and trait formula
tions. Special attention is given to the concep
tion of the person emerging within the post
modern period.
Prerequisite: PSYC 001 or permission of the
instructor.
Social sciences.
1 credit.
Spring 2006. Gergen.
PSYC 038. Abnormal Psychology
A consideration of major forms of psychological
disorder in adults and children. Biogenetic, so
ciocultural, and psychological theories of abnor
mality are examined, along with their corre
sponding modes of treatment.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2005. Reimer. Spring 2006. Gillham.
PSYC 039. Developmental Psychology
A selective survey of cognitive and social devel
opment from infancy to adolescence. Major
theoretical perspectives on the nature of devel
opmental change are examined. Topics include
the formation of social attachments; the founda
tions and growth of perceptual, cognitive, and
social skills; gender typing; moral development;
and the impact of parents and other social agents
on the development of the child.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2005. Kemler Nelson.
PSYC 041. Children at Risk
Chronic illness, divorce, war, homelessness, and
chronic poverty form the backdrop of many chil
dren’s lives. This course considers children’s re
sponses to such occurrences from clinical, social,
and developmental perspectives. Special em
phasis is placed on the contributions of family
and the social environment to the child’s well
being or distress.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Spring 2006. 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) tra
dition. Other concerns include cognitive theo
ries of intelligence, developmental theories of
intelligence, everyday conceptions of intelli
gence, the relation between infant and adult in
telligence, and the relation between human and
animal intelligence.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2005. Kemler Nelson.
PSYC 043. Evolutionary Psychology
Psychologists have recently begun to explore
human nature through the lens of evolution by
natural selection. Just as it has shaped our bodies,
natural selection has also shaped our minds, en
dowing us with abilities and habits of thought
that increase the chances we’ll pass our genes on
to future generations. In this course, we apply
the framework of natural selection to six ques
tions about human psychology: Why do we eat
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Psychology
the foods we do? How do we decide who our
mates will be? W hat is friendship? Why do we
have a sense of justice, of right and wrong? What
is the nature of intelligence? Why do we have
language? We also explore the limits of this ap
proach as an account of human nature.
This course is built around two related maxims:
that the best way to learn anything is to write
about it, and that the best way to become a bet
ter writer is to write about challenging, impor
tant material. And so we will write and think ex
tensively about a topic of profound importance:
who and why we are.
Prerequisite: PSYC 001.
Writing course.
Social sciences.
1 credit.
Fall 2005. Kako.
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, gender-linked
violence, and constructions of sexuality. In addi
tion, we study the ways that gender is repre
sented in research and clinical theories and in
popular psychology.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Spring 2006. Marecek.
PSYC 046. Psychology of Self-Cootrol
W hat are the processes and strategies involved
in the control of our own emotions, thoughts,
and behaviors? W hen do these strategies serve us
well, and when do they contribute to pathology?
This course examines the principle of self-con
trol from a number of perspectives. Topics in
clude delay of gratification, dieting, aggression,
emotional regulation (e.g., control of anger and
depression) and the disinhibiting effects of alco
hol. Emphasis is placed on successes and failures
of self-control and their consequences for physi
cal and psychological well-being.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Not offered 2005—2006. Ward.
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PSYC 048. Technology, Self, and Society
This course brings critical attention to the tech
nological transform ation of cultural life.
Discussions treat issues of personal and cultural
identity; conceptions of rationality and the
body; and the production of intimacy. The im
plications for freedom and control, the democra
tization of pedagogy, and the potentials for com
munity are also discussed.
Prerequisite: PSYC 001 or permission of the
instructor.
Social sciences.
1 credit.
N ot offered 2005-2006. Gergen.
PSYC 050. Abnormal Child Psychology
This course covers several psychological disor
ders that often first appear in childhood and
adolescence, including autism and other devel
opmental disorders, attention deficit disorder,
conduct disorder, eating disorders, and emotion
al disorders. Theories about the causes and treat
ment are discussed. A heavy emphasis is on cur
rent research questions and empirical findings
related to each disorder.
Prerequisites: PSYC 001 and either Abnormal
(PSYC 038) or Developmental (PSYC 039)
Psychology or permission of the instructor.
Social sciences.
1 credit.
Fall 2005. Gillham.
PSYC 055. Family Systems Theory and
Psychological Change
In this course, we explore family systems per
spectives on mental illness and therapeutic
change. We use theoretical readings to challenge
our understanding of hum an interaction in
school and health care settings, and to envision
new research on developm ent and psycho
pathology. Theoretical readings are supplemented
by fictional and nonfictional narratives as we crit
ically analyze dramatic family encounters from
popular film, documentaries, and therapeutic case
histories. Throughout, we consider concepts of
normality, gender, and power in family function
ing, ethnicity, and sociocultural influences.
Prerequisites: PSYC 001 and permission of the
instructor.
Social sciences.
1 credit.
N ot offered 2005-2006. Reimer.
PSYC 056. Modes of Psychotherapy
We consider mainstream psychotherapies (such
as cognitive-behavior therapy, psychodynamic
therapies, and family systems therapies) and
therapies informed by social critique (such as
narrative, feminist, and multicultural therapies).
We also study community-based interventions
for persons with chronic mental illnesses. What
works? How do we know? We ask how current
developments such as managed care, the
burgeoning psychopharmacology industry, and
the profusion of self-help groups are reshaping
psychotherapy.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2005. Marecek.
PSYC 058. Gender, Culture, and
Mental Health
This courses concerns women, men, and mental
health. Many psychological problems are
markedly more common for one or the other
gender. In asking why this is so, we examine cul
tural, sociological, psychological, and biological
lines of evidence. We also ask which women and
which men are at risk. Other emphases include
conceptions of normality and abnormality and
feminist approaches to diagnosis and treatment.
Prerequisite: PSYC 001 or WMST 001: Intro
duction to Women’s Studies.
Social sciences.
1credit.
Not offered 2005-2006. Marecek.
PSYC 059. Cultural Psychology
Much of psychology has been concerned with
discovering universals of hum an 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 ideals differ radically. This
course explores psychological dimensions of cul
ture, focusing on South Asia (especially India
and Sri Lanka) and East Asia (especially Japan
and China). We take up issues such as the con
struction of emotion, love and sexuality, idioms
of mental well-being and distress as well as cul
tural-specific modes of healing, and ethnicity
and ethnopolitical conflict.
Is culture an external force that determines indi-
viduals’ behavior, or do people produce culture
through their everyday ways of living and habits
of language? W hat research tools can help us
study cultural life? W hat ethical issues emerge
when researchers or practitioners enter a cultur
al setting different from our own?
Prerequisites: PSYC 001 and one additional psy
chology course.
Social sciences.
I credit.
N ot offered 2005-2006. Marecek.
PSYC 067. Research Issues in
Developmental Psychology
Childhood is a period of incredible change and
growth. This rapid development makes design
ing developmental experiments fun and chal
lenging. This course covers basic experimental
terminology, design, and psychological proce
dures and methods while allowing the student to
design and perform a research project tailored to
her or his interests.
Prerequisites: PSYC 001 and 039 or permission
of the instructor.
Social sciences.
1 credit.
N ot offered 2005—2006. Kemler Nelson.
PSYC 089. Psychology, Economic
Rationality, and Decision Making
How should people make decisions, and how do
people make decisions? The theory of rational
choice, developed in economics and profoundly
important throughout the social sciences, offers
powerful answers to both of these questions. This
course provides a critical examination of the
theory of rational choice. It focuses on the theo
ry’s empirical inadequacies as an account of how
people do choose and on its social and moral in
adequacies as an account of how people should
choose.
Prerequisite: Open by application to advanced
students in psychology, economics, or philosophy.
Social sciences.
1 credit.
N ot offered 2005-2006. Schwartz.
PSYC 090. Practicum in Clinical
Psychology
A n opportunity for advanced psychology stu
dents to gain supervised experience in off-campus clinical settings. Requirements include, but
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Psychology
are not limited to, 8 hours per week in an offcampus placement, guided readings throughout
the semester, and a major term paper. Students
are expected to have “face-to-face” contact with
clients/patients and to have an on-site supervi
sor. Students meet regularly with the instructor
for discussion of readings and work experience.
Students are responsible for arranging a place
ment, in consultation with the instructor in ad
vance of the semester. Students should select
several possible sites, make contact with them,
and review the sites with the instructor. The de
partment 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 psy
chology. Consult the department for details and
an application form.
Social sciences.
1 credit.
Fall 2005. Reimer. Spring 2006. Gillham.
PSYC 091. Advanced Topics in Behavioral
Neuroscience
Current issues in behavioral neuroscience are
considered from both a clinical and an experi
mental 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; neu
ropsychiatric and degenerative disorders, includ
ing schizophrenia, clinical depression, Alz
heimer’s and Parkinson’s diseases; psychophar
macology, with a focus on drug addiction.
Prerequisites: PSYC 001 and 030 or permission
of the instructor.
Social sciences.
1 credit.
Fal 2005. Schneider.
PSYC 094. Independent Research
Students conduct independent research proj
ects. 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 re
quires 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
352
member of the Psychology Department, work in
a tutorial arrangement for a single semester. The
student is thus allowed to select a topic of partic
ular interest and, in consultation with a faculty
member, prepare a reading list and work plan.
Tutorial work may include field research outside
Swarthmore.
Each semester. Staff.
PSYC 096 and 097. Senior Thesis
W ith permission of the department, qualified
students may conduct a yearlong, 2-credit re
search project in the senior year as one way to
meet the comprehensive requirement. Such the
ses must be supervised by a member of the
Psychology Department. A supervisor and an
additional reader evaluate the final product.
Students should develop a general plan by the
end of the junior year and apply for departmen
tal approval. By application.
Social sciences.
1 credit each semester.
Each semester. Staff.
PSYC 098. Senior Comprehensive Project
As one means of meeting the comprehensive
requirement, each student selects a topic in psy
chology with the approval of the psychology fac
ulty. During the fall semester of the senior year,
the student writes a substantial paper on the
topic based on library research or some original
empirical research. In addition to submitting
their written reports, all students will make oral
presentations on their topics in the middle of 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. Physiological Psychology
An analysis of the neural bases of motivation,
em otion, 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 2006. Schneider.
PSYC132. Perception and Attention
(See PSYC 032)
In this course, we do advanced theoretical and
empirical work on psychological aspects of
human perception. Emphasis is on individual re
search projects, exploring forefront issues of vi
sual learning and representation in domains of
visual attention and eye movements, space per
ception, object recognition, and the perception
of visual qualities.
Prerequisites: PSYC 001 and 032. By permission
of the instructor.
Social sciences.
1 credit.
Not offered 2005-2006. Durgin.
PSYC 133. Cognitive Psychology
(See PSYC 033)
Examination of foundational issues and theories
in the empirical study of human cognition with
an emphasis on insights from cognitive and
biological sciences. Topics include thinking and
deciding, memory, language, concepts, and
perception.
Prerequisites: PSYC 001 and 033. By permission
of the instructor.
Social sciences. 1 credit.
Not offered 2005-2006. Durgin.
PSYC 134. Psycholinguistics
(See PSYC 034)
An advanced study of special topics in the field.
A research component is frequently included.
Prerequisites: PSYC 001 and 034. By permission
of the instructor
Social sciences.
1 credit.
Spring 2006. Kako.
PSYC 135. Seminar in Social Psychology
(See PSYC 035)
A critical exploration of substantive topics in so
cial psychology and an interrogation of the
field’s perspectives and methods.
Prerequisites: PSYC 001 and 035. By permission
of the instructor.
I credit.
Fall 2005. Ward. Spring 2006. Hoshino Browne.
PSYC 136. Thinking, Judgment, and
Decision Making
(See PSYC 036)
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.
Spring 2006 and 2007■ Schwartz.
PSYC 137. Personality Theory and
Interpretation
A n exploration of major theories of human psy
chological functioning, with special emphasis on
the process of exploration itself. Thus, critical
inquiry is made into the theories of Freud, Jung,
the neo-Freudians, existential theory, and trait
methods. A t the same time, a variety of readings
in literary theory, rhetoric, hermeneutics, and re
lated realms are used to elucidate the process by
which views of the human personality are devel
oped and sustained.
Prerequisites: PSYC 001 and one of the follow
ing: Concepts of the Person (PSYC 037); Tech
nology, Self, and Society (PSYC 048); Reading
Culture (PSYC 068); or by permission.
Social sciences.
1 credit.
Fall 2005. Gergen.
PSYC 138. Abnormal Psychology
A n advanced study of several psychological con
ditions and their treatm ent. These include
chronic mental illness, suicide, eating disorders,
and depression. We draw on an array of disci
plines, including psychology, psychiatry, the his
tory of medicine, social anthropology, feminist
studies, and cultural studies. We pay critical at
tention to the differing practices of producing
knowledge and the different kinds of knowledge
that result.
Prerequisites: PSYC 001 and 038. By permission
of the instructor.
Social sciences.
I credit.
Fall 2005. Marecek.
Social sciences.
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Psychology
PSYC 139. Developmental Psychology
(See PSYC 039)
The seminar considers special topics of interest
in the field at an advanced level. A n original
group research component is included.
Prerequisites: PSYC 001 and 039. By permission
of the instructor.
Social sciences.
1 credit.
Sirring 2006. Kemler Nelson.
PSYC 180. Honors Thesis
A n honors thesis must be supervised by a mem
ber of the department and must be taken as a
two-semester sequence for 1 credit each semes
ter. A thesis is required for an honors major in
psychology.
Social sciences.
1 credit each semester.
Each semester. Staff.
354
Public Policy
Coordinator: THOMAS DEE (Economics)
Cathy WarGham (Administrative Assistant)
Committee:
John Caskey (Economics)
Robinson Hollister (Economics)
Raymond Hopkins (Political Science)
Ellen Magenheim (Economics)
Arthur McGarity (Engineering)3
Carol Nackenoff (Political Science)
Virginia O’ Connell (Sociology and Anthropology)
Keith Reeves (Political Science)2
Richard Rubin (Political Science)
Eva Travers (Education)
Richard Valelly (Political Science)
Robert Weinberg (History)3
2 Absent on leave, spring 2006.
3 Absent on leave, 2005-2006.
The public policy concentration enables stu
dents 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, environ
ment, food and agriculture, and national and
global security. These issues may be within do
mestic, foreign, or international governmental
domains. Courses in the concentration encom
pass the development, formulation, implemen
tation, and evaluation of policy.
taking one course or seminar in each of the three
categories. Courses that fulfill these require
ments are listed later.
In addition to these three foundation courses, 3
credits must be taken from among the substan
tive policy courses listed later, one of which must
be the public policy thesis. These courses deal
with substantive sectors and institutional aspects
of public policy analysis. The substantive policy
requirement may be fulfilled through courses
and seminars. Only 1 credit of a 2-credit seminar
can be counted toward the public policy require
ments. Please note that seminars are limited in
size and that most departments give priority to
departmental majors and minors, so public poli
cy concentrators might not be admitted. In addi
tion, students should consider course prerequi
sites when planning the Concentration Program.
REQUIREMENTS AND RECOMMENDATIONS
The public policy concentration may be taken
together with a course of honors examination
major in any field or a minor in the Honors
Program. A t a minimum, the concentration
consists of 6 credits and an internship. The pro
gram of each concentrator should be worked out
in consultation with and approved by the coor
dinator of the public policy concentration,
preferably at the same time as majors in the
course and honors programs are planned.
The public policy concentration consists of 6
credits of work. Basic academic requirements for
the concentration cover three areas: (1) eco
nomic analysis, (2) political analysis, and (3)
quantitative analysis. These may each be met by
Internships
Some direct experience or practical responsibili
ty in the field, through work in a public, private,
or voluntary agency, is required to graduate with
a concentration in public policy. Normally, stu
dents will hold internships between their junior
and senior years. The internship program is su
pervised by the coordinator for the concentra
tion. Students should plan for the internship ex
perience six to eight months before it begins.
The College has developed a network of con
tacts in Washington, D.C., and overseas and
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Public Policy
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, how
ever, students require support to cover their trav
el and maintenance costs during the eight to 10
weeks of a summer internship.
The College attempts to provide support for
those students with public policy concentrations
who are unable to fund themselves, but such sup
port cannot be guaranteed. O th er possible
sources of support for an internship include the
James H. Scheuer Summer Internship in
Environm ental 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 concentration funding for domestic in
ternships will be limited to $3,500; funding for
international internships will be limited to
$3,750. Please note that airfare will not be cov
ered for students traveling home for their intern
ship. The total award from all College sources
may not exceed $3,750. Information on these
sources can be obtained in the Public Policy
Concentration 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 concentration. The the
sis requirement is designed to provide a struc
tured opportunity to write a substantial paper on
a public policy issue. It is especially designed to
allow those who have cultivated (through in
ternships and academic work) a well-developed
understanding of some policy question to com
plete research and analysis under the supervision
of the coordinator of the public policy concen
tration and one or more other core faculty mem
bers. Paper topics may focus on national or in
ternational 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 cred
its required by the concentration.
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Honors Program
Students sitting for honors may have a minor in
public policy in one of three ways. First, they
may complete a 2-credit policy thesis and submit
it as their minor preparation. Second, they may
submit for external examination course or semi
nar work amounting to 2 credits in the policy
concentration. Third, they may combine a 1credit thesis with a course or seminar. In the sec
ond case, they still must do their required con
centration thesis.
Two-credit work in policy issues might combine
work in two policy courses for which a reason
able examination can be constructed and a suit
able visiting examiner recruited. Policy work ex
amined as a minor should meet three criteria: (1)
that the policy work fit together in some fashion
that is coherent and examinable; (2) that each
student should take responsibility for developing
the course and/or seminar combination (which
will be judged on its practicability by the Public
Policy Concentration Committee); and (3) the
work must meet the College requirement that
the work be outside the student’s major depart
ment. In those circumstances in which it is es
sential 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 ex
amples of such policy study for a minor in hon
ors are (1) the combination of a course on wel
fare policy and a course on health policy or (2)
the combination of work on economic develop
ment 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 co
ordinator of the concentration, who could then
recommend them to the committee for approval.
The requirement that public policy honors work
be done, at least in part, outside the student’s
major department is also relevant to those stu
dents offering a 2-credit thesis for examination.
In the case of a 2-credit thesis, the concentration
coordinator will determine that at least half of
the thesis represents work done outside the stu
dent’s major department.
The form of external examination (e.g., a 3-hour
written examination or oral examination alone)
will depend on the nature of the student’s prepara
tion (e.g., thesis, course, or seminar combination).
AREAS OF POLICY FOCUS
Some students may wish to focus their substan
tive work in policy heavily in a particular field
(e.g., environmental studies, food studies, wel
fare issues, health, or education). Given the size
and interests of the faculty, not every area of pub
lic policy is well represented in courses and fac
ulty. 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 quan
titative analysis as well asother courses that count
toward the concentration are listed subsequently.
Foundation Requirements
Political Analysis Courses
POLS 002. American Politics or equivalent
policy analysis in political science
Economic Analysis Courses
ECON Oil. Intermediate Microeconomics
ECON 041. Public Finance
ECON 141. Public Finance*
Quantitative Analysis Courses
STAT 011. Statistical Methods
STAT 053. Mathematical Statistics
ECON 031. Statistics for Economists
ECON 035. Econometrics
ENGR 057/ECON 032. Operations Research
Policy Courses and Seminars
(Arranged by D epartment)*
PPOL 097/098. Public Policy Thesis
POLS 015. Ethics and Public Policy
POLS 023. Presidency, Congress, and Court
POLS 029. Poverty, Public Opinion, and
Public Policy
POLS 032. Gender, Politics, and Policy
POLS 041. Political Economy and Social
Policy: The U.S. in the 1990s
POLS 043. Environmental Politics and Policy
POLS 045. Defense Policy
POLS 047. Global Policy and International
Institutions: Hunger and Environmental
Threats
POLS 048. The Politics of Population
POLS 055. China and the World
POLS 068. International Political Economy
(Cross-listed as ECON 053)
POLS 106. Tire Urban Underclass and Public
Policy
POLS 107. Comparative Politics: Greater
Europe*
POLS 108. Comparative Politics: East Asia*
POLS 110. Comparative Politics: Latin
America*
POLS 111. International Politics*
ECON 005. Savage Inaccuracies: The Facts
and Economics of Education in America
(Cross-listed 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
(Cross-listed 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 08C. Bioethics
357
Public Policy
SOAN 020B. Urban Education (Cross-listed
as EDUC 068)
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 ma
jors and minors, so public policy concentrators
might not be admitted.
For more information on the public policy con
centration, internships, theses, and related top
ics, please see our Web site at http://www.swarthmore.edu/SocSci/PublicPolicy.
358
Religion
YVONNE P. CHIREAU, Associate Professor and Chair
NATHANIEL DEUTSCH, Associate Professor
STEVEN P. HOPKINS, Associate Professor3
ELLEN M . ROSS, Associate Professor
MARK I. WALLACE, Associate Professor
SUSAN SCHOMBURG, Visiting Assistant Professor
HELEN PLOTKIN, Visiting Instructor (part time)
BARBARA ROMAINE, Visiting Instructor (part time)
EILEEN McELRONE, Administrative Assistant
3 Absent on leave, spring 2006.
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.
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 leg
end, story and poetry, scripture and theology, fes
tival and ceremony, art and music, moral codes
and social values. The department seeks to de
velop ways of understanding these phenomena
in terms of their historical and cultural particu
larity and in reference to their common patterns.
Courses offered on a regular cycle in the depart
ment present the developm ent of Judaism,
Islam, Buddhism, Hinduism, Afro-Caribbean re
ligions, and Christianity as well as the develop
ment of religion and religions in the regional
areas of the Indian Sub-Continent (Hindu, Jain,
Buddhist, Muslim, Sikh), Sri Lanka and South
east Asia (Buddhism, Hinduism, and Islam),
China (Taoist, Confucian, spirit cults), Japan
(Buddhist and Shinto), Africa (Fon, Yoruba,
Dahomey, 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 m atter is com plem ented by strong
methodological diversity; questions raised in
clude those of historical, theological, philosoph
ical, literary, feminist, sociological, and anthro
pological interests. This multifaceted, focus makes
religious studies an ideal liberal arts major.
REQUIREMENTS ANB 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 reli
gion, including the required Senior Symposium
(Religion Café) in the fall of the senior year, to
meet departmental and College graduation re
quirements. Successful completion of the sym
posium will be the culminating requirement for
the course major. For all religion majors, the
symposium will be a 1-credit seminar and will in
clude a term essay assignment.
Writing a thesis is an option for course students.
Those seniors who desire to complete a long
paper (1 credit) orthesis (2 credits) as part of the
major will need to obtain permission from a fac
ulty adviser in consultation with the depart
ment. For majors, this exercise will not substi
tute for the Senior Symposium.
Minors complete 5 credits in the Religion De
partment and are not required to take the Senior
Symposium.
Up to three courses cross-listed but not housed
w ithin the Religion Departm ent will count
359
Religion
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.
For many students, courses numbered RELG
001-013 serve as points of entry for advanced
work in the department and sometimes as pre
requisites 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 flex
ibility and diversity of entry points by having no
introductory course requirements, nor are there re
quired 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 encour
age curricular breadth (close work in more than
one religious tradition) and methodological diver
sity in the proposed program. Such breadth and di
versity in the program is encouraged at the begin
ning in the major’s sophomore paper statement.
The curriculum in the Religion Department is
strongly comparative, thematic, and interdis
ciplinary, so it is relatively easy for students to
propose programs that are cross-cultural and
ttans-disciplinary in scope. Religion majors are
encouraged to include study abroad in their pro
gram, planned in collaboration with the depart
ment. Often a student’s independent study proj
ects 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 GPA and
quality of prior work in religion courses. Appli
cants are sometimes deferred for a term so the de
partment 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 ad
mission 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
360
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, al
though with the consent of the department, sin
gle 2-credit thesis, a 1-credit thesis/course com
bination, or a combination of two courses (in
cluding attachments and study abroad options)
can count for one honors preparation. In gener
al, only one such preparation can consist of non
seminar-based studies.
In the religion major, the mode of assessing a stu
dent’s three 2-credit preparations in religion
(seminars or course combinations, but not 2credit theses) will be a 3-hour written examina
tion set by an external examiner. In addition,
with the exception of a thesis preparation, a stu
dent will submit to each external examiner a
Senior Honors Study (SHS) paper. SHS papers
will be between 2500 and 4000 words and will
normally be a revision of the final seminar paper
or, in the event of a nonseminar mode of prepa
ration, a revised course paper. A final oral exam
ination by the examiner follows the written ex
amination. 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 3hour 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 col
laborative and cooperative venture among stu
dents and faculty members designed to promote
self-directed learning. The teaching faculty eval
uates seminar performance based on the quality
of seminar papers, comments during seminar dis
cussions, and a final paper. Since the seminar de
pends on the active participation of all its mem
bers, the department expects students to live up
to the standards of honors. These standards in
clude attendance at every seminar session, time
ly submission of seminar papers, reading of sem
inar papers before the seminar, completion of the
assigned readings prior to 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 self-un
derstanding and action. The course explores var
ious themes and structures seminal to the nature
of religion and its study: sacred scripture, visions
of ultimate reality and their various manifesta
tions, 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.
Not offered 2005-2Q06.
RELG 002. First-Year Seminar:
Animal Human Spirit
We human beings define our uniqueness in rela
tionship to a concept of the divine, but we also
define ourselves against a concept of what is an
imal in other beings. How are the two relation
ships related? In other words, how does our rela
tionship with our natural environment shape
our experience of religion? This first-year semi
nar will explore these questions by taking a jour
ney through the field of comparative religion.
This journey will bring us to a place where we
can intenogate the contemporary relationship
between animals and spirituality in the context
of our modem industrial consumer economy. We
will examine the ethics of animal rights, theo
logical critiques of “speciesism,” and the reduc
tion of food to the product of an industry.
1 credit.
Not offered-2005-2006.
gious history, such as slavery and religion, poli
tics and religion, evangelicalism, Judaism and
Islam in the United States, “cults” and alterna
tive spiritualities, New Age religions, popular
traditions, and religion and film, with an empha
sis on the impact of gender, race, and national
culture on American spiritual life.
1 credit.
Spring 2006. Chireau.
RELG 003. Hebrew Bible and the Ancient
Near East
A n introduction to the Hebrew Bible and the re
ligion of ancient Israel within the context of
other ancient Near Eastern religious traditions.
The Hebrew Bible will be read closely in English
translation with special attention to mythologi
cal, exegetical, sociological, gender, and body is
sues. In addition to the Hebrew Bible, literature
from Mesopotamia, Egypt, and Canaan will be
read, including The Epic qfGilgamesh, The Enuma
Elish, and The Theology of Memphis.
1 credit.
Fall 2005. Deutsch.
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 partic
ular themes that are studied include the dynam
ic of canon formation, the synoptic problem in
relation to the Gospel of John, first-century
Judaism, Greek and Roman influences, the mes
sianic consciousness of Jesus, the use of episto
lary literature in Paul, the problem of apocalyp
tic material, and the wealth of extra-canonical
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 in
spired by the New Testam ent are read and
viewed as well.
I credit.
Spring 2006. Wallace.
RELG 002B. Religion in America
RELG 005B. Introduction to Christianity
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 pre
sent-day movements and ideas. The course will
explore a variety of themes in American reli
This course is a selective introduction to Chris
tian religious beliefs and practices. This course
introduces students to the development and di
verse forms of Christianity, drawing on cate
gories from the study of religion including ritual,
narrative, art, and theology.
361
Religion
1 credit.
N ot offered 2005-2006.
RELG 007B. Women and Religion
This course will examine the variety of women’s
religious experiences in the U nited 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.
N ot offered 2005-2006.
RELG 008. Patterns of Asian Religions
A thematic introduction to the study of religion
through an examination of selected texts, teach
ings, and practices of 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 in
clude deities, the body, ritual, cosmology, sacred
space, religious specialists, and death and the
afterlife.
Writing course.
1 credit.
N ot offered 2005-2006.
RELG 009. The Buddhist Traditions of Asia
This course explores the unity and variety of the
Buddhist tradition within its historical develop
ment in South, Central, and East Asia, by way of
thè study of its texts and visual arts, as well as
other forms of material culture, such as shrines
and their relics, pilgrimage places, mummies and
portraits, and the cult of the book. The course
will be organized thematically, and to a lesser ex
tent chronologically and geographically, focus
ing on the formations of the Theravada in Sri
Lanka and Thailand, Mahayana Zen traditions
in China and Japan, and Vajrayana (tantra) tra
ditions in Tibet. Themes include narratives of
the Buddha and the consecration of Buddha im
ages; gender, power, and religious authority;
meditation, liberation, and vision; devotion, the
body, and the social construction of emotions
and asceticism. Texts will range widely from the
Jataka Tales, Sinhala devotional narratives from
Sri Lanka, nun’s Pali lyrics and narratives of the
Therigatha, The Lotus Sutra, Zen koans, Basho’s
haiku journals, the autobiography of Satomi
362
Myodo to essays on Buddhist activism, peace,
and social justice by Sulak Sivaraksa and Thich
N hat Hanh.
1 credit.
Fall 2005. Hopkins.
RELG 010. African American Religions
W hat makes A frican A m erican religion
“African” and “American”? Using texts, films,
and music, we will examine the sacred institu
tions of Americans of African descent. Major
themes will include Africanisms in American re
ligion, slavery and religion, gospel music,
African American women and religion, black
and womanist theology, the civil rights move
ment, 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.
Foil 2005. Chireau.
RELG 0 11. 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 be
gins 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 selfthat-is-not-a-self founded on the spiritual prac
tice of solicitude for the other, both humans and
oth er beings. Readings will include Plato,
Augustine, Rumi, Kierkegaard, Weil, Nishitani,
Leopold, Levinas, Ricoeur, and Irigaray. This is a
discussion-rich seminar with regular student
presentations and a community service learning
component.
1 credit.
N ot offered 2005—2006.
RELG 01 IB . Introduction to Islam
W hat are the basic symbols of Islam, and how are
they understood and experienced by Muslims?
This course will introduce students to the
methodology of religious studies concentrating
on symbols, myth, and ritual. We will apply
these theoretical concepts to the Muslim experi
ence of religion by exploring textual and histor
ical sources, classical and contemporary, from
Africa, Arabia, and Asia.
Writing course.
1 credit.
Fall 2005. Schomberg.
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 hierar
chy, caste and class, purity and pollution, gender,
untouchability, world renunciation, and the
construction of a religiously defined social order.
1 credit.
Not offered 2005—2006.
RELG 013. History, Religion, and Culture
of India II: From Akbar to Gandhi and the
Voices of Untouchable Liberation
The religious history of India from the advent of
Islam to the present. From the Moghuls to the
Hindu nationalist movements and Ambedkar’s
legacy to the present.
1 credit.
Not offered 2005-2006.
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 of Siena, Thomas
Aquinas, Julian of Norwich, and John Wyclif.
1 credit.
Not offered 2005-2006.
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? Ques
tioning 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 Anglo-American and Conti
nental philosophical approaches to religious
thought using different disciplinary perspectives;
it is a selective overview of the history of philos
ophy with special attention to the religious di
mensions of many contemporary thinkers’ intel
lectual projects. Topics include rationality and
belief, proofs for existence of God, the problem
of evil, moral philosophy, biblical hermeneutics,
feminist revisionism, postmodernism, and inter
religious 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.
1 credit.
Fall 2005. Wallace.
RELG 016B. Rabbinic Thought and
Literature
This course will examine the thought, literature,
and social context of rabbinic religion from the
fall of Jerusalem to the redaction of the Baby
lonian Talmud.
1 credit.
N ot offered 2005—2006.
RELG 017B. Midrash Tisch
Before deconstructionism there was midrash, a
sophisticated, imaginative, and entertaining
method of interpreting the Bible. Open to stu
dents with intermediate knowledge of Hebrew
and above.
1 credit.
Spring 2006. Deutsch.
RELG 018B. Modern Jewish Thought and
Literature
A close reading of modem Jewish works. We will
examine topics such as Hasidism, Haskalah
(Jewish Enlightenment), Zionism, the Holo
caust, and 20th-century Jewish philosophy.
1 credit.
Not offered 2005—2006.
RELG 019. First-Year Seminar:
Religion and Food
Why do some people eat the body of their god?
W hat is soul food? Is the pig an abomination? Is
there such a thing as “devils food” and “angel’s
363
Religion
food”? Which is more spiritual, feasting or fast
ing? All of these questions are tied together by a
common theme: They point to the relationship
between food, eating, and the religious experi
ences of human beings. This seminar will intro
duce students to the study of religion, using food
as an entry point. We will investigate the signif
icance 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, vege
tarianism, eating rituals, food controversies, pu
rity and pollution, theophagy and cannibalism as
sacred practice, with readings by Lévi-Strauss,
Douglas, Bynum, Feeley-Hamick, and others.
There will also be a required seminar project that
will involve preparing at least one food dish,
which will be graded on research, organization,
and presentation, though not necessarily on
taste.
1 credit.
Fall 2005. Chireau.
RELG 019B. Introduction to Jewish
Mysticism
This course will survey the history and literature
of Jewish mysticism, beginning with Merkabah
mysticism, continuing through the German
Pietists and the Kabbalah, and ending with
Sabbatianism and Hasidism.
1 credit.
N ot offered 2005-2006.
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 manifesta
tions and spiritual experiences, varieties of mys
tical 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 tra
ditions may include Marguerite Porete, Francis
of Assisi, Julian of Norwich, Simone Weil,
Thomas Merton, and Dorothee Soelle.
1 credit.
Spring 2006. Ross.
RELG 022. Religion and Ecology
This course focuses on how different religious
traditions have shaped human beings’ funda
364
mental outlook on the environment in ancient
and modem times. In turn, it examines how var
ious religious worldviews can aid the develop
ment of an earth-centered philosophy of life.
The thesis of this course is that the environmen
tal crisis, at its core, is a spiritual crisis because it
is human beings’ deep ecocidal dispositions to
ward nature that are the cause of the earth’s con
tinued degradation. Course topics include eco
logical 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 environ
mental awareness, including both Euroamerican
and Amerindian literatures; the public policy
debates concerning vegetarianism and the anti
toxics movement; and the contemporary rele
vance of ecofeminism, deep ecology, Neopagan
ism, and wilderness activism. In addition to writ
ing assignments, there will be occasional con
templative practicums, journaling exercises, and
a community-based learning component.
1 credit.
N ot offered 2005-2006.
RELG 023. Living in the Light: Quakers
Past and Present
This course explores Quaker history and reli
gious 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 G od, 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 2005. Ross.
RELG 024B. From Vodun to Voodoo:
African Religions in the Old and New
Worlds
Is there a kindred spirituality in the ceremonies,
music, and movements of African religions? This
course explores the dynamics of African reli
gions throughout the Diaspora and the Atlantic
world.
1 credit.
Foreign study credit may be available.
N ot offered 2005-2006.
RELG 025B. Black Women and Religion in
the United States
This course explores how social, cultural, and
political forces have intersected to inform black
women’s personal and collective attempts at the
definition of a sacred self.
1 credit.
Not offered 2005—2006.
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 bibli
cal Judaism; Eastern C hristianity; 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 to
ward sacred images, from Yahweh’s back and
bleeding icons to Jain worship of “absent” saints.
1 credit.
Not offered 2005-2006.
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 influ
enced by devotional poetry in these traditions,
past and present.
1 credit.
Not offered 2005-2006.
RELG 036. Christian Visions of Self
and Nature
This course is a thematic introduction to Chris
tianity. Beginning with early Christian writings
and moving historically up through the contem
porary period, we will explore a wide variety of
ideas about God, self, and nature. 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 in
vestigate a multiplicity of views about Christian
understandings of the relationship between the
human and non-human world. This class in
cludes a community-based learning component:
Students will participate in designing and teach
ing a mini-course on “Nature and Chester” to
students in the nearby community of Chester.
Readings include Aristotle (critical for under
standing 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 2005-2006.
RELG 045. Torah and Logos: Judaism and
Philosophy
(Cross-listed as PHIL 045)
This course will consider the relations between
Judaism and philosophy. Among the topics we
will examine are ethics, history and memory, the
role of reason, and hermeneutics.
1 credit.
N ot offered 2005—2006.
RELG 046. Justice and Conscience
in Islam
Muslim intellectuals and religious leaders react
ed to the political success of Islam with a strong
emphasis on justice and conscience to critique
this prosperity and power. “Classical Islam” was
shaped by the varied movements of jurists,
mystics, and philosophers (and revolutionaries)
who upheld conflicting visions of justice and
conscience.
1 credit.
N ot offered 2005-2006.
RELG 047. Islamic Poetry and Prophecy
A n investigation of inspiration, metaphor, and
interpretation in Islamic discourses. Islam has
been characterized as “religion of the word.”
W hether in scripture or poetry, song or calli
graphic art, the word and its adornment are cen
tral features of the civilization created by
Muslims.
1 credit.
N ot offered 2005-2006.
RELG 048. The Summoned Self: Levinas
and Ricoeur
This course will ask how Paul Ricoeur and
Emmanuel Levinas use philosophical and bibli
cal texts to construe the project of selfhood in
terms of being called to take responsibility for
one’s neighbor. Other topics include Christian-
Religion
Jewish dialogue, rabbinic exegesis, moral philos
ophy, political theory, and biblical hermeneutics.
1 credit.
N ot offered 2005-2006.
RELG 053. Gender and Sexuality in
Islamic Societies
This course explores the complexities of gender
roles and sexuality norms in Islamic societies. It
includes examples from the time of the prophet
Muhammad through the medieval era and into
the present. The course will focus on the roles of
women in Islamic history, law, literature, and
scripture. The goal is for students to understand
the complex background to contemporary de
bates on the status of women and to assess move
ments of Islamic feminism.
I credit.
Spring 2006. Staff.
RELG 056. Arabic for Text Study I:
First Year
(Cross-listed as LING 009)
This course gives students the basic skills in clas
sical Arabic (which is also called “Standard”
Arabic). This is the language of the Quran,
Islamic texts, medieval literature, contemporary
scholarship, and media throughout the Arab
world. The focus will be on reading and writing
as well as spoken articulation and listening skills.
With these introductory skills, students can pur
sue their studies of Islam or the Middle East in
new depth, or study abroad with more facility.
The course is for students with no prior back
ground or with the ability to recite phonetically.
The fall and spring courses under this title are in
a progressive series; it is highly recommended to
take both in sequence.
1 credit.
Fall 2005. Romaine.
RELG 057. Hebrew for Text Study I
(Cross-listed as LING 007)
This course is designed both for students who
have no Hebrew experience and for those who
are already able to read phonetically without
comprehension. In two semesters, students will
learn enough grammar and vocabulary to read
the Hebrew Bible and some rabbinic material
with the help of a Hebrew-English dictionary. In
addition to the primary textbook for the course,
students will use the BDB Hebrew Lexicon of
the Bible and the Hebrew Concordance to in
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vestigate the meanings and uses of word roots.
Beginning early in the semester, students will be
presented with selected passages from the Bible
and the rabbinic midrash collections that illus
trate the grammatical forms they are studying.
Students will work in groups to prepare these
passages and will then present their interpreta
tions to the class.
1 credit.
N ot offered 2005-2006.
RELG 059. Hebrew for Text Study il
(Cross-listed as LING 10)
This course is a continuation of Hebrew for Text
Study I. Students who have not completed that
course will require the permission of the instruc
tor to enroll in this course. The goal of the course
is to learn the grammar and vocabulary required
to read the Hebrew bible and some rabbinic ma
terial with the help of a Hebrew-English dictio
nary. In addition to the primary text for the
course, students will read and translate passages
from the Hebrew Bible, midrash, and Mishna.
Students will work with the BDB Hebrew Lexi
con of the Bible and the Hebrew Concordance
to investigate the meanings and uses of word
roots.
I credit.
Fall 2005. Plotkin.
RELG 066. Arabic for Text Study I:
Second Year
(Cross-listed as LING 011)
This course is a continuation of Arabic for Text
Study I first year (RELG 056 and 058). It is de
signed to give students skills in classical Arabic
(which is also called standard Arabic, taking
them from a beginning level to intermediate
level). The course emphasizes grammar for read
ing texts such as the Quran and literary prose,
and aims to help students internalize and master
grammar through listening, speaking, and writing.
1 credit.
Fall 2005. Romaine.
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 multi
disciplinary nature of religious studies by exam
ining various approaches to the phenomenon of
religion, from psychoanalysis and poststructural
ist theory to anthropology, literature, philoso
phy, and social history. Themes include religion,
violence, and the sacred; ritual, symbol, and pil
grimage; purity and pollution; religious experi
ence, 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 2005. Deutsch.
RELG 096. Thesis
1 credit.
Staff.
RELG 108. Poets, Saints, and Storytelleis:
Religious Literatures of India
The major forms of Indian religious culture
through the lenses of its varied regional and panregional literatures, focusing on gender, the
passions, constructions of the body, and religious
devotion.
2 credits.
N ot offered 2005-2006.
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 fol
lowing questions: How were these religions and
their communities created? How have they sur
vived? How are African-based traditions perpet
uated through ritual, song, dance, drumming,
and healing practices? Special attention will be
given to Yoruba religion and its New World off
spring, Santeria, Voodoo and Candomblé.
2 credits.
SEMINARS
RELG 101. Jesus in History, Literature,
and Theology
This seminar explores depictions of Jesus in nar
rative, history, theology, and popular culture. We
consider Jesus as historical figure, trickster,
mother, healer, suffering savior, visionary, em
bodiment of the Divine, lover, victorious war
rior, political liberator, and prophet.
2 credits.
Not offered 2005-2006.
RELG 102. Folk and Popular Religion
This seminar investigates the cultural complexi
ty 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, 19thand 20th-century popular movements, and folk
art and other material representations of reli
gion. 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 2005-2006.
Spring 2006. Chireau.
RELG 110 . Religious Relief and
Moral Action
The seminar will explore the relationship be
tween religion and morality. Basic moral concepts
in Buddhism, Christianity, Judaism, Taoism,
Islam and Hinduism will be studied in relation
ship to their cosmological/theological frame
works and their historical contexts. The course
will analyze concepts of virtue and moral reason
ing, the religious view of what it means to be a
moral person, and the religious evaluation of a
just society.
2 credits.
Spring 2006. Deutsch.
RELG 112 . Postmodern Religious Thought
This seminar asks whether religious belief is pos
sible in the absence of a “transcendental signi
fied.” 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,
Nagarjuna, Nishitani, Ricoeur, Marion, Rorty,
Loy, Taylor, Pannikar, Vattimo.
2 credits.
Fall 2005. Wallace.
367
Religion
R ELG 114 . Love and Religion
A n exploration of the concept of “love” in selected Western, Near-Eastern, and Indian tradi
tions. The uses of love and sexuality, the body
and the passions, in religious discourse to de
scribe the relationship between the human and
divine. Sources range from Plato and the Trou
badours to Angela of Foligno and from Bengali
devotional poetry to motions 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.
Not offered 2005-2006.
RELG 115 . The Gnostic Imagination:
Dualism from Antiquity to Harold Bloom
This course examines the problem of dualism
and the history of dualistic religious traditions
from the Gnostics and Mandeans of Late
Antiquity to the recent writings of Harold Bloom.
2 credits.
Not offered 2005-2006.
RELG 116 . The Body in Late Antiquity
A n examination of different views of the body
(human, angelic, and divine) in Late Antiquity,
with special emphasis on sexuality, gender, di
vinity, and mystical transformation.
2 credits.
N ot offered 2005—2006.
RELG 1 1 7 . Hasidism: From Bialystok
to Brooklyn
We will examine the origins of Hasidism, read
the tales of its legendary founder (in Shivhei HaBesht), and discuss the rapid spread of the move
ment throughout Eastern Europe.
2 credits.
N ot offered 2005-2006.
RELG 119 . Sufism: Muslim Mystics,
Saints, and Poets
A n exploration of mystical experience, saint
hood, and literary expression among Muslims in
South Asia. Islam is one of the most active and
widespread religious traditions in Asia; Sufi mys
ticism is the religious practice of most Muslims
in Asia. These two often-ignored facts act as the
frame for this seminar that focuses on Sufi com
munities and saints in South Asia. The seminar
will cover material from the medieval period
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through the present, primarily from India,
Pakistan, Bangladesh, and Afghanistan. Poems,
saints’ biographies, guides to mystical contemplation, and parables will be presented in translation from Persian, Urdu (Hindi), Punjabi, and
Bengali. The seminar is multidisciplinary, involving interpretive strategies from religious
studies, history, literature, anthropology, ethnomusicology, and gender studies.
2 credits.
Spring 2006. Staff.
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RELG 12 1. Midrash Tisch
(See RELG 017b)
Before deconstructionism there was midrash, a
sophisticated, imaginative, and entertaining
method of interpreting the Bible. Open to stu
dents with intermediate or advanced knowledge
of Hebrew.
2 credits.
N ot offered 2005-2006.
RELG 125. Islamic Society in North Africa
and Andalusia
This seminar focuses on what Arabs called “The
West” (al-Maghrib: the Mediterranean region
from North Africa to Spain). The seminar will
trace the foundations of Islamic society in the re
gion, focusing on the complex interplay between
Islamic law, mysticism, and rational philosophy
through primary Arabic sources (in translation)
as well as secondary scholarly studies.
2 credits.
N ot offered 2005—2006.
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 text-critical, theoretical,
and historical perspectives of scholars such as
Saree Makdisi, Mary Lynn Johnson, Robert
Essick, Harold Bloom, Leopold Damrosch Jr.,
David Erdman, W.J.T. Mitchell, Irene Tayler,
and the early seminal work of Northrup Frye.
Themes will include symbol, myth, and perlocutionary language in Blake’s “prophetic” texts; re
ligion, politics, writing, and resistance in Blake s
“impossible” 1790s; women, gender, and the
problem of “otherness”; the asymmetry and
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ironies of word and image in the illuminated
books; views of the body, sexuality, the “margins”
of literature, and Blake’s ideas of unity, opposi
tion, and synthesis in the poems and in the de
signs. Images from the on-line “Blake Archive”
of Eaves and Viscomi will be used for “close read
ing” of Blake’s illuminated books and visionary
designs. A dditional readings from Jewish,
Christian, Buddhist, and Hindu sources, along
with passages from Irigaray, Derrida, Idel, and
Wolfson, will complement our readings of this
most remarkable artist/engraver/poet.
2 credits.
Fall 2005. Hopkins.
RELG199. Senior Honors Study
0.5 credit. Staff.
369
Sociology and Anthropology
JOY CHARLTON, Professor
JENNIE KEITH, Professor3
MICHAEL L . MULLAN, Professor
BRAULIO MUÑOZ, Professor3
STEVEN I. PIKER, Professor
ROBIN E . WAGNER-PACIFICI, Professor
MIGUEL DÍAZ-BARRIGA, Professor and Chair3
SARAH WILLIE, Associate Professor
FARHA N. GHANNAM, Assistant Professor
LEE A . SMITHEY, Assistant Professor
M IM ISHELLER, Visiting Associate Professor
AYA EZAWA, Visiting Assistant Professor3
VIRGINIA ADAMS O’ CONNELL, Visiting Assistant Professor
ROSE MAIO, Administrative Coordinator
3 Absent on leave, 2005-2006.
The Sociology and Anthropology Department
provides students with intellectual tools for un
derstanding contemporary social issues, such as
globalization, nationalism , race relations,
bioethics, and the complex layering of social in
equalities in everyday life. The department at
tracts students who seek knowledge about soci
eties of the world and the opportunity to con
duct independent projects based on primary re
search and fieldwork.
Courses cover social theory, the microtechnolo
gies of social change, the symbolic aspects of cul
ture, and the historical development of the dis
ciplines. Methodology courses both generate a
firm understanding of research design and ex
plore the social dynamics behind the production
of texts and visual representations. These intel
lectual 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,
and the United States.
Because of its strong cross-cultural and transna
tional 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 http://www.swarthmore.edu/SocSci/SocAnth/ for a listing of
students’ projects). The senior thesis project al
lows students to develop their research interests
through working directly with a faculty member.
370
This combination of breadth of knowledge,
global understanding, and independent research
make sociology and anthropology an ideal liber
al arts major.
REQUIREMENTS AND RECOMMENDATIONS
Applicants for the major normally have com
pleted at least two courses in the department.
Majors complete a minimum of 8 units of work
in the department, including a double-credit
thesis tutorial normally to be taken during the
fall and spring semesters of the senior year. The
Research Design course (SOAN 021B) is strong
ly recommended for majors.
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 depart
ment (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 semi
nar listings, please consult our Web site at
http://www.swarthmore.edu/SocSci/SocAnth/
or contact our department administrative coor
dinator.
(Note: Course labeling within each of the three
tiers of offerings—introductory courses [SOAN
001-019], regular courses [SOAN 020-099], and
seminars [SOAN 100-199]—reflect internal de
partmental codes rather than levels of advance
ment or particular research areas. Please consult
the listings for prerequisites particular to each
course.)
Honors Major and Minor
Candidates for an honors major in sociology and
anthropology must com plete three honors
preparations, one of which must be SOAN 180:
Thesis. The other two preparations may be a
seminar, or, with permission, course plus attach
ment, paired upper-level courses, or foreign
study. Minors in the Honors Program must com
plete only one preparation, although they must
take additional elective work to ensure a proper
content for this preparation. See “Majoring in
Sociology and Anthropology” for additional
information.
CERTIFICATION FOR SECONDARY
SCHOOL TEACHING
Sociology and anthropology majors can com
plete the requirements for teacher certification
through a program approved by the state of
Pennsylvania. Sociology and anthropology ma
jors are eligible for social science certification.
Students contemplating teacher certification
would normally schedule their program in a se
mester that does not conflict with their senior
thesis. Such programs should be developed in
close consultation w ith advisers in the
Department of Educational Studies. For further
information about the relevant set of require
ments, please contact the Educational Studies
chair, the Sociology and Anthropology Depart
ment chair, or the Education program Web site
at www.swarthmore.edu/SocSci.Education/.
COURSES
SOAN 001C. First-Year Seminar:
Everyday Life
This seminar will examine contem porary
America by way of two central social arenas
through which people find meaning: work and
religion. We will do so via the reading of ethno
graphic accounts of ordinary people in everyday
settings—such as bars, Wal-Marts, school cafete
rias, soup kitchens, churches, and neighbor
hoods—and via the social theory used to under
stand them. Students will also practice directly
becoming more attentive observers and analysts
of social life.
1 credit.
Fall 2005. Charlton.
SOAN 002B. Cultural Borderlands
This course focuses on the anthropology and so
ciology of gender, ethnic, and class relations in
the United States. The course emphasizes cur
rent 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 intro
duce the student to the basic concepts of both
anthropology and cultural studies for under
standing cultural “borderlands” in the United
States.
1 credit.
N ot offered 2005-2006.
SOAN 002C. Introduction to Latinos in
the United States
The course is an introduction to anthropologi
cal, 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 femi
nism. 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 2005-2006.
SOAN 003C. First-Year Seminar: Japan
and Globalization
This course places Japanese society in a global
context. Rather than examining Japan as an iso
lated island nation, we will explore the rise of
modem Japan in its broader geopolitical and his
torical context of territorial expansion and colo
nialism, defeat, and reconstruction under the
U.S. occupation. Further, we will examine how
Japan’s integration into the global economy has
not only had an impact on everyday life in Japan
but also has led to the export of familiar cultural
products such as Pokemon, manga, and sushi. In
exploring these processes from the perspective of
Japan, the course seeks to decenter discussions of
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Sociology and Anthropology
global and transnational processes fixed on the
influence of the West and explore new concep
tualizations of globalization. This course may be
counted toward an Asian studies major or special
major in Japanese.
I credit.
N ot offered 2005-2006.
SOAN 004B. First-Year Seminar:
Introduction to Contemporary Social
Thought
A general introduction to major theoretical de
velopments 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, Adomo, and Arendt will also
be included. These developments will be studied
against the background of the sociophilosophical climate of the 19th century.
I credit.
N ot offered 2005—2006.
SOAN 005B. First-Year Seminar:
Religion in Lives and Culture
Religion is universal to human cultures; and,
everywhere, religiousness suffuses lives and com
munities and history. This seminar looks at reli
gion as it is experienced by looking at case mate
rials drawn from several cultures (non-Western,
Western, modem America; nonliterate as well as
modem) as well as interpretations of religious
case materials. The biographical, social, and psy
chological contexts of religion are emphasized,
as are both cultural psychological perspectives
on religion. The dynamics of religious change
are explored, particularly with reference to con
temporary Theravada Buddhist Southeast Asia
and the modem United States. This seminar will
have a fieldwork component.
Writing course.
1 credit.
Spring 2006. Piker.
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
372
everywhere these are of fundamental impor
tance to local life. The work of the course will
prominently feature the direct study of gender,
mainly through observations, in local life situa
tions, toward the production of field reports,
which will be reviewed and discussed by the class
as a whole. Films will be used as cultural docu
ments.
1 credit.
Not offered 2005-2006.
SOAN 005D. Psychological Anthropology
The relationship between the individual and his
or her culture is psychologically mediated. This
course explores this relationship through treat
ment of the following topics or issues: ( 1) social
ization, or the transmission of culture from gen
eration 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.
N ot offered 2005-2006.
SOAN 006B. Symbols and Society
This course examines the ways in which we ori
ent ourselves in a world of constant and contra
dictory symbols. National symbols, ideological
symbols, status symbols, and others will be ana
lyzed with the approaches of sociologists, semioticians, and anthropologists.
1 credit.
N ot offered 2005-2006.
SOAN 007B. Introduction to Race and
Ethnicity in the United States
This course uses classic ethnographies, current
race theory, and journalistic accounts to exam
ine 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 pub
lic debates over affirmative action, welfare, and
English-only policies. This course may be counted
toward a minor in black studies.
1 credit.
N ot offered 2005—2006.
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 close
ly for literary appreciation, sociological signifi
cance, and personal relevance, examining espe
cially issues that revolve around race, gender,
and class. O f special interest will be where au
thors position their characters vis-à-vis white su
premacy, patriarchy, capitalism, and the United
States. This course may count toward a minor in
black studies.
1 credit.
Fall 2005. Willie.
SOAN 008C. Bioethics: A Sociological
Perspective
SOAN 009C. Cultures of the Middle East
Looking at ethnographic texts, films, and litera
ture 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, no
madism, and religious beliefs. We will also ana
lyze the local, national, and global forces that are
reshaping daily practices and cultural identities
in various Middle Eastern countries.
Writing course.
1 credit.
Fall 2005. Ghannam.
This course will look at the field of bioethics and
its impact on medical practice in the United
States. W hat led to the development of the field
of bioethics, and what is the ideological base of
the bioethical discourse? W hat issues are dis
cussed by bioethicists and hospital committees,
and what other issues are not broached? All of
these questions will be addressed, employing
broader theories of social structure and culture
with some cross-cultural comparisons. Why is
cloning a hot bioethical issue but not the lack of
medical insurance for 44 million Americans?
1 credit.
Fall 2005. O ’Connell.
SOAN 0090. Creation and Persistence of
Community
SOAN 008E. Sociology of Law
We will explore the conditions and conse
quences of various types of effort to bring about
positive social change, using theory and case
studies from sociology and anthropology; class
visits from individuals working directly with dif
ferent strategies for social change; and off-cam
pus opportunities for students to contribute to as
well as learn from groups dedicated to activism
and service.
1 credit.
N ot offered 2005-2006.
The fields of sociology and anthropology study
human organization. Behavior in human society
is governed by a host of informal and formal
“laws” that codify rules of organization and in
teraction. In this introductory class, we will ex
plore a variety of questions about the function
and structure of law in human societies. We will
explore what law is, what law does, and how it
does it. We will look at the social basis of law and
the distinction between folkways/mores and
more formal legal structures, the influence of
culture on law, the legitimization and codifica
tion of law, and how law frames social life. We
will also explore how and why conflicting and
overlapping interests must be harmonized or ad
justed by the legal order. How does law serve as a
tool for social change while preserving solidarity
and stability?
1 credit.
Not offered 2005-2006.
Explores the condition under which both feel
ings and structures of community emerge and
persist, especially in the context of modem soci
ety. Readings will include case studies of various
types of community, including utopian experi
ments, retirement villages, communes, and reli
gious communities.
1 credit.
N ot offered 2005-2006.
SOAN 0 0% . First-Year Seminar: Social
Change and Social Responsibility
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 histo
ry of the institution of Western sport and the
principal analytical frameworks constructed to
explain its origins. Although the historical and
theoretical material is centered on European de
velopments, contemporary issues and debates on
the relationship of gender, race, and ethnicity to
sport will concentrate on American society.
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Sociology and Anthropology
Readings will be drawn from the work of sociol
ogists and historians working directly in sport
studies.
1 credit.
Fall 2005. Mullan.
SOAN 010E. Statistical Methods
(Cross-listed as STAT O il)
STAT 011 prepares students to carry out basic
statistical analyses with the aid of computer soft
ware. Topics include basic summary statistics
and graphics, design of surveys and experiments,
one and two-sample t-tests and tests of propor
tions, chi-square tests, and an introduction to
linear regression and analysis of variance. The
course is intended for students who want a prac
tical 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 Examination
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 cred
it for STAT O il. Note that STAT 011 overlaps
considerably with ECON 031; both courses
cover similar topics, although ECON 031 focus
es more on economic applications, whereas
STAT 011 draws examples from a variety of
disciplines.
Prerequisite: Four years of traditional high
school mathematics (precalculus).
1 credit.
Each semester.
Fall 2005. Everson. Spring 2006. Stromquist.
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 mod
em sport of multiple levels of analysis. First, it is
a primer on the descriptive facts of sport devel
opment 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 na
tional, communal association w ith sporting
achievement as a social mechanism in the con
struction of group identity.
1 credit.
N ot offered 2005-2006.
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SOAN 010 J. 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 th e adult male.
Contemporary works that challenge stock im
pressions of masculinity will be read.
1 credit.
N ot offered 2005-2006.
SOAN 013C. Politics of Family and
Reproduction
Family and reproduction—from welfare policies
to abortion—are highly contested issues. This
course introduces the politics of reproduction
with an examination of policies and ideologies
surrounding family diversity, including poor fam
ilies and gay parenting as well as struggles over
women’s bodies and reproductive capabilities.
Readings will focus on central debates within
the United States but will also explore how the
structure of the economy, state policies, and na
tionalism affect families and reproduction else
where. This course may be counted toward a minor
in women’s studies.
Writing course.
1 credit.
N ot offered 2005-2006.
SOAN 020B. Urban Education
(Cross-listed as EDUC 068)
This course examines issues of practice and poli
cy, including financing, integration, compen
satory education, curricular innovation, parent
involvement, bilingual education, high-stakes
testing, comprehensive school reform, gover
nance, and multiculturalism. The special chal
lenges 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.
Fieldwork is required.
1 credit.
Spring 2006. Grossman.
SOAN 020C. School and Society
(Cross-listed as EDUC 063)
This course examines various aspects and per
spectives of K12 education in the United States.
We look at the multiple and contradictory pur
poses and functions of schools, focusing on the
ways in which schools claim to be meritocratic
while reproducing the class, racial, gender, and
sexual orders of the U.S. society. In the second
half of the course, we turn to experiences of
teachers and students and ask what role schools
can play in challenging different forms of social
oppression.
1 credit.
Not offered 2005-2006.
SOAN 020H. Mapping Culture and
Difference Through Dance
(Cross-listed as DANC 025)
The course will use anthropological approaches
to examine the interrelationship of dance with
social relations of culture and power. We will go
on a cross-cultural journey for understanding
cultural difference through dance and human
movement. This will include South Asian,
Brazilian, Haitian, West African, and N orth
American dance styles. 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 tradition, spirituality, and ritual (semiotic or
symbolic approaches); national/gender identity;
and commodities and sites of resistance (politi
cal economic approaches). The second part of
the course will focus on specific dance ethnogra
phies (such as classical Indian dance, Vodou,
capoeira, Yoruba, contact improvisation, and
hip-hop) for exploring contemporary anthropo
logical concerns of representation, globalization,
history, and identity. Gender and sexuality will
be important analytical foci for several of these
dance styles. Broadly, the course will investigate
the interlocking structures of aesthetics and pol
itics, economics and culture, history and power
that inform and continue to reshape these dance
forms.
1 credit.
Fall 2005. Chakravorty.
SOAN 021B. Research Design
Introduction to the process of research on social
life: creation of research questions, strategies for
gathering evidence, techniques of analysis, and
generating theory. The roles of theory, ethical is
sues, and cultural and historical context in the
research enterprise will be addressed. Students
will get direct hands-on experience with design,
data gathering, and analysis and will have pro
fessional researchers visit the class.
1 credit.
Spring 2006. O’Connell.
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, prac
tice and meaning, experimental ethnography,
structuralism, and postmodernism. Most read
ings center on current debate in theories about
culture. This course may be counted toward a minor
in interpretation theory.
1 credit.
N ot offered 2005-2006.
SOAN 022C. Visual Anthropology
Visual anthropology looks at visual communica
tion both as a tool for academic work and the ob
ject of anthropological study. In this course, we
look at the processes and politics of representa
tion, focusing on the use of film and photogra
phy 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 re
alism to ethnographic film, the emergence of in
digenous media, and debate over “postmodern”
forms of representation. (Note: Unlike SOAN 121,
this class does not have a production component.)
1 credit.
N ot offered 2005—2006.
SOAN 0220. Latin American Urbanization
This course is designed as an introduction to
problems and issues related to Latin America ur
banization. It provides an overview of the
processes behind the urbanization of Latin
America and explores housing policy options.
Members of the class will be introduced to con
cepts such as dependency, underdevelopment,
the informal sector, marginality, the culture of
poverty, self-construction, and self-help. The
role of the informal sector in urban develop
ment, housing, and the dependent economy is a
particular focus.
1 credit.
N ot offered 2004-2005.
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Sociology and Anthropology
SOAN 022G. Social Movements in
Latin America
SOAN 025B. Transforming intractable
Conflict
During the last 50 years, a number o f social
movements have emerged in Latin America, in
cluding urban, women’s, indigenous, and ecolog
ical. These movements have arisen, in some
cases, as a result of the emergence of new social
and political perspectives, such as liberation the
ology. In other cases, they have formed as reac
tions 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 soci
ety and culture. The aim of the class is to under
stand the heterogeneity of social movements in
Latin A m erica and understand how Latin
Americans have conceptualized their meaning
and impact. This course may be counted toward a
minor in peace and conflict studies.
1 credit.
Fall 2005. Diaz-Barriga.
This course will address the sociology of alleged
ly 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 sec
tarianism and collective identity, and their ex
pression through symbols, language, and collec
tive actions, such as parades and commemora
tions. This course may be counted toward a minor
in peace and conflict studies.
1 credit.
Spring 2006. Smithey.
SOAN 024B. Latin American Society
and Culture
A n introduction to the relationship between
culture and society in Latin America. Recent
and historical works in social research, literature,
philosophy, and theology will be examined.
1 credit.
N ot offered 2005-2006.
SOAN 024C. Spanish American Society
Through Its Novel
(Cross-listed as LITR 060SA)
This course will explore the relationship be
tween society and the novel in Spanish Amer
ica, Selected works by Carlos Fuentes, Mario
Vargas Llosa, Gabriel García Márquez, Isabel
Allende, Luisa Valenzuela, Elena Paniatowska,
and others.
1 credit.
Not offered 2005—2006.
SOAN 0240. Topics in Social Theory
This course deals with Kant’s and Hegel’s social
philosophy insofar as it influenced the develop
ment of modem social theory. Works by Marx,
Weber, Durkheim, Freud, and critical theorists,
neo-conservatives, and postmodernists will also
be discussed.
1 credit.
N ot offered 2005-2006.
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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 writ
ing interventions via the tools of sociolinguis
tics, 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.
Fall 2005. Wagner-Pacifici.
SOAN 026C. Power, Authority, and
Conflict
This course analyzes the way in which power
emerges, circulates, and is augmented and resist
ed in diverse political contexts. Historical and
contemporary cases are interrogated with the
theoretical frameworks' of Marx, Weber,
Gramsci, Arendt, Parsons, and Foucault. Issues
include the question of state autonomy, political
legitimacy, and the interpenetration of the per
sonal and the political. This course may be
counted toward minors in interpretation theory and
peace and conflict studies.
1 credit.
N ot offered 2005-2006.
SOAN 026D. Mapping the Modern
(Cross-listed as ENGL 073A and in interpreta
tion theory)
The course seeks to explore some of the salient
issues, achievements, and problems that serve to
map W estern modernity. Beginning with
“prophetic voices” from the mid-19th century,
we then concentrate on “urban fables” of early
20th-century high modernism, concluding
briefly with late 20th-century “postmodern
lenses.” Texts will be chosen from among the fol
lowing writers: Marx, Baudelaire, Nietzsche, and
Dostoevsky; Rilke, Kafka, Freud, Joyce, and
Woolf; Weber, Simmel, Adorno, Benjamin, and
Lukács; B akhtin, A rendt, C an etti, and de
Certeau; Calvino and Borges; and Berman and
Harvey. The central topics under study are the
phenomena of the modem subject and the mod
em city, as expressed in literature, analyzed in
sociology and critical theory, and represented in
a range of cultural practices.
1 credit.
Not offered 2005-2006.
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
women’s studies, black studies, and media studies
as we examine the powerful ways that knowl
edge 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 crédit.
Not offered 2005-2006.
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, alien
ation and loneliness, social disorganization and
community, and secularization and new forms of
religiosity.
1 credit.
Not offered 2005-2006.
SOAN 029B. Ethnography: Theory and
Practice
This class maps anthropological theories and
methods through reading and critically analyz
ing the discipline’s flagship genre, ethnography.
We work historically by reading classical texts
that exemplify different approaches (such as
functionalism, structuralism, symbolic anthro
pology, and reflexive anthropology) used to ana
lyze culture and social structure. We address
questions such as: How did Malinowski under
stand ethnography? How does this understand
ing compare to more recent views of anthropol
ogists such as Geertz? How did the meaning of
fieldwork change over time? We pay special at
tention to the politics of representation and the
anthropologists’ continuous struggle to find new
ways to write about culture.
Writing course.
1 credit.
Fall 2005. Ghannam.
SOAN 030J. Race, Gender, and Nation
Nations are defined, constructed, and unified
through symbolic systems that play on categories
of gender, race, and sexuality. This course ex
plores the different ways that these categories are
mobilized in the creation of racial, ethnic, and
national boundaries in the United States, Latin
America, and the Caribbean, from the colonial
era until today. How are national identity, inter
national relations, and transnational processes
all implicated in the racialization, sexualization,
and gendering of relations between included and
excluded groups? Other topics include the social
construction of whiteness, diaspora, and multiculturalism; sexualities and nationalism; and
transnational feminism.
1 credit.
Fall 2005. Shelter.
SOAN 030K. Producing and Consuming
the Caribbean
This course explores the production, consump
tion and “performance” of the Caribbean as well
as the “performativity” of the Caribbean in glob
al culture. Using interdsciplinary methods of
cultural analysis, we will consider histories of im
perialism, nationalism, and postnationalism that
link together the “macro” and the “micro” scales,
including a focus on gender, embodiment, and
sexuality. Readings include studies of creolization and culture building in Jamaica; food and
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Sociology and Anthropology
nationalism in the D om inican Republic;
Caribbean diasporas in London and New York;
high-tech industries in Barbados; musical cul
tures including dancehall, samba, and salsa; and
sex tourism in Cuba.
1 credit.
Spring 2006. Sheller.
SOAN 032B. Visualizing Latino Culture:
Art, Media, and Social Change
This course examines visual practices surround
ing Latino/a culture (mainly in the U nited
States) both around dom inant images of
Latinos/as and attempts to provide alternative
representations of Latino/a culture. The class
will have a service-learning component through
working with the well-known Chicana artist
Carmen Lomas-Garza. Our goal will be to en
gage the Latino/a community in an art exhibi
tion of Lomas-Garza’s work that Swarthmore
College is organizing. We will also examine how
the Taller Puertoriqueno has used art and media
in its education programs for Latino/a youth in
Philadelphia. Readings for the course include
Arlene Davila’s Latinos Inc., Clara Rodriguez’s
Latin Looks: Images o f Latinos in the U.S. Media,
Alicia Gaspar de Alba’s Chicano Art, and Chon
A. Noriega’s and Ana M. Lopez’s The Ethnic Eye:
Latino Media Arts. The class will also view a
number of documentaries. To help coordinate
our community outreach efforts and help define
our conceptual frameworks, Rafael Zapata from
the Intercultural Center and Andrea Packard
from the List Gallery will also be active in the
class.
1 credit.
N ot offered 2005-2006.
SOAN 035B. Nonviolent Social Movements
Nonviolent Social Movements will address the
sociological literature on social movements, in
cluding their emergence and maintenance. Why
do people participate? We will also take a strate
gic 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 witbin 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.
Fall 2005. Smithey.
SOAN 037B. Twentieth-Century Black
Political Thought
Engaging the work of a handful of this century’s
most noted black authors with the understand
ing that literature transcends the written word,
we will examine how black scholars, politicians,
lawyers, ministers, hymn writers, and play
wrights help us to examine how African
Americans have wrestled with the existence of
self, understood community, and conceived of
citizenship as well as what their ideas reveal
about the dominant culture.
Prerequisite: O ne course in sociology and
anthropology, black studies, or philosophy.
1 credit.
N ot offered 2005—2006.
SOAN 033B. Colloquium: Japanese
Society and Culture
SOAN 038B. Healers in Training: The
Making of Medical Professionals
This course provides a critical introduction to
postwar Japanese society. Readings will examine
the impact of postwar social, economic, and po
litical changes on the lives of different social
groups, including salaried workers, women, eth
nic minorities, activists, and youth. Using a soci
ological angle, we will explore power, ideology,
and social change in postwar Japanese society.
This course may be counted toward a major in Asian
studies.
Writing course.
I credit.
N ot offered 2005-2006.
The socialization of the medical professional:
This course will focus on the structure and cub
ture of medical education in the United States.
Although the course will focus on the socializa
tion of medical doctors, other health profession
als, including the experience of nurses and other
paraprofessionals, will provide comparison. How
and why do people choose to become medical
professionals? How has the structure and culture
of medical education changed in the last 50
years? How will the increasing diversity of the
medical school student body effect changes in
medical education? The course will analyze both
macrolevel forces behind changes in medical
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education as well as personal accounts of the
experience.
1 credit.
Fall 2005. O’Connell.
course may be counted toward a major in Asian
studies.
1 credit.
N ot offered 2005—2006.
SOAN 039B. Globalization and Culture
SOAN 044B. Colloquium: Art and Society
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 iden
tities. We will study recent theories of globaliza
tion 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 2005-2006.
An examination of the relationship between art
and society from a socio-hermeneutical perspec
tive. Literary and socio-theoretical works will be
the main focus of analysis this semester. Selected
works by Plato, Nietzsche, Hegel, M ann,
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.
N ot offered 2005-2006.
SOAN 040B. Language, Culture, and
Snciety
A discussion of contemporary social theory and
its antecedents. The first part of the course will
be devoted to a discussion of works by Nietzsche,
Marx, and Freud. The second part will deal with
works by contemporary theorist such as Charles
Taylor, Jürgen Habermas, Michael Foucault,
A nthony G iddens, Pierre Bourdieu, Jana
Sawicki, Luce Irigaray, and Jean Baudrillar.
Prerequisite: SOAN 044E. Limited enrollment.
1 credit.
N ot offered 2005—2006.
(See LING 025 for description)
An investigation of the influence of cultural
context and social variables on verbal communi
cation. Topics covered include dialectal vari
eties, creoles, languages and gender, and lan
guage and education.
Prerequisite: A t least one linguistics course.
1 credit.
Not offered 2005-2006.
SOAN 043C. Gender in Contemporary
East Asia
Gender structures the situation of women and
men in all societies yet varies in shape and dy
namics. The study of gender in contemporary
East Asia provides a unique opportunity to ex
plore differences in the articulation of gender be
tween countries and regions as well as compare
and critically examine existing conceptualiza
tions of gender. Going beyond dichotomies of
East and West, traditional and modem, this
course will examine gender issues from a theo
retically informed and comparative perspective.
In discussing different conceptualizations of fem
inism, gendered effects of economic change,
women’s relationship to politics and the state,
and transnational contexts that shape gender re
lations, the course will provide insight into the
situation of women in contemporary East Asia as
well as extend our understanding of the dynam
ics of gender in the contemporary world. This
SOAN 044C. Colloquium: Contemporary
Social Theory
SOAN 0440. Colloquium: Critical
Social Theory
A n overview of major developments of critical
social theory since the 19th century. Readings
from Marx, Freud, N ietszche, A dorno,
Horkheimer, Benjamin, Habermas, Foucault,
and Freire.
1 credit.
N ot offered 2005—2006.
SOAN 044E. Colloquium: Modern
Social Theory
This course is an analysis of the rise and devel
opment of modem social theory. The introduc
tion to the colloquium deals with works by such
social philosophers as Rousseau, Kant, and
Hegel. The core of the colloquium focuses on se
lected works by Marx, Weber, Dürkheim, and
Freud. The colloquium is recommended as gen
eral background for advanced work in the social
sciences. The colloquium serves particularly well
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Sociology and Anthropology
for students interested in the areas of sociology
and anthropology and interpretation theory.
1 credit.
N ot offered 2005-2006.
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 cul
tural construction of health, illness, and healing
by looking at (mainly) anthropological treat
ments of these issues. Case materials will be
drawn from a number of cultures, non-Western
as well as Western, and will treat the intersection
of non-Western and Western healing systems.
We’ll wind up with an anthropologically in
formed, social-historical look at the biomedical
model that dominates the modem American ex
perience of health, illness, and healing.
1 credit.
Spring 2005. Piker.
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 preliter
ate and civilized traditions, including the mod
em West. The following topics will be empha
sized: religious symbolism, religious evolution,
religion as a force for both social stability and so
cial change, psychological aspects of religious
belief, and religious change in modem America.
May be taken without prerequisites with permis
sion of the instructor.
1 credit.
N ot offered 2005—2006.
SOAN 0450. The Triumph of the
Therapeutic
In middle-class American society, the last half of
the 20th century has witnessed the rise to cul
tural importance of a psychotherapeutic ethos,
manifestations of which are that vast numbers of
Americans are seeking therapy or allied forms of
counseling or support; a flourishing psychother
apy and counseling industry has arisen in re
sponse to this; and Americans increasingly
phrase issues such as, for example, social rela
tionships and personal well-being in psychother
apeutic terms. This course looks at this phenom
enon from the perspectives of ethnomedicine
and social history: How does the content of this
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new ethos respond to issues of personal well
being (and its opposite) that in all cultures are
phrased by ethnomedical systems? Why is this
happening in our American world now? Thera
peutic fads, and the claims of the therapy indus
try, will be critically evaluated. Upon comple
tion of this course, you should be equipped to
think and converse and write usefully about the
following: Most Americans who, in seeking
therapy, profess distress are among the most priv
ileged, pampered, protected, and affluent people
who have ever walked the face of the earth. Just
what the hell is actually going on here?
SOAN 045B and 045D are closely complemen
tary in content and orientation. W ith permis
sion of the instructors, a student may take both.
1 credit.
Spring 2006. Elverson, Piker.
SOAN 0460. Social Inequality
This course analyzes conflicting theoretical per
spectives 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 read
ings of such issues as the nature and representa
tions of work, property, body, and mind in re
vealing and reproducing social inequalities. The
approach is phenomenological: How are inequal
ities made social, and how are they disrupted?
1 credit.
N ot offered 2005—2006.
SOAN 0498. Comparative Perspectives
on the Body
This class explores how different societies regu
late, 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 com
paring 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 investi
gate how embodiment shapes personal and col
lective identities (especially gender identities)
and vice versa. This course may be counted toward
a minor in women studies.
1 credit.
Spring 2006. Ghannam.
SOAN 049D. Transnational Islam
This class focuses on how globalization (flows of
capital, labor, discourses, images, and commodi
ties between different parts of the world) shapes
the articulation of Islam in various cultural set
tings. 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 cul
tural identities in different societies. We look at
historically Muslim countries (such as Egypt,
Saudi Arabia, and Indonesia) and trace the re
cent movement (through migration and conver
sion) of Islam and Muslims to Western countries
(United States and Europe). We use films, print
ed texts, and Internet material to explore ques
tions 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, femi
nism, and human rights? How is Islam used to es
tablish and reinforce transnational (including
but not limited to political) connections?
1 credit.
Not offered 2005-2006.
SOAN 053B. Colloquium: Theories of
the State
This course explores theories of the state from
the emergence of the modem state to contem
porary discussions of the receding of boundaries
in a globalizing world. Readings will include
classical social theory and historical analysis as
well as ethnographies.
1 credit.
Not offered 2005—2006.
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 catastro
phe that continues to this day. It also initiated a
complex process of cross-cultural communica
tion and mutual adaptation that repeatedly con
founded the intentions and expectations of par
ties in both cultural camps. From an anthropo
logical perspective, this course treats this
process, as it occurred north of the Rio Grande
River, attending especially to the issues, tradi
tion, mutual accommodation, resistance, revi
talization, and modernity. Case materials will be
drawn from among th e following cultures:
Navaho, Iroquois, Cherokee, Creek, Nez Perce,
Crow, Ojibwa, Comanche, Pueblo, and Cheyenne.
1 credit.
Fall 2005. Piker.
SOAN 056B. Standoffs, Breakdowns,
and Surrenders
A central aim of sociology is to track the some
times mysterious, often disjunctive relationship
between order and disorder. Organizations and
institutions as small as the family and as large as
the state experience m anifold 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, mis
takes, negligence, miscommunications, enmity,
perfidy, and colloquy.
1 credit.
Spring 2006. Wagner-Pacifici.
SOAN 058B. America by the Numbers:
An Introduction to Oemography
This course will introduce students to key demo
graphic methods, including life tables, fertility
rates, and mortality statistics. Using data from
the latest U.S. census, we will explore the
changing composition of the American popula
tion, including the structure of the family, the
face of the workforce, the aging of the popula
tion, and the growing representation of minori
ties. W hat impact will these changes have on
the way we organize our politics, our employ
ment, and our social lives? W hat major effect
will these changes have on American culture?
Students will explore the relationship between
proportions and human interactions.
1 credit.
Fall 2005. O ’Connell.
SOAN 062B. Sociology of Education
(Cross-listed as EDUC 062)
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 insti
tutions, the ways in which schooling influences
social stratification, social mobility, and adult
381
Sociology and Anthropology
socioeconomic success. Topics will include un
equal 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 of the
instructor.
1 credit.
Fall 2005. Grossman.
SOAN 090. Research Internship
(See SOAN 090A and 090B)
Interns receive research experience through
placements in professional research settings.
The availability of internship in the department
varies from year to year.
SOAN 090A.
Juniors and seniors with a B average willing to
commit 6 to 12 hours of work per week on a re
search project with professional researchers are
eligible. Credit is normally awarded on a credit/no credit basis, for 0.5 to 1 credit. Because
available projects change, interested students
should see the instructor before registration.
Interested students are also encouraged to take
SOAN 02 IB.
Section 1: 1 credit. Section 2: 0.5 credit.
Fall 2005 and spring 2006. Staff.
SOAN 090B.
Internships in professional organizations, such as
WHYY, Scribe Video Center, Mosaic Media,
and other settings provide training in both re
search and video production skills. Depending
on availability, interns might work with visual
ethnographers, documentary filmmakers, com
munity-based filmmakers, and/or video editors
on projects that require research on sociology
and anthropology-related themes. Interns will
normally receive 0.5 credit (grade based on credit/no credit) for committing to their projects for
6 to 12 hours a week.
Students who wish to receive a full credit (and
receive a letter grade) must complete a research
paper based on their video production project
and keep a field journal. Because these intern
ships change, and filmmakers/editors require dif
ferent levels of skills for the internship, students
should see Professor Diaz-Barriga before registra
tion. Students who plan to com plete a
film/video production internship are advised to
take SOAN 121.
382
Section 1: 1 credit. Section 2 :0.5 credit.
Fall 2005 and spring 2006. Staff.
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.
Spring 2006. Diaz-Barriga.
SOAN 092. Practical Work
Faculty regulations permit up to 1 credit for prac
tical 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 reg
ular course work. In the Sociology and Anthro
pology 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 de
partment a basis for the work in previous acade
mic study. Students will normally be required to
examine pertinent literature and produce a writ
ten report to receive credit.
Credit is awarded CR/NC.
1 credit.
Fall 2005 and spring 2006. Staff.
SOAN 093. Directed Reading
Individual or group study in fields of special in
terest to the students not dealt with in the regu
lar course offerings. Consent of the department
chair and of the instructor is required.
0.5 or 1 credit.
Fall 2005 and spring 2006. Staff.
SOAN 096-097. Thesis
Theses will be required of all majors. Seniors will
normally take two consecutive semesters of the
sis tutorial. Students are urged to discuss their
thesis proposals with faculty during the spring se
mester of their junior year, especially if they are
interested in the possibility of fieldwork.
1 credit each semester.
Fall 2005 and spring 2006. Staff.
SEMINARS
SOAN100. Modern Social Theory
A n analysis of selected works by the main
founders of modem social theory. Works by
Marx, Weber, Durkheim, and Freud will be dis
cussed. This seminar is strongly recommended
for those students planning to take SOAN 101:
C ritical Social Theory. This course may be
counted toward a concentration in interpretation
theory.
2 credits.
Not offered 2005-2006.
SOAN 10 1. Critical Social Theory
The development of critical theory from Kant to
Habermas. Works by Hegel, Marx, Nietsche,
Lukács, A dom o, 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 ad
vised 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 2005-2006.
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 diver
sity of human life ways argues that such creative
construction is a—perhaps the—hallmark of
human adaptation. Specific topics include hu
man evolution, foraging band as the basic hu
man pattern, speech, hum an intelligence,
human emotion, gender, biography, and history.
Readings include ethnographies, novels, and
native narratives.
2 credits.
Not offered 2005-2006.
SOAN 107. Religion as a Cultural
Institution
The following specific topics will be treated: re
ligious evolution, religion as a force for both so
cial stability and social change, and the psycho
logical bases for religious belief. Major theories
to be considered include those of Max Weber,
Emile Durkheim, and Sigmund Freud. A crosscultural perspective will be emphasized, and
attention will be paid to religious change in
modem America.
2 credits.
Not offered 2005-2006.
SOAN 108. Women and the State
This seminar explores theories of women’s rela
tionship to the state, as workers, activists, and
mothers. In addition to examining feminist the
ories of the state, we will investigate state inter
ventions and mechanisms of power, which influ
ence the lives, bodies, identities, and well-being
of women through case studies and ethnogra
phies from different national contexts.
2 credits.
Not offered 2005-2006.
SOAN 109. Standoffs, Breakdowns,
and Surrenders
A central aim of sociology is to track the some
times mysterious, often disjunctive relationship
between order and disorder. Organizations and
institutions as small as the family and as large as
the state experience manifold mom ents 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, mis
takes, negligence, miscommunications, enmity,
perfidy, and colloquy.
2 credits.
Not offered 2005-2006.
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 so
cially constructed? W hat is the relationship be
tween space and power? How is this relationship
embedded in urban forms under projects of
modernity and postmodemity? How do the ordi
nary practitioners of the city resist and transform
these forms? Our discussion will pay special at
tention to issues related to racism and segrega
tion, ethnic enclaves, urban danger, gendered
spaces, colonial urbanism, and the “global” city.
2 credits.
Not offered 2005-2006.
SOAN 114 . Political Sociology
This seminar analyzes the ways in which power
383
Sociology and Anthropology
emerges, circulates, and is augmented and resisted in diverse political contexts. Readings in
clude Marx, Weber, Gramsci, Arendt, Parsons,
and Foucault.
2 credits.
Fall 2005. Wagner-Pacifici.
SOAN115 . 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 M itchell, 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.
N ot offered 2005-2006.
SOAN 119 . Evolution, Culture, and
Creativity
(Cross-listed as LING 119)
Recent major syntheses harvest the fruits of
decades of productive scholarship pertaining to
evolutionary perspectives on human nature and
cultural elaboration of same. To tap into these
resources, this seminar consults the work of
Diamond, Sulloway, G ardiner, Gould, and
Pinker, with reference to human intelligence,
emotion, speech, biography, gender, and history.
The human capacity for creativity, and its ex
pression in lives and lifeways, is the focus. The
adaptive importance for humans of this capacity,
is considered in light of ethnographic, historical,
and biographical case materials.
2 credits.
Not offered 2005-2006.
SOAN 12 1. 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 visi
ble—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 film
makers, and the appropriateness of the conven
tions of documentary film, paying special atten
384
tion to the influences of politics, economics, and
technical advances. The course will include
readings on visual ethnography and documen
tary film techniques. The main goals of the sem
inar are for students to understand the links be
tween anthropological and sociological theory
and the production of ethnographic and docu
mentary film and to have the production skills
necessary for directing their own work.
2 credits.
Fall 2005. Diaz-Barriga.
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 stud
ies that show how urban life is shaped by the
complex interplay of global, national, and local
processes. In this class, we look at urban ethno
graphies (texts and films) through space and ex
amine 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 ethno
graphies 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 2005-2006.
SOAN 123. Culture, Power, Islam
This seminar will be an interdisciplinary investi
gation into the shifting manners by which Islam
is multiply understood as a creatively mystical
force, a canonically organized religion, a politi
cal 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 ethno
graphic approach to the lived experience of
Islam in a number of cultural settings guides this
study.
2 credits.
Spring 2006. Gharmam.
SOAN12 7. Race Theories
SOAN 180. Thesis
Contemporary theories of race and racism by so
ciologists such as W inant, Gilroy, Williams,
Gallagher, Ansell, Omi, and others will be ex
plored. Concepts and controversies explored
will include racial identity and social status, the
question of social engineering, the social con
struction of justice, social stasis, and change.
The United States is the focus, but other coun
tries will be examined. Without exception, an
introductory course on race and/or racism is a
prerequisite.
2 credits.
Not offered 2005-2006.
Candidates for honors will usually write theses
during the senior year. Students are urged to
have their thesis proposals approved as early as
possible during the junior year.
2 credits.
Fall 2005 and spring 2006. Staff.
SOAN 130. Social Inequality
This seminar analyzes conflicting theoretical
perspectives on the origins and meaning of social
inequality. Empirical studies of both a historical
and cross-cultural nature will be examined for
the ways in which they engage alternative read
ings of such issues as the nature and representa
tions of work, property, body, and mind in re
vealing and reproducing social inequalities. The
approach is partly phenomenological: How are
inequalities made social, and how are they
disrupted?
2 credits.
Not offered 2005-2006.
SOAN 148. Social Construction of
Bioethics
Does the bioethical enterprise cross cultural
boundaries? Or does the definition of bioethics
vary from country to country? Using medical
practice and human experimentation as the
focus of our analyses, we will look at the four
principles of bioethics. To what degree do these
principles frame bioethical debates in the
United States and abroad? We will take a look at
the historical development of the field and ex
amine how culture shapes bioethical issues. How
do broader theories of culture and social struc
ture help us understand cross-cultural differences
in bioethics and acknowledge the benefits and
limitations of bioethical inquiry?
2 credits.
Spring 2006. O ’Connell.
385
Theater
ALLEN KUHARSKI, Associate Professor and Chair
MARSHA GINSBERG, Assistant Professor (part time)
ERIN B. M EE, Assistant Professor
K. ELIZABETH STEVENS, Assistant Professor (part time)*
URSULA NEUERBURG-DENZER, Visiting Instructor5
GABRIEL QUINN BAURIEBEL, Visiting Assistant Professor (part time)6
JAMES MAGRUDER, Visiting Assistant Professor (part time)6
LIZZIE OLESKER, Visiting Assistant Professor (part time)5
JONATHAN HART MAKWAIA, Visiting Instructor (part time)5
JAMES MURPHY, Visiting Instructor (part time)
FELICIA LEICHT, Arts Administration Intern (part time)
PAUL MOFFITT, Production Manager/Technical Director (part time)
5 Fall 2005.
6 Spring 2006.
The theater major uses the study of all aspects of
dram atic art as the center of a liberal arts
education. It is intended to be of broad benefit
regardless of a student’s professional intentions.
A ll courses in the departm ent address the
processes of play production, especially as they
involve collaboration; all production for perfor
mance in the department is part of coursework.
The Theater Department emphasizes writing as
an important aspect of discursive thinking and
communication. All courses have a significant
writing component, the nature of which varies
from course to course.
Because all work in theater eventually issues in a
public occasion, classes are usually open to visitors.
Courses numbered 001 to 010 are introductory
and are prerequisite to intermediate courses.
Courses numbered Oil to 049 are intermediate
and are prerequisite to advanced courses num
bered 050 through 099.
Seminars carry numbers 100 and above.
Intermediate work in each of the course se
quences requires a beginning course in that area.
Some advanced courses carry additional prereq
uisites that are listed in the course descriptions.
For those majors who intend a career in profes
sional theater, whether academic, not-for-profit,
or commercial, internships in professional the
aters 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.
The Pig Iron Theatre Company and other alum
ni guest artists are typically in residence on cam
pus during th e 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 usual
ly not available in acting, directing, or design.
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 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 pre
requisite for most intermediate and advanced
classes and seminars.
386
Course Major
Ten credits of work including THEA 001:
Theater and Performance; THEA 002A: Acting
I; 1 credit in scenography (THEA 004A, 004B,
004C, or 004D); TH EA 015: Performance
Theory and Practice; either THEA 016:
Playwriting Workshop, or THEA 021: Produc
tion Dramaturgy, 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. In addition, each major will choose an
area of specialization and take one additional
course in that area.
The areas of specialization are acting, directing,
scenography, playwriting/dramaturgy, and the
ater history. Special arrangements will be made
for students who seek secondary school certifica
tion. 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 ex
perience in Senior Company; and (2) an oral ex
amination on the essay and related subjects by
theater faculty and visitors.
Course Minor
Seven credits of work including: THEA 001:
Theater and Performance; THEA 002A: Acting
I; 1 credit in scenography (THEA 004A, 004B,
004C, or 004D); THEA 015: Performance
Theory and Practice; either THEA 016: Play
writing Workshop, or THEA 021: Production
Dramaturgy, 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.
Honors Major
General requirem ents include THEA 001:
Theater and Performance; THEA 002A: Acting
I; 1 credit in scenography (THEA 004A, 004B,
or 004C); THEA 015: Performance Theory and
Practice; either THEA 016: Playwrights’ Lab, or
THEA 021: Production Dramaturgy, 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. In addition, each
major will choose an area of specialization and
take one additional course in that area. Honors
students majoring in theater will make a total of
three preparations as follows:
1. Theater History Seminar (listed earlier), writ
ten examination, and an oral set by an outside
examiner.
2. THEA 021 and a production thesis attach
ment to the course to be evaluated by an out
side 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 direc
tor’s preparation for the entire play, and rehearse
for public presentation a locally castable portion
of the chosen play. Original developmental proj
ects may be proposed, subject to the approval of
the faculty adviser for the thesis. The depart
ment will hire one or more professional actors 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 examin
er will visit this project several times (depending
on schedule and available funds). These visits
(to rehearsal or planning session) will not in
clude feedback from the examiner. The exam
iner attends rehearsal to know as much as possi
ble about the student’s methods of making the
work. The examiner also attends one or more of
the public performances. The examination prop
er will consist of an extended interview directly
following the performance and a briefer oral dur
ing honors weekend. The subject of the first in
terview 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 en
tire process as a part of his or her undergraduate
education and future plans.
Scenography
The student will function as the designer for a
production presented by the Theater Depart
ment in one area of scenography. Also, the stu
dent will prepare all research, sketches, mechan
ical drawings, models, and preliminary writing
for this project. Because this is a collaborative
project, a production time line will need to be
prepared and production meetings scheduled. In
addition to the development of the design, the
student will collaborate with all craftsmen dur
ing the fabrication phase, ensuring the full-scale
scenography is executed as designed. The local
instructor will supervise these activities appro
priately, on the model of a special project in the-
387
Theater
ater. The external examiner will receive copies
of all materials as the student creates them and
will pay close attention to the way in which the
project develops under continual revision. The
examiner will attend one of the public perfor
mances and be presented with the student’s com
pleted project portfolio. The examiner will ques
tion the student on the model of advanced
classes in architecture.
Dramaturgy
This project will generally be in the form of an
attachment to the Production Dramaturgy class
(THEA 021), and consist of work with a faculty
or student director on a production project. This
will typically be in connection with Junior
Company or an honors thesis in directing. The
student will create a body of writing appropriate
to the specific project. This will include (but is
not limited to) notes on production history,
given circumstances, script analysis, program
and press-kit notes, study guide, and a grant pro
posal. For a community, education, or other proj
ect, the student, in consultation with an instruc
tor, will create and fulfill a protocol suited to the
work. O n a production project, the student will
continue work in rehearsal. The external exam
iner will receive all materials as they are gener
ated. If the work is rehearsed, the examiner will
attend as many rehearsals as possible. If the work
is performed, or the project presented in some
other way, the examiner will attend. The exam
ination proper, given during the honors week
end, will consist of an extended oral presenta
tion similar to a design presentation.
Acting
The student, with the advice of an adviser, will
select and prepare a role from an appropriate
script. The program will hire a professional di
rector 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 external ex
aminer will attend as many rehearsal sessions as
possible to observe the student’s process. The
student will keep a journal (an expanded version
of the private “book” actors keep) to support dis
cussion with the examiner in an extended inter
view immediately following an in-house presen
tation of the work. During the honors weekend,
the examiner will conduct a second oral exami
nation focusing on the student’s reconsideration
of the work after some time has passed.
388
One of these combinations will constitute the
normal honors major in theater. Honors students
will take Senior Company in the fall of senior
year, while they are planning their production
project. The usual schedule will be spring of ju
nior year, Theater History Seminar; fall of senior
year, THEA 099 and pre-rehearsal thesis project
preparation; and spring of senior year, rehearsal
and performance of the thesis project.
Double majors taking three examinations in
theater will also follow that schedule.
For double majors taking one honors examina
tion and comps in theater, the examination may
be a production project, depending on available
resources.
Honors Minor
Seven credits of work including THEA 001:
Theater and Performance; THEA 002A: Acting
I; 1 credit in scenography (THEA 004A, 004B,
or 004C); THEA 015: Performance Theory and
Practice; either THEA 016: Playwriting Work
shop, or THEA 021: Production Dramaturgy; or
THEA 035: D irecting I; and THEA 106:
Theater History Seminar or THEA 022: Special
Project in Dramaturgy. Honors minors who
complete these requirements and complete a se
quence in acting, design, directing, or playwriting/dramaturgy by the end of the junior year may
petitio n to enroll in TH EA 099: Senior
Company in the fall semester of their senior year.
Co-curricular and extracurricular \york 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.
W ith respect to the 20-course rule, courses in
dram atic literature taught in the English
Literature, Classics, or Modem Languages and
Literatures departments may be designated as
part of the major. Courses in nondramatic litera
tures taught in those departments will not be
considered part of the major.
Semester Abroad in Poland
The Theater Department and the Dance Pro
gram have jointly developed a semester-abroad
program for interested Swarthmore students
based at the Silesian Dance Theatre (Slaski
Teatr Tanca) in Bytom in conjunction with the
Jagiellonian University of Krakow and other in
stitutions in the vicinity. The program in Bytom
is intended to provide participating students
with a combination of foreign study with the ex
perience of working in various capacities (dance
performance, arts administration, scenography,
etc.) within the environment of a professional
dance theater company for credit. Participating
students would be housed in Bytom and have the
option of taking additional courses in Krakow.
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 also enroll in a
semester of theater-related study conducted in
English at the Jagiellonian U niversity in
Krakow. Students in comparative literature and
modem languages and literatures are also wel
come to contact Professor Kuharski about possi
ble related programs of study at the Jagiellonian
University. Intensive study of Polish is required
of all participating students.
Students participating in the programs in both
Bytom and Krakow will be able to enroll for the
equivalent of a full semester’s credit (4 to 5 cred
its). Beyond credits in theater, dance, and inten
sive Polish, a menu of possible tutorials is being
developed in Polish literature and history, envi
ronmental studies, film, religion, Jewish and
Holocaust studies, art history, and other fields.
Participation in the A nnual 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 semes
ter abroad. Interested students should contact
Professor Kuharski for details.
A separate but parallel semester abroad option in
Krakow is being offered through the Engineering
and Environm ental Studies departm ents.
Interested students should contact Professor
Arthur McGarity in the Engineering Depart
ment for details.
Semester Abroad in India
The Theater Department and the Dance Pro
gram are researching the possibility of a semes
ter-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.
INTRODUCTORY COURSES
THEA 001. Theater and Performance
Combining a survey of classical and cross-cultur
al 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 keep
ing, responses to readings and performances, the
student’s own projects, and research papers.
Writing course. 1 credit.
Fall 2005 and spring 2006. Mee.
THEA 002A. Acting I
This course is designed as a practical introduc
tion 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 tak
ing, 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 imagina
tion. 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. CRJNC grade.
Fall 2005. Denzer. Spring 2006. Stevens.
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Theater
THEA 002B. Voice Workshop
Foundations of vocal technique for actors, in
cluding work w ith breath, projection, res
onators, diction, and so forth are covered. The
class is strongly recommended to all acting stu
dents and may be taken without prerequisite.
Three hours per week.
0,5 credit. CR/NC grade.
Fall 2005. Makwaia.
THEA 002C. Special Project in Acting
By individual arrangement with the directing or
acting faculty for performance work in connec
tion with department directing workshops, hon
ors thesis projects, or Senior Company.
Prerequisite: Concurrent or past enrollment in
THEA002A.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 004A. Set Design
The purpose of this course is to introduce stu
dents to the rich history and creative world of
scenography. Students taking this course will ex
plore 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 theoreti
cal basis for such creativity while the assign
ments and projects provide the practice for this
artistic endeavor.
1 credit.
Fall 2005. Ginsberg.
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 demys
tify 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 2005 and spring 2006. Murphy.
THEA 004C. Costume Design
The purpose of this course is to introduce stu
dents to the form and procedures used in creat
ing costume design for both theater and dance.
Students in this class will explore costume histo
ry and develop a relationship with their creative
390
imagination. Reading and class discussion pro
vide a theoretical basis for such creativity while
the assignments and projects provide the prac
tice fbr this artistic endeavor.
1 credit.
Fall 2005. Ginsberg.
THEA 004D. Media and Technology
Design for Performance
The purpose of this course is to introduce stu
dents to the application of various visual and
audio technologies in live theater and dance per
formance. Discussion of the historical and theo
retical context of contemporary mixed-media
performance will be combined with an orienta
tion 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 2006-2007.
THEA 004E. Sound Design
A laboratory introduction to the technical and
artistic practice of sound design for live perfor
mance. Laboratory assignments will include
sound design for current theater and dance per
formances on campus.
0.5 credit.
Spring 2006. TBA.
THEA 005. Theater of Witness
(Cross-listed as DANC 070)
Based on Teya Sepinuck’s model of the Theater
of Witness developed during 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 sto
ries, and create theater that gives voice to social
issues. The class, open to sophomores, juniors,
and seniors, does not require prior theater expe
rience. 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 2005. Sepinuck.
THEA 006. Playwriting Workshop
A hands-on course introducing students to the
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
of stylistic approaches and thematic concerns
are identified through the reading and discussion
of plays by contemporary playwrights including
Maria Irene Fomes, Suzan-Lori Parks, Caryl
Churchill, and Tony Kushner, among others.
Emphasis will be given to finding the student’s
individual, theatrical voice; on how to translate
one’s own vision and experience into another
character and onto the page.
1 credit.
Fall 2005. Olesker.
cal, 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 2005. Mee. Spring 2006. Stevens.
THEA 008. Movement Theater Workshop
By individual arrangement for a production proj
ect in connection with department directing
workshops, Junior Company, honors thesis proj
ects, Acting III, or Senior Company.
Prerequisite: C urrent or past enrollm ent in
THEA 004A, 004B, 004C, or 004D.
0.5 or 1 credit.
Fall and spring semesters. Staff.
(Cross-listed as DANC 049)
This class will offer an orientation to movementbased acting through various approaches: tradi
tional performance traditions in Bali and else
where, commedia dell’arte, th e teachings of
Jacques Lecoq, and so forth. Taught by Gabriel
Q uinn Bauriedel of the Pig Iron T heatre
Company in Philadelphia. The class will require
rehearsal with other students outside of class
time and will end with a public showing of work
generated by the students. Six hours per week.
Note: Movement Theater Workshop cannot be
taken in lieu of THEA 012 either as a prerequi
site 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 2006. 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 of investigating what is required of the actor
at all times vs. what is required of the actor in dif
ferent 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, physi
THEA 014. Special Project in
Scenography, Sound, and Technology
THEA 015. Performance Theory and
Practice
(Cross-listed with Asian studies)
This course covers a series of major texts on per
formance theory and practice, with emphasis on
directing and acting. Assigned readings will
focus on theoretical writings by or about the per
formance work of artists such as Zeami,
Stanislavsky, A rtaud, Brecht, Grotowski,
M nouchkine, C haikin, Suzuki, and Robert
Wilson as well as selected theoretical and critical
texts by nonpractitioners. The course includes
units on performance traditions and genres out
side of Europe and N orth America. Weekly
video screenings required.
Prerequisite: THEA 001.
Writing course. 1 credit.
Fall 2005. Kuharski.
THEA 016. Special Project in Playwriting
A n independent study in playwriting taken ei
ther as a tutorial or in connection with a pro
duction project in the department. By individual
arrangement between the student and depart
ment faculty.
Prerequisites: THEA 001 and 006.
1 credit.
Fall and spring semesters. Staff.
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Theater
THEA 021. Production Dramaturgy
Fundamentals of dramaturgy (Lessing’s Ham
burg Dramaturgy, Piscator and Brecht’s produc
tion dramaturgy, Peter Stein, Eugenio Barba,
etc.), including script preparation and analysis,
given circumstances and subject-related re
search. There will be several writing assignments
and papers.
Prerequisites: THEA 001.
1 credit.
Spring 2006. Magruder.
THEA 022. Production Ensemble I
Rehearsal of a full-length work for public perfor
mance with a faculty director: ensemble tech
niques, 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,
002A, and 035.
Prerequisites for dramaturgy students: THEA
001; THEA 021 or 035.
1 credit.
Spring 2006. Mee.
THEA 025. Special Project in Stage
Management
By individual arrangement for a production proj
ect in connection with department directing
workshops, honors thesis projects, Acting III, or
Senior Company.
Prerequisite: THEA 004B or 035.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 035. Directing I: Directing
Workshop
This course focuses on the theater director’s role
in a collaborative ensemble and on the ensem
ble’s relation to the audience. Units cover the di
rector’s relationship with actors, designers, com
posers, technicians, and choreographers as well
as playwrights and their playscripts. The stu
dent’s directorial self-definition through this col
laborative process is the laboratory’s ultimate
concern. Final project consists of an extended
scene to be performed as part of a program pre
sented by the class.
392
Prerequisites: THEA 001 and 002A.
1 credit.
Fall 2005. Kuharski.
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 035.
Prerequisites for dramaturgy students: THEA
001,021 or 035,022.
1 credit.
Spring 2006. Mee.
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 de
partment faculty.
Prerequisites: THEA 001 and 021.
1 credit.
Fall and spring semesters. Staff.
THEA 052. Production Ensemble III
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, 022,035, and 042.
Prerequisites for dramaturgy students: THEA
001,021 or 035,022, and 042.
1 credit.
Spring 2006. Mee.
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 Junior Company as assistants under
the mentorship of the faculty resident designer.
Prerequisites: THEA 004A or 004C.
1 credit.
Spring 2006. Ginsberg.
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 de
velop the design of th e lights for Junior
Company as assistants under the mentorship of a
faculty lighting designer. By individual arrange
ment between the student and the department
faculty.
Prerequisites: THEA 004B.
THEA 076. Relish Theater and Drama
Available to students participating in the
Semester Abroad Program in Poland. No read
ing knowledge of Polish required.
By arrangement with Allen Kuharski.
Prerequisite: THEA 001.
1 credit.
Spring 2006.
THEA 092. Off-Campus Projects in
Theater
Residence at local arts organizations and the
aters. Fields include management, financial and
audience development, community outreach,
and stage and house management.
Prerequisites: THEA 001 and appropriate prepa
ration in the major.
1 credit.
Fall and spring semesters. Staff.
1 credit.
THEA 093. Directed Reading
Fall and spring semesters. Murphy.
1 credit.
Fall and spring semesters. Staff.
THEA 055. Directing II: Advanced
Directing Workshop
Directing II requires students to apply the exer
cises from THEA 035: Directing I to a variety of
scene assignments. These will address a variety
of theatrical genres (farce, epic theater, verse
drama, etc.) and various approaches to dramatic
text (improvisation, cutting, and/or augmenta
tion of play scripts, adaptation of nondramatic
texts for performance, etc.). Projects will usually
be presented for public performance.
Prerequisites: THEA 001, 002A, 015, 035, and
any class in design.
1 credit.
Spring 2006. Kuharski.
THEA 062. Production Ensemble IV
Available by audition or consent of instructor to
students who have successfully com pleted
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.
I credit.
Spring 2006. Mee.
THEA 094. Special Projects in Theater
1 credit.
Fall and spring semesters. Staff.
THEA 099. Senior Company
A workshop course emphasizing issues of collab
orative play making across lines of specialization,
ensemble development of performance projects,
and the collective dynamics of forming the pro
totype of a theater company. Work with an audi
ence 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 semes
ter of their junior year, before registration, to or
ganize and make preparations. Course and hon
ors 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 com
pletion of one three-course sequence in theater.
1 credit.
Fall 2005. Mee.
393
Theater
SEMINARS
T H E A 106. Theater History Seminar
A critical comparative study of selected theatri
cal companies from the early Renaissance to the
20th century. Emphasis on collaborative rela
tions within a given theatrical company, place
ment of theatrical performance within specific
cultural contexts, and their relevance to con
temporary theatrical practice. Readings will in
clude, but not be limited to, dramatic texts as
one form of artifact of the theatrical event.
Spring 2006: A riane M nouchkine and the
Théâtre du Soleil (Cross-listed with Franco
phone studies and women’s studies). Kuharski.
Prerequisites: THEA 001 and 015.
Writing course. 2 credits.
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.
THEA 18 1. 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.
394
Women’s Studies
Coordinator: SUNKA SIMON (Modem Languages and Literatures, German)
Jenny Gifford (Administrative Assistant)
Committee: Amy L.R . Bug (Physics)
Sibelan Forrester (Modem Languages and Literatures, Russian)2
Farha N. Ghannam (Sociology and Anthropology)
Cynthia Perwin Halpern (Political Science)
Carolyn Lesjak (English Literature)
Tamsin Lorraine (Philosophy)
Bakirathi Mani (English Literature)3
Patricia White (English Literature)3
2 Absent on leave, spring 2006.
3 Absent on leave, 2005—2006.
The Women’s Studies Program provides students
with the opportunity to study gender in a variety
of social and historical contexts; to relate issues of
gender to those of race, class, nationality, and
sexuality; to examine the experiences of women
in specific cultural contexts and social groups;
and to explore the new methods and theories
that arise from interdisciplinary study. Women’s
studies courses encourage students to examine
critically the representations of women across the
curriculum as well as in society at large.
Students in any major, whether in course or in
the Honors Program, may elect a m inor in
women’s studies by fulfilling the requirements
stated later. Students may also design a special
major in consultation with the women’s studies
coordinator. Students who intend to pursue
women’s studies should submit their proposed
programs to the coordinator when they submit
their sophomore papers. All program proposals
must be approved by the W om en’s Studies
Program.
The Jean Brosius W alton ’35 Fund and the
Wendy S. Cheek Memorial Fund contribute to
the support of activities sponsored by the
Women’s Studies Committee.
be selected from at least two different divisions.
Only one course counted for women’s studies
may overlap with the student’s major. The senior
seminar (WMST 091), normally taken in the
spring of a student’s senior year, is required.
Students may elect, with the approval of the co
ordinator, to write a 1-credit thesis or pursue an
independent study as a substitute for regular
coursework. Students may also, with the ap
proval of the coordinator, include in their pro
gram courses on women and gender offered at
Bryn Mawr and Haverford colleges and the
University of Pennsylvania and in a foreign
study program. If the institution in which the
course was offered has a W omen’s Studies
Program, the course in question must be part of
that program to be accepted as a women’s studies
course at Swarthmore.
It is recommended that students take WMST
001: Introduction to Women’s Studies in their
first or second year.
COURSE MINOR
To minor in women’s studies, students in course
must take a minimum of 5 credits in women’s
studies. Because women’s studies is an interdisci
plinary program, the courses (or seminars) must
HONORS MINOR
Students in the Honors Program may minor in
women’s studies by completing 6 credits in
women’s studies and preparing for and taking the
external examination. The examination prepa
ratio n consists of W M ST 091: Sem inar in
Women’s Studies.
395
Women’s Studies
COURSES
The program offers the following courses and
seminars:
WMST 001. Introduction to Women’s
Studies
This interdisciplinary course, addressing gender,
sexuality, and culture in a global framework, in
troduces students to concepts, questions, and an
alytic tools that have been developed by feminist
scholars in diverse fields.
1 credit.
Spring 2006. Staff.
WMST 030. Women and Technology
The course will explore the relationships be
tween women and technology in Western indus
trial 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 inter
est and make a presentation to the class. Possible
topics include reproductive technologies, the
Internet, and feminist utopias in science fiction.
Expected workload includes two longpapets and
several short ones, with no midterm, final, or labs.
WMST 030 does not fulfill a College-wide distri
bution requirement. However, it can be used, to
satisfy the distribution requirement for the minor.
1 credit.
N ot offered 2005—2006. C o n tact Professor
Everbach in the Engineering Department for a
directed reading.
WMST 091. Seminar in Wnmen’s Studies
A n advanced seminar emphasizing theoretical
and methodological questions that occur when
women are placed at the center of study. The
seminar has a substantial community-based
learning component. This class.is required of, and
normally limited to, students with minors or spe
cial majors in women’s studies. It must be taken
in the senior year and cannot be used to fulfill dis
tribution requirements in the concentration.
2 credits.
Spring 2006. Simon.
WMST 092. Thesis
1 credit.
Each semester. Staff.
396
WMST 093. Directed Readings
1 credit.
Each semester. Staff.
WMST 192A and 0. Thesis
For students completing a special major in hon
ors (1 credit must be taken in each semester of
the senior year).
2 credits. Staff.
The following departmental courses have been
approved by the Women’s Studies Committee
for women’s studies credit:
ARTH 076. The Body in Contemporary Art
BIOL 006. History and Critique of Biology
BIOL 093. Directed Reading in Feminist
Critiques of Biology
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
ECON 073. Race, Ethnicity, and Gender in
Economics
EDUC 061. Gender and Education
ENGL 005R. Fictions of Identity
ENGL 009N. Illicit Desires in Literature
ENGL009P. 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 Poetry
ENGL 071J. Cherchez la femme: The
“Mystery” of Woman in the Mystery Genre
ENGL 07 IK. Lesbian Novels Since
World War II
ENGL 082. Transnational Feminist Theory
ENGL 083. Feminist Theory
ENGL 090. Queer Media
ENGL 091. Feminist Film and Media Studies
ENGL 112. Women and Literature
FREN 030. L’invention de la modernité
feminine en France
FREN 061. Odd Couplings: Writings and
Readings Across Gender Lines
FREN 076. Ecritures au feminine
GERM 108. Wien und Berlin
HIST 001C. Sex and Gender in Western
Traditions
HIST 001G. Women, Family, and the State
in China
HIST 016. Sex, Sin, and Kin in Early Europe
HIST 017. Family, Gender, and Sexuality in
the Islamic Middle East
HIST 029. Sexuality and Society in Modem
Europe
HIST 052. The History of Manhood in
America, 1750-1920
HIST 053. Topics in African American
Women’s History
HIST 054. Women, Society, and Politics
LITR 015R. East European Prose ip Translation
LITR 051G. Gender and Race in European
Cinema
LITR 061SA. Women’s Testimonial Literature
of Latin America
MUSI 035. Women Composers and
Choreographers
PHIL 145. Feminist Theory Seminar
PHYS 029. Seminar on Gender and (Physical)
Science
POLS 013. Feminist Political Theory
POLS 031. Difference, Dominance, and the
Struggle for Equality
POLS 032. Gender, Politics, and Policy in
America
PSYC 044. Psychology and Gender
PSYC 058. Gender, Culture, and Mental
Health
RELG 007B. Women and Religion
RELG 025B. Black Women and Religion in the
United States
RELG 053. Gender and Sexuality in Islamic
Societies
RUSS 015. East European Prose in Translation
RUSS 111. Tsvetaeva and Mayakovsky
RUSS 112. The Acmeists
SOAN 007C. Sociology Through African
American Women’s Writing
SOAN 010K. Gender and Sexuality
SOAN 013B. Women, Family, and
Reproduction
SOAN 013C. Politics of Family and
Reproduction
SOAN 043C. Gender in Contemporary
East Asia
SOAN 049B. Comparative Perspectives on
the Body
SOAN 108. Women and the State
SOAN 110. Performance Theory, Gender, and
Sexuality
SPAN 066. La escritora española en los siglos
XIX y XX
SPAN 072. La décima musa
T H E A 106. Theater History Seminar
397
VI
T he Corporation and
Board of Managers
Alumni Association
Officers and Alumni
Council
Faculty
398
Administration
Visiting Examiners
Conferred
Awards and Distinctions
Enrollment Statistics
The Corporation
May 7, 2005, to May 6, 2006
Barbara Weber Mather ’65, Choir
Pepper Hamilton LLP
3000 Two Logan Square
18th and Arch Streets
Philadelphia PA 19103-2799
Neil R. Grabois ’57, Vice Chair
Carnegie Corp. of New York
437 Madison Avenue
New York NY 10022
Lillian E. Kraemer ’61, Secretary
2 Beekman Place
Apartment 14C
New York NY 10022
Maurice G. Eldridge ’61, Assistant Secretary
Swarthmore College
Swarthmore PA 19081
Suzanne P. Welsh, Treasurer
Swarthmore College
Swarthmore PA 19081
Lori A nn Johnson, Assistant Treasurer
Swarthmore College
Swarthmore PA 19081
Board of Managers
Barbara Weber Mather ’65, Chair
Pepper Hamilton LLP
3000 Two Logan Square
18th and Arch Streets
Philadelphia PA 19103-2799
Neil R. Grabois ’57, Vice Chair
Carnegie Corp. of New York
437 Madison Avenue
New York NY 10022
Term expires May 2005
Dulany Ogden Bennett ’66
Oregon Episcopal School
6300 S.W. Nicol Road
Portland OR 97223
John D. Goldman ’71
Willis Bay Area Inc.
One Bush Street
Suite 900
San Francisco CA 94104
Julie Lange Hall ’55
1161 Pine Street
Winnetka IL 60093
Lillian H. Kraemer ’61
2 Beekman Place
Apartment 14C
New York NY 10022
Frederick W. Kyle ’54
1900 Ritterihouse Square
Apartment 15B
Philadelphia PA 19103
Lillian E. Kraemer ’61, Secretary
2 Beekman Place
Apartment 14C
New York NY 10022
Ex officio
Alfred H. Bloom
Chairman of the Board Emeritus
Eugene M. Lang ’38
912 Fifth Avenue
New York NY 10021
Wilma A. Lewis ’78
No. 5008
4301 Massachusetts Avenue N.W.
Washington DC 20016
William G. Nelson IV ’56
Box 1105
Bala Cynwyd PA 19004
John A. Riggs ’64
5230 Watson Street N.W.
Washington DC 20016
Carl R. Russo ’79
Consigliare Management Co.
1960 The Alameda
Suite 150
San Jose CA 95126
Salem D. Shuchman ’84
1820 Rittenhouse Square
Apartment PH2
Philadelphia PA 19103
399
Board of Managers
Thomas E. Spock ’78
43 Stoneyside Drive
Larchmont NY 10538
*Pamela Taylor Wetzels ’52
4807 Placid Place
Austin TX 78731
Term expires June 2005
Anna Orgera ’83, Alumni Council President
145 West 67th Street
Apartment 32]
New York NY 10023
Term expires May 2006
*Cynthia Graae ’62
909 N. Carolina Avenue S.E.
Washington DC 20003-3914
**Tanisha M. Little ’97
343 Fifth Avenue
Apartment 3L
Brooklyn NY 11215
Term expires May 2007
*Tralance O. Addy ’69
8 Palomino
Trabuco Canyon CA 92679
*Nancy Louise Hengen ’73
Holland & Knight LLP
195 Broadway
New York NY 10007
Giles K. Kemp ’72
38 Lockwood Road
Scarsdale NY 10583
Term expires May 2008
]. David Gelber ’63
215 W. 90th Street
Apt. 8A
New York NY 10024
Neil R. Grabois ’57
Carnegie Corp. of New York
437 Madison Avenue
New York NY 10022
Samuel L. Hayes III ’57
345 Nahatan Street
Westwood MA 02090
James C. Hormel ’55
Equidex Inc.
19 Sutter Street
San Francisco CA 94104-4901
400
*Bennett Lorber ’64
7741 Mill Road
Elkins Park PA 19027
Marc J. Sonnenfeld ’68
Morgan, Lewis & Bockius LLP
1701 Market Street, 13th Floor
Philadelphia PA 19103
Jane Lang ’67
Sprenger & Lang
1614 20th Street N.W.
Washington DC 20009
**Daniel C. Rothenberg ’95
1101 Latona Street
Philadelphia PA 19147
*Jed S. Rakoff’64
99 W. Garden Road
Larchmont NY 10538
*America B. Rodriguez ’78
3509 Pinnacle Road . '
Austin TX 78746
Elizabeth H. Scheuer ’75
4730 Fieldston Road
Bronx NY 10471
Marge Pearlman Scheuer ’48
101 Central Park West
New York NY 10023
J. Lawrence Shane ’56
21 College Avenue
Swarthmore PA 19081
Term expires May 2009
Richard Barasch ’75
160 W. 86th Street, Apt. 14-A
New York NY 10023
Mark F. Dingfield ’01
One Microsoft Way 3615555
Redmond WA 98052
Susan Levine ’78
Watershed Asset Management
One Maritime Plaza, Suite 1325
San Francisco C A 94111
Emeriti
John C. Crowley ’41
615 Linda Vista Avenue
Pasadena CA 91105-1122
Jerome Kohlberg Jr. ’46
Kohlberg & Co.
I l l Radio Circle
Mt.Kisco NY 10549
Eugene M. Lang ’38
912 Fifth Avenue
New York NY 10021
Anne R. Lloyd-Jones ’79
HVS International
372 Willis Avenue
Mineola NY 11501
Lawrence J. Richardson ’78
A.G. Edwards & Sons, Inc.
222 S. Riverside Plaza, Suite 300
Chicago IL 60606
David W. Singleton ’68
8 South Hampshire Court
Wilmington DE 19807
Elizabeth J. McCormack
Rockefeller Family & Associates
Room 5600
30 Rockefeller Plaza
New York NY 10112
Sue Thomas Turner ’35
17211 Quaker Lane
Sandy Spring MD 20860
Richard B. Willis ’33
1314 Foulkeways
Gwynedd PA 19436
Committees of the Board
The chairman of the Board is an ex officio member of every committee.
Executive
Barbara Weber Mather, Chair
Neil R. Grabois, Vice Chair
Dulany Ogden Bennett
Julie Lange Hall
Samuel L. Hayes III
James C. Hormel
Lillian E. Kraemer
Frederick W. Kyle
Eugene M. Lang*
John A. Riggs
Marge Pearlman Scheuer
J. Lawrence Shane
Thomas E. Spock
Academic Affairs
Julie Lange Hall, Chair
Dulany Ogden Bennett, Vice Chair
J. David Gelber
John D. Goldman
Neil R. Grabois
Nancy L. Hengen
Lillian E. Kraemer
Jane Lang
Wilma A. Lewis
Tanisha M. Little
Bennett Lorber
Barbara Weber Mather
William G. Nelson
Jed S. Rakoff
Marge Pearlman Scheuer
Sue Thomas Turner*
Board of Managers
Development and Communications
Frederick W. Kyle, Chair
Lillian E. Kraemer, Vice Chair
J. David Gelber
John D. Goldman
Cynthia Graae
James C. Hormel
Giles K. Kemp
Eugene M. Lang*
Anna Orgera, ex officio
John A. Riggs
Daniel C. Rothenberg
Marge Pearlman Scheuer
J. Lawrence Shane, ex officio
Salem D. Shuchman
David Singleton, ex officio**
Marc J. Sonnenfeld
Pamela Taylor Wetzels
Finance
Thomas E. Spock, Chair
Marc J. Sonnenfeld, Vice Chair
Dulany Ogden Bennett
Cynthia Graae
Lillian E. Kraemer
Frederick W. Kyle
Nancy L. Hengen
Elizabeth H. Scheuer
Investment
Samuel L. Hayes III, Chair
Terry Glenn**
J. Parker Hall III**
Graham O. Harrison**
Eugene M. Lang*
Christopher M. Niemczweski**
Mark R. Pattis**
J. Lawrence Shane
Salem D. Shuchman
Nominating and Governance
John A. Riggs, Chair
John D. Goldman
Julie Lange Hall
James C. Hormel
Barbara Weber Mather
Marge Pearlman Scheuer
J. Lawrence Shane
Thomas E. Spock
402
Property
J. Lawrence Shane, Chair
John D. Goldman, Co-Vice Chair
Giles K. Kemp, Co-Vice Chair
John C. Crowley*
Samuel L. Hayes III
Bennett Lorber
Marge Pearlman Scheuer
Thomas E. Spock
Pamela Taylor Wetzels
Two faculty members
Two student members
Social Responsibility
Neil R. Grabois, Chair
Bennett Lorber, Vice Chair
Dulany Ogden Bennett
Cynthia Graae
James C. Hormel
Eugene M. Lang*
Jane Lang
Wilma A. Lewis
Daniel C. Rothenberg
Salem D. Shuchm an.
Pamela Taylor Wetzels
Three students
Two staff members
Four faculty members
Student Life
James C. Hormel, Chair
Dulany Ogden Bennett, Vice Chair
J. David Gelber
Cynthia Graae
Neil R. Grabois
Julie Lange Hall
Giles K. Kemp
Eugene M. Lang*
Jane Lang
Tanisha M. Little
William G. Nelson
Anna Orgera
Jed S. Rakoff
John A. Riggs
Sue Thomas Turner*
Three faculty members
Five student members
* Nominated by the Alumni Association
** Young-Alumni Manager
Alumni Association
Officers and Alumni Council
President
ZoneC
Seth Brenzei ’94
Connecticut, Maine,
Massachusetts, New
Hampshire, Rhode Island,
and Vermont
Mary Morse Fuqua ’59’
Williamstown, MA
Meghan Kriegel Moore ’972
Lowell, MA
Scott Rankin ’942
Cambridge, MA
Thomas Riddell ’66‘
Northampton, MA
Stephen P. Smith ’833
Winchester, MA
Susan Raymond Vogel ’563
Worcester, MA
Zone A
Delaware, Pennsylvania
Jorge Aguilar ’05
Philadelphia, PA
Daniel Honig ’72*
Swarthmore, PA
Karen Kelly ’73‘
Elkins Park, PA
Colette Collins Mull ’841
2
Gien Mills, PA
Cecily H. Roberts Selling ’773
Philadelphia, PA
Jon Van Til ’613
Swarthmore, PA
Jonathan Willis ’632
Dover, DE
Kai Tai X u’032
Philadelphia, PA
ZoneB
New Jersey, New York
Susan Yelsey Aldrich ’711
Pelham, NY
Lauren Belfer ’753
New York, NY
Onuoha Odim ’852
Brooklyn, NY
Steven Rood-Ojalvo ’731
Haddonfield, NJ
Yongsoo Park ’943
New York, NY
Martha Spanninger ’762
New York, NY
Renee Willemsen-Goode ’032
New York, NY
1 Term ends 2008.
2 Term ends 2006.
ZoneD
District of Columbia, Maryland,
and Virginia
Mary Catherine Kennedy ’803
Washington, DC
Albert K im ’93'
Washington, DC
Rosanne Boldman McTyre
’74‘
Washington, DC
Kevin F.F. Quigley ’743
Arlington, VA
Barbara Wolff Searle ’522
Washington, DC
ZoneE
Illinois, Indiana, Iowa, Kansas,
Michigan, Minnesota, Missouri,
Nebraska, North Dakota, Ohio,
Oklahoma, South Dakota,
Texas, West Virginia, and
Wisconsin
Samuel Awuah ’943
Chicago, IL
Elizabeth Moss Evanson ’563
Madison, WI
Maurice Kerins ’7 1
Dallas, TX
Stephen Lloyd ’572
Park Forest, IL
Sabrina Martinez ’92‘
Houston, TX
Susan Schultz Tapscott ’722
Houston, TX
Matt Williams ’04
Westerville, OH
Zone F
Alabama, Arkansas, Florida,
Georgia, Kentucky, Louisiana,
Mississippi, North Carolina,
South Carolina, Tennessee,
territories, dependencies, and
foreign countries
Mary Ellen Chijioke ’673
Greensboro, NC
James Fligg ’502
North Palm Beach, FL
Amy Lansky Knowlton ’87‘
Decatur, GA
Ken Moskowitz ’761
Tokyo,Japan
Lawrence S. Phillips ’633
Atlanta, GA
A nn Stuart ’652
Chapel Hill, NC
Zone G
Alaska, Arizona, California,
Colorado, Hawaii, Idaho,
Montana, Nevada, New
Mexico, Oregon, Utah,
Washington, and Wyoming
Elizabeth Geiger ’962
Upland, CA
Steven N. Gilbom ’583
Valley Village, CA
Christine Halstead ’911
Foster City, CA
Harold Kalkstein ’782
San Carlos, CA
3 Term ends 2007.
4 Nominating Committee.
403
Alumni Association Officers and Alumni Council
Barry Schkolnick ’80'
Los Angeles, CA
Members at Large
Diane Dietzen ’832
Horsham, PA
Connection
Representatives
Austin/San Antonio
Jennifer Jacoby Wagner ’92
Austin, TX
Boston
Ted Chan ’02
Weston, MA
David Wright ’69
Wellesley, MA
Chicago
Marilee Roberg ’73
Wilmette, IL
Pittsburgh
Barbara Sieck Taylor ’75
Pittsburgh, PA
San Francisco
Holland Bender ’93
Ruth Lieu ’94
Andy Wong ’02
San Francisco, CA
Seattle
James Schembs ’01
Lorrin Nelson ’00
Deborah Schaaf ’95
Seattle, WA
Tucson
Laura Markowitz ’85
Tucson, AZ
Durham
Julia Knerr ’81
Durham, NC
London
Abby Honeywell ’85
London, England
Metro DC/Bakimore
Trang Pham ’01
Arlington, VA
Jacqueline Easley ’96
Columbia, MD
Metro NYC
Lisa Ginsburg ’97
Brooklyn, NY
John Randolph ’97
New York, NY
Paris
Catherine Seeley Lowney ’82
Paris, France
Philadelphia
James J. Moskowitz ’88
Swarthmore, PA
1 Term ends 2008.
2 Term ends 2006.
3 Term ends 2007.
4 Nominating Committee.
Faculty
EMERITI
Elisa AsensiO, M.A., Middlebury College,
Professor Emerita of Spanish. Apt. 8350,
3300 Darby Road, Haverford PA 19041.
Lydia Baer, B.A., Oberlin College; M.A.,
Ph.D., University of Pennsylvania, Professor
Emerita of German, c/o Staff Leasing Group,
P.O. Box 25020, Bradenton FL 34206-5020.
Robert C. Bannister, B.A., Ph.D., Yale
University; B.A., M.A., University of Oxford,
Scheuer Professor Emeritus of History. Strath
Haven Condominiums, Apt. 1222,801 Yale
Avenue, Swarthmore PA 19081.
Robert A . Barr J r ., B.A., Swarthmore
College; M.A., University of Pennsylvania,
Dean Emeritus of Admissions. Strath Haven
Condominiums, Apartment 719, 801 Yale
Avenue, Swarthmore PA 19081.
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.
100 Plush Mill Road, Wallingford PA 19086.
Thomas H. Blackburn, B.A., Amherst
College; B.A., M.A., University of Oxford;
Ph.D., Stanford University, Centennial
Professor Emeritus of English Literature.
801 Yale Avenue, Apartment 1001,
Swarthmore PA 19081.
David L . Bowler, B.S. in E.E., Bucknell
University; M.S. in E.E., Massachusetts
Institute of Technology; M.A., Ph.D.,
Princeton University, Howard N. and Ada J.
Eavenson Professor Emeritus of Electrical
Engineering. 535 Gradyville Road, Newtown
Square PA f9073.
Thompson Bradley, B.A., Yale University;
M.A., Columbia University, Professor
Emeritus of Russian. Price’s Lane, Moylan
PA 19065.
Tatiana M . Cosman, B.A., M.A.,
Middlebury College; M.A., Columbia
University; Ph.D., New York University,
Assistant Professor (part time) Emerita of
Russian. Riddle Village, 215 Williamsburg,
Media PA 19063-6032.
Gomer B. Davies, B.S., East Stroudsburg
State College; Ed.M., Temple University,
Professor Emeritus of Physical Education!
212 Plush Mill Road, Wallingford PA 19086.
Lee Devin, B.A., San Jose State College;
M.A., Ph.D., Indiana University, Professor
Emeritus of Theater. 603 Hillbom Avenue,
Swarthmore PA 19081.
H. Searl Dunn, B.S.E., M.S.E., Princeton
University; Ph.D., Brown University, Henry
C. and J. Archer Turner Professor Emeritus
of Engineering. Swarthmore College.
James D. Freeman, B.A., M.A., Ph.D.,
Harvard University, Daniel Underhill
Professor Emeritus of Music. 206 Martroy
Lane, Wallingford PA 19086.
J . William 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.
890 Millington Road, Sudlersville MD 21668.
John E . GaUStad, A.B., Harvard University;
Ph.D., Princeton University, Edward Hicks
Magill Professor Emeritus of Astronomy. 20
Ward Avenue, Northampton MA 01060.
Charles E . Gilbert, B.A., Haverford College;
Ph.D., Northwestern University, Professor
Emeritus of Political Science and Provost
Emeritus. 223 Kenyon Avenue, Swarthmore
PA 19.081.
James H. Hammons, B.A., Amherst College;
M.A., Ph.D., Johns Hopkins University,
Professor Emeritus of Chemistry. 17 Furness
Lane, Wallingford PA 19086.
Mark A . Heald, B.A., Oberlin College; M.S.,
Ph.D., Yale University, Morris L. Clothier
Professor Emeritus of Physics. P.O. Box 284,
Pleasant Hill TN 38578.
Wulff D. Heintz, Dr. rer. nat. Miinchen
University, Professor Emeritus of Astronomy.
540 Riverview Avenue, Swarthmore PA
19081.
Eleanor K. Hess, B.S., M.S., University of
Pennsylvania, Professor Emerita of Physical
Education. 5 Plush Mill Road, Wallingford
PA 19086.
Gudmund R . Iversen, M.A., University of
Michigan; Ph.D., Harvard University,
Professor Emeritus of Statistics. 212 Elm
Avenue, Swarthmore PA 19081.
Charles L . James, B.S., State University
of New York at New Paltz; M.S., State
University of New York at Albany, Sara
Lawrence Lightfoot Professor of English
Literature. 402 Laurel Lane, Wallingford PA
19086.
405
Faculty
T. Kaori Kitao, B.A., M.A., University
of California, Berkeley; Ph.D., Harvard
University, William R. Kenan Jr., Professor
Emerita of A rt History. 540 Westminster
Avenue, Swarthmore PA 19081.
George Krugovoy, B.A., M.A., Ph.D.,
Philosophical Institute, Salzburg, Austria,
Professor Emeritus of Russian. 562 Juniata
Avenue, Swarthmore PA 19081.
Hugh M . Lacey, B.A., M.A., University
of Melbourne; Ph.D., Indiana University,
Scheuer Family Professor Emeritus of
Philosophy. 336 Park Avenue, Swarthmore
PA 19081.
Asmarom Legesse, B.A., University College
of Addis Ababa; Ed.M., Ph.D., Harvard
University, Professor Emeritus of
Anthropology. Swarthmore College.
Paul C. Mangelsdorf J r ., B.A., Swarthmore
College; Ph.D., Harvard University, Morris L.
Clothier Professor Emeritus of Physics. 110
Cornell Avenue, Swarthmore PA 19081.
John D. McCrumm, B.A., M.S., University of
Colorado, Howard N. and Ada J. Eavenson
Professor Emeritus of Engineering. Arlington
417, Riddle Village, Media PA 19063.
Ann Kosakowski McNamee, B.A., Wellesley
College; M.Phil., Ph.D., Yale University,
Professor Emerita of Music. 1850 Sandhill
Road, Apartment 21, Palo Alto C A 94304.
Philip Metzidakis, B.A., Dartmouth College;
Ph.D., Yale University, Professor Emeritus of
Spanish. 64 Tonset Road, Orleans MA 02653.
Kathryn L . Morgan, B.A., Virginia State
College; M.A., Howard University; M.A.,
Ph.D., University of Pennsylvania, Sara
Lawrence Lightfoot Professor Emerita of
History. Apartment 710, Strath Haven
Condominiums, Swarthmore PA 19081.
Jana Mullins, B.A., Swarthmore College,
Registrar Emerita. 132 Kendal Drive, Kennett
Square PA 19348.
Helen F. North, B.A., M.A., Ph.D., Cornell
University, Centennial Professor Emerita of
Classics. 604 Ogden Avenue, Swarthmore PA
19801.
Martin Ostwald, B.A., University of
Toronto; M.A., University of Chicago; Ph.D.,
Columbia University, William R. Kenan Jr.
Professor Emeritus of Classics. 408 Walnut
Lane, Swarthmore PA 19081.
406
Harold E . Pagliaro, A.B., M.A., Ph.D.,
Columbia University, Alexander Griswold
Cummins Professor Emeritus of English
Literatiire and Provost Emeritus. 536 Ogden
Avenue, Swarthmore PA 19081.
Dean Peabody, B.A., Swarthmore College;
Ph.D., Harvard University, Professor Emeritus
of Psychology. 312 Catch Penny Lane, Media
PA 19063-5443.
Jean Ashmead Perkins, B.A., Swarthmore
College; M.A., Ph.D., Columbia University,
Susan W. Lippincott Professor Emerita of
French. 44 Crosslands Drive, Kennett Square
PA 19348.
Ernest J . Prudente, B.S., M.S., University
of Pennsylvania, Professor Emeritus of
Physical Education. 612 Rockbume Mills
Court, Wallingford PA 19086.
Frederic L . Pryor, B.A., Oberlin College;
M.A., Ph.D., Yale University, Professor
Emeritus of Economics. 740 Harvard Avenue,
Swarthmore PA 19081.
Gilbert P. Rose, B.A., Ph.D., University
of California, Berkeley, Susan Lippincott
Professor Emeritus of Modem and Classical
Languages. 551 Marietta Avenue, Swarthmore
PA 19081.
Alburt M . Rosenberg, B.A., Harvard
University; M.S., University of Florida; Ph.D.,
University of Pennsylvania, Associate
Professor Emeritus of Natural Science. P.O.
Box 1593, Harwich MA 02645.
Robert Roze, B.A., University of Toronto;
M.A., Ph.D., Princeton University, Susan
W. Lippincott Professor Emeritus of French.
2 Todmorden Lane, Rose Valley PA 19086.
Robert E . Savage, B.A., Oberlin College;
M.S., Ph.D., University of Wisconsin, Isaac
H. Clothier Jr. Professor Emeritus of Biology.
411 Vassar Avenue, Swarthmote PA 19081.
Bernard S. Smith, B.A., M.A., University of
Oxford; Ph.D., Harvard University, Professor
Emeritus of History. The Coach House,
Glascwm, Llandrindod Wells, Powys LD1 5SE,
England.
David G. Smith, B.A., M.A., University of
Oklahoma; Ph.D., Johns Hopkins University,
Richter Professor Emeritus of Political
Science. 448 S. Jackson Street, Media PA
19063.
Barbara Yost Stewart, B.A., Swarthmore
College; M.A., Ph.D., Bryn Mawr College,
Professor Emerita of Biology, 102 Third Street,
Oxford MD 21654-1249.
Donald K. Swearer, 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.
Center for the Study of World Religions,
42 Francis Avenue, Cambridge MA 02138.
Francis P. Tafoya, B.S., M.A., University
of Colorado; Ph.D., Yale University, Professor
Emeritus of French and Spanish. 620 N.
Chester Road, Swarthmore PA 19081.
Peter T. Thompson, B.A., Johns Hopkins
University; Ph.D., University of Pittsburgh,
Professor Emeritus of Chemistry. 203 College
Avenue, Swarthmore PA 19081.
Derek Traversi, B.A., M.A., University
of Oxford, Alexander Griswold Cummins
Professor Emeritus of English. 12 Richmond
Mansions, Denton Road, Twickinham, Midd,
TW 1 2HH, England.
P. Linwood Urban 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,
The Quadrangle, Apartment 2301,3300
Darby Road, Haverford PA 19041.
Judith G. Voet, B.S., A ntioch College;
Ph.D-, Brandeis University, James H.
Hammons Professor Emerita of Chemistry. 9
Tanglewood Circle, Wallingford PA 19086.
Douglas M . Weiss, A.T.C., Professor
Emeritus of Physical Education. 117 S.
Chester Road, Swarthmore PA 19081.
Timothy C. Williams, B.A., Swarthmore
College; A.M., Harvard University; Ph.D.,
Rockefeller University, Professor Emeritus
of Biology.
Harrison M . Wright, B.A., M.A., Ph.D.,
Harvard University, Isaac H. Clothier
Professor Emeritus of History and
International Relations and Provost Emeritus.
P.O. Box 209, Jamestown R I02855.
Sarah Lee Lippincott Zimmerman, B.A.,
University of Pennsylvania; M.A.,
Swarthmore College; D.Sc., Villanova
University, Professor Emerita of Astronomy
and Director Emerita of the Sproul
Observatory. 29 Kendal Drive, Kennett Square
PA 19348-2323.
FACULTY AND INSTRUCTIDNAL STAFF
Frank Agovino, B.S., St. Joseph’s University,
Head Coach/Instructor, Physical Education,
Swarthmore College.
John Alston, B.M., Yankton College; M.M.,
University of Northern Iowa; Ph.D., Indiana
University, Associate Professor of Music.
Swarthmore College.
Diane Anderson, B.A., Montclair State
College; M.S., Drexel University, Ph.D.,
University of Pennsylvania, Assistant
Professor of Educational Studies. Swarthmore
College.
Nathalie Anderson, B.A., Agnes Scott
College; M.A., Georgia State University;
Ph.D., Emory University, Professor of English
Literature. 3 Rutledge Avenue, Rutledge PA
19070.
Todd AnckaitiS, B.A., Lafayette College;
M.S., Smith College, Head Coach/Instructor,
Physical Education, Swarthmore College.
DlOgO ArmUS, B.A., University of Buenos
Aires; M.A. and Ph.D., University of
California, Berkeley, Assistant Professor
of History. Swarthmore College.
Kim D. Arrow, B.S., Temple University;
M.F.A., New York University, Associate
Professor of Dance (part time). Swarthmore
College.
Alan R. Baker, B.A., University of
Cambridge; M.A. and Ph.D., Princeton
University. Assistant Professor of Philosophy.
Swarthmore College.
Marcantonio Barone, b .Mus., Curtis
Institute of Music; Artist Diploma, Peabody
Conservatory, Associate in Performance
(Music). Swarthmore College.
Gabriel Quinn Bauriedel, B.A., Swarthmore
College; Certificate, Ecole Internationale de
Théâtre Jacques Lecoq, Visiting Assistant
Professor of Theater (part time). Swarthmore
College.
John BaUSCliatZ, B.A., Brown University;
Ph.D. Duke University. Visiting Assistant
Professor of Classics. Swarthmore College.
Amanda Bayer, B.A., Williams College;
M.A., M.Phil., Ph.D., Yale University,
Associate Professor of Economics.
Swarthmore College.
407
Faculty
Julie Becher, B.S., M.A., Ph.D.,
Pennsylvania State University, Visiting
Assistant Professor of Economics, 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. 614 Yale
Avenue, Swarthmore PA 19081.
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 of Illinois,
Professor of Mathematics and Statistics (part
time). Swarthmore College.
Alan Berkowitz, B.A., University of
Vermont; M.A., Ph.D., University of
Washington, Professor of Chinese.
Swarthmore College.
Phillip Berryman, B.A., St. John’s Seminary
College; S.T.B., St. John’s Seminary, Visiting
Assistant Professor of Religion. Swarthmore
College.
Mary Ann Black, B.S., West Chester
University, Supervisor of Student Teachers,
402 Glenloch Road, Ridley Park PA 19078.
Jean-Vincent Blanchard, B.A., M.A.,
Université de Montréal; Ph.D., Yale
University, Associate Professor of French.
Swarthmore College.
Alfred H. Bloom, B.A., Princeton University;
Ph.D., Harvard University, President of the
College and Professor of Psychology and
Linguistics. 324 Cedar Lane, Swarthmore PA
19081.
Paul C. Bloom, B.A., Reed College; M.S.,
Ph.D., University of California, Davis,
Visiting Assistant Professor of Physics.
Swarthmore College.
John R. BOCClO, B.S., Polytechnic Institute
of Brooklyn; Ph.D., Cornell University,
Professor of Physics. 318 North Chester Road,
Swarthmore PA 19081.
Elizabeth Bolton, B.A., Middlebury College;
M.Phil., Ph.D., Yale University, Associate
Professor of English Literature. Swarthmore
College.
408
Karen Borbcc, B.S., University of Delaware;
M.Ed., Widener University, Professor of
Physical Education, Senior Woman
Administrator. Swarthmore College.
Jimia Boutouba, B.A., M.A., University
of Paris X, France, M.A., Ph.D., University
of Southern California, Assistant Professor of
French. Swarthmore College.
Darlene D. Bramucci, B.A., M.S.,
University of Maryland, Laboratory Instructor
and Academic Coordinator of Biology.
Swarthmore College.
Elaine Metherall Brenneman, B.A.,
University of Vermont; M.Ed., Ph.D.,
University of Delaware, Visiting Assistant
Professor of Educational Studies (part time).
Swarthmore College.
Michael R. Brown, B.A., Pomona College;
Ph.D., Dartmouth College, Associate
Professor of Physics. 409 Turner Road,
Wallingford PA 19086.
Rona Buchalter, B.S., Northwestern
University; M.A., Ph.D., University of
Pennsylvania, Visiting Assistant Professor of
English Literature (part time). Swarthmore
College.
Amy L.R . Bug, B.A., Williams College;
Ph.D., Massachusetts Institute of Technology,
Professor of Physics. 302 Cornell Avenue,
Swarthmore PA 19081.
Sara Hiebert Burch, B.S., University of St.
Andrews; Ph.D., University of Washington,
Associate Professor of Biology. Swarthmore
College.
Timothy J . Burke, B.A., Wesleyan
University; M.A., Ph.D., Johns Hopkins
University, Associate Professor of History.
Swarthmore College.
Caroline A . Burkhard, B . s . and M.S.,
University of Delaware, Laboratory Instructor
of Chemistry. 705 Godshall Road, Telford PA
18969.
Aurora Camacho de Schmidt, M.A., Ph.D.,
Temple University, Associate Professor of
Spanish. 204 West Street, Media PA 19063.
Garikai Campbell, B.A., Swarthmore
College; Ph.D., Rutgers University, Associate
Professor of Mathematics. Swarthmore
College.
Edmund Campos, B.A., University of
California, Los Angeles; Ph.D., Stanford
University, Assistant Professor of English
Literature. Swarthmore College.
Sydney L . Carpenter, B.F.A., M.F.A., Tyler
School of Art, Associate Professor of Studio
Art. Swarthmore College.
Peter Carroll, B.S., M.A., Villanova
University, Head Coach/Instructor, Physical
Education. Swarthmore College.
John P. Caskey, B.A., Harvard University;
Ph.D., Stanford University, Professor of
Economics. 2219 St. James Place,
Philadelphia PA 19103.
Pallabi Chakravorty, B.A., jadavpur
University; Ph.D., Temple University,
Assistant Professor of Dance (part time).
Swarthmore College.
Joy Charlton, B.A., University of Virginia;
M.A., Ph.D., Northwestern University,
Professor of Sociology. 503 N orth Chester
Road, Swarthmore PA 19081.
Erik Cheever, B.S., Swarthmore College;
M.S.E., Ph.D., University of Pennsylvania,
Professor of Engineering. 423 S. Olive Street,
Media PA 19063.
Benjamin Cherel, Maîtrise de Sociologie,
Université de Grenoble II; D.E.A. de
Sociologie et de Lettres Modernes, Université
de Grenoble; Maîtrise de Français Langue
Etrangère, Université Stendhal, Visiting
Language Instructor in French. Swarthmore
College.
Horacio Chiong Rivero, B.A., Yale
University; M.A., Ph.D., Harvard University,
Assistant Professor of Spanish. Swarthmore
College.
Yvonne P. Chireau, B.A., Mount Holyoke
College; M.T.S., Harvard University; Ph.D.,
Princeton University, Associate Professor of
Religion. 700 Hillbom Avenue, Swarthmore
PA 19081.
Renee Clarke, B.S., Rutgers UniversityDouglass College, Head Coach/Instructor,
Physical Education. Swarthmore College.
David H. Cohen, B•A., Harvard University;
Ph.D., University of Wisconsin, Assistant
Professor of Astronomy. 509 Rutgers Avenue,
Swarthmore PA 19081.
Peter J . Codings, B.A., Amherst College;
M.Ph., Ph.D., Yale University, Morris L.
Clothier Professor of Physics. 123 Locust
Lane, Media PA 19063.
Michael W. Cothren, B.A., Vanderbilt
University; M.A., Ph.D., Columbia
University, Professor of A rt History and Art
History Coordinator. 611 Strath Haven
Avenue, Swarthmore PA 19081.
Sean Crist, B.A., West Virginia University;
M.A., University of Delaware; Ph.D.,
University of Pennsylvania, Visiting
Assistant Professor of Linguistics (part time).
Swarthmore College.
Catherine H. Crouch, A.B., Williams
College; A.M., Ph.D., Harvard University,
Assistant Professor of Physics. Swarthmore
College.
Manishita Dass, B.A., M.A., University
of Calcutta; M.A., University of Southern
California; Ph.D., Stanford University,
Visiting Assistant Professor and Andrew
W. Mellon Postdoctoral Fellow of Film
and Media Studies. Swarthmore College.
LaDeva Davis, B.M.Ed., Temple University,
Associate in Performance (Dance).
Swarthmore College.
Susan P. DaviS, B.S., Springfield College;
M.S., Smith College, Professor of Physical
Education. Swarthmore College.
Steven P. Day, B.A., University of
Minnesota, M.A., University of Colorado,
Boulder, Visiting Instructor of Chinese.
Swarthmore College.
Thomas S. Dee, B.A., Swarthmore College;
M.A., Ph.D., University of Maryland,
Associate Professor of Economics. 609
Academy Road, Swarthmore PA 19081.
Nathaniel Deutsch, B.A., M.A., Ph.D.,
University of Chicago, Associate Professor
of Religion. Swarthmore College.
Renee L . DeVarney, B.A. University of
Vermont; Teaching Certificate, George
Washington University, Head Coach/
Instructor, Physical Education. Swarthmore
College.
Ni Luh Kadek Kusuma Dewi, Associate in
Performance (Dance), Swarthmore College.
409
Faculty
Miguel Diaz-Barriga, B.A., University of
Chicago; M.A., Ph.D., Stanford University,
Professor of Anthropology. 420 Rutgers
Avenue, Swarthmore PA 19081.
Nancy Donaldson, B.A., Swarthmore
College, Supervisor of Student Teachers.
Swarthmore College.
Allison Dorsey, B.A., University of San
Francisco; M.A., Ph.D., University of
California, Irvine, Associate Professor
of History. Swarthmore College.
Bruce A . Dorsey, B.A., Biola University;
A.M., Ph.D., Brown University, Associate
Professor of History. Swarthmore College.
Wendy Dowkings, B.J., University of Texas
at Austin, Visiting Lecturer of English
Literature (part time). Swarthmore College.
Anda Dubinskis, B.F.A., Cooper Union;
M.F.A., University of Pennsylvania, Visiting
Assistant Professor of Studio A rt (part time).
Swarthmore College.
Robert S . DuPleSSiS, B.A., Williams
College; M.A., Ph.D., Columbia University,
Isaac H. Clothier Professor of History and
International Relations. 413 S. 24th Street,
Philadelphia PA 19146.
Frank H. Durgin, B.A., St. John’s College;
M.A., University of Pennsylvania; Ph.D.,
University of Virginia, Associate Professor
of Psychology. 308 N. Chester Road,
Swarthmore PA 19081.
Richard Eldridge, A.B., Middlebury College;
M.A., Ph.D., University of Chicago, Charles
and Harriett Cox McDowell Professor of
Philosophy. 423 Harvard Avenue,
Swarthmore PA 19081.
Raima Evan, B.A., Radcliffe College,
Harvard University; M.A., Ph.D., University
of Pennsylvania, Visiting Assistant Professor
of English Literature (part time). 501 Harvard
Avenue, Swarthmore PA 19081.
Erich Carr Everbacb, A.B., Harvard College;
M.S. in M.E., Ph.D., Yale University,
Associate Professor of Engineering.
Swarthmore College.
Philip J . Everson, B.A., Pomona College;
M.A., Ph.D., Harvard University, Associate
Professor of Statistics. Swarthmore College.
410
Randall L . Exon, B.F.A., Washburn
University; M. A., M.F.A., University of Iowa,
Professor of Studio Art. 431 Rogers Lane,
Wallingford PA 19086.
Aya Ezawa, B.A. Sophia University; M.Sc.,
University of London; Ph.D., University of
Illinois, Visiting Assistant Professor of
Sociology. Swarthmore College.
Marion J . Faber, B.A., M.A., University
of California, Berkeley; Ph.D., Harvard
University, Scheuer Family Professor of
Humanities and Professor of German. 234
Benjamin West Avenue, Swarthmore PA
19081.
Kimberly Fedchak, B.A., Oberlin College;
M.A., Bryn Mawr College, Language
Instructor of Russian (part time).
Swarthmore College.
Theodore B. Fernald, B.A., M.A., Ohio
State University; Ph.D., University of
California, Santa Cruz, Associate Professor
of Linguistics. Swarthmore College.
Sibelan Forrester, B.A., Bryn Mawr College;
M.A., Ph.D., Indiana University, Associate
Professor of Russian. Swarthmore College.
Anthony Foy, B.A., University of California,
Los Angeles; M.A. and 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,
522 N. 21st Street, Philadelphia PA 19130.
Joan Friedman, B.A., Hunter College; M.A.,
University of Wisconsin, Language Instructor
of Spanish (part time). 421 Cornell Avenue,
Swarthmore PA 19081.
Joel Friedman, D.M.A., Columbia
University, Visiting Assistant Professor of
Music (part time). Swarthmore College.
William 0. Gardner, B.A., Columbia
University; M.A., Ph.D., Stanford University,
Assistant Professor of Japanese. Swarthmore
College;
Kenneth J . Gergen, B.A., Yale University;
Ph.D., Duke University, Gil and Frank Mustin
Professor of Psychology. 331 Rogers Lane,
Wallingford PA 19086.
Farha Ghannam, B.A., M.A., Yarmouk
University; Ph.D., University of Texas at
Austin, Assistant 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. 224 Cornell Avenue, Swarthmore
PA 19081.
Jane E . Gillham, B.A., Princeton University;
Ph.D., University of Pennsylvania, Assistant
Professor of Psychology (part time). 308 N.
Chester Road, Swarthmore PA 19081.
Marsha Ginsberg, 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 Gmitter, B.A., St. Francis
College; M.Ed., Temple University, Associate
in Performance (Dance). Swarthmore College.
Stephen S. Golub, B.A., Williams College;
M.A., Ph.D., Yale University, Professor of
Economics. 215 College Avenue, Swarthmore
PA 19081.
Edward A . Gooding, B.A., Swarthmore
College; M.S., University of New Mexico;
Ph.D., University of Pennsylvania, Visiting
Assistant Professor of Chemistry and
Biochemistry. 328 Park Avenue, Swarthmore
PA 19081.
W. Mark Goodwin, B.A., The Johns Hopkins
University; M.A. and Ph.D., University of
California, Visiting Assistant Professor of
Philosophy. Swarthmore College.
William Gresh J r ., B.S., Allegheny College;
MA, University of Pennsylvania, Laboratory
Instructor of Biology. Swarthmore College.
Pat Gress, B.S., Towson University, M.S.,
West Chester University, Head Coach/
Instructor, Physical Education.
Swarthmore College.
Charles M . Grinstead, B.A., Pomona
College; M.A., Ph.D., University of
California, Los Angeles, Professor of
Mathematics. 8 W hittier Place, Swarthmore
PA 19081.
Cheryl P. Grood, B.A., University of
Michigan; M.A., Ph.D., University of
Wisconsin, Associate Professor of
Mathematics. Swarthmore College.
Carl H. GrOSSman, B.S., Ph.D., University of
Pennsylvania, Associate Professor of Physics.
629 N. Chester Road, Swarthmore PA 19081.
Frank D. Grossman, B.A., California State
University, Northridge; Ph.D., Teachers
College, Columbia University, Assistant
Professor of Educational Studies. Swarthmore
College.
Maria Luisa Guardlola, Licenciada,
Universität autonoma de Barcelona; Ph.D.,
University of Pennsylvania, Associate
Professor of Spanish. Swarthmore College.
Julie Hagelin, B.A. Pomona College, Ph.D.,
University of New Mexico; Assistant Professor
of Biology. Swarthmore College.
Donna T. Halley, B.S., University of
Delaware, Laboratory Instructor of Chemistry.
1002 Beech Road, Wallingford PA 19086.
Cynthia Perwin Halpern, B.A., Tulane
University; M.A., London School of
Economics; Ph.D., Princeton University,
Associate Professor of Political Science.
Swarthmore College.
Janice Hamer, 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.
Jessica Todd Harper, B.A., Bryn Mawr
College; M.F.A., Rochester Institute of
Technology, Visiting Assistant Professor of
Studio A rt (part time). 819 Dover Road,
Wynnewood PA 19096.
K. David Harrison, B.A., American
University; Magister, Jagiellonian University,
Poland; M.A., Ph.D., Yale University; Visiting
Assistant Professor of Linguistics. Swarthmore
College.
John J . HaSSett, B.A., St. Francis College;
M.A., University of Iowa; Ph.D., University of
Wisconsin, Susan W. Lippincott Professor of
Modem Languages and Literatures (Spanish).
514 S. Providence Road, Wallingford PA
19086.
Mark Haussman, B.S., Wartburg College,
M.S., Iowa State University, Ph.D., Iowa State
University, Visiting Assistant Professor of
Biology. Swarthmore College.
411
Faculty
Shino Hayashi, B.A., Tsuda College, M.A.,
University of Minnesota, Language Instructor
of Japanese (part time). Swarthmore College.
Adam Hertz, B.A., University of Redlands;
M.Ed., Temple University, Director of
Athletics, Physical Education Department.
Swarthmore College.
Sally HeSS, B.A., Barnard College; M.Phil.,
Yale University, Associate Professor of Dance
(part time). Swarthmore College.
Jack Hoeksema, M.A., Ph.D.,
Rijksuniversiteit Groningen, Cornell Visiting
Professor, Linguistics Department.
Swarthmore College.
Robinson G. Hollister J r ., B.A., Amherst
College; Ph.D., Stanford University, Joseph
W harton Professor of Economics. Swarthmore
College.
Raymond F. Hopkins, B•A., Ohio Wesleyan
University; M.A., Ohio State University;
M.A., Ph.D., Yale University, Richter
Professor of Political Science. 308 Ogden
Avenue, Swarthmore PA 19081.
Steven P. Hopkins, B.A., M.A., University
of California, Santa Barbara; A.M.,‘ Ph.D'.,
Harvard University, Associate Professor of
Religion. 312 S. Chester Road, Swarthmore
PA 19081.
Retsy Horner, B.S., Bucknell University;
M.Div., Andover-Newton Theological
School, Laboratory Instructor of Biology.
Swarthmore College.
Etsuko Hoshino Browne, B.A., Ph.D.,
University of Waterloo, Assistant Professor
of Psychology. 606 Ogden Avenue,
Swarthmore PA 19081.
Kathleen P. Howard, B.A., Princeton
University; Ph.D., Yale University, Associate
Professor of Chemistry and Biochemistry.
406 Walnut Lane, Swarthmore PA 19081.
Constance Cain Hungerford, B.A.,
Wellesley College; M.A., Ph.D., University
of California, Berkeley; Provost and Mari S.
Michener Professor of A rt History. 410
Dickinson Avenue, Swarthmore PA 19081.
Thomas J . Hunter, B.S., University of
Chicago; Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Mathematics. Swarthmore College.
412
J . Matthew Hutchison, B.A., Grinnell
College; Ph.D., University of WisconsinMadison, Visiting Assistant Professor of
Chemistry and Biochemistry. 915 Harvard
Avenue, Apartment 1205, Swarthmore
PA 19081.
Virginia M . Indivero, B.S., Elizabethtown
College; M.S., Villanova University, Lecturer
of Chemistry and Biochemistry. 2915
Wakefield Drive, Holmes PA 19043.
Philip N. Jefferson, B.A., Vassar College;
M.A., Ph.D., University of Virginia, Professor
of Economics. 625 Elm Avenue, Swarthmore
PA 19081.
John B. Jenkins, B.S., M.S., U tah State
University; Ph.D., University of California,
Los Angeles, Isaac H. Clothier Jr. Professor of
Biology. 330 Cornell Avenue, Swarthmore PA
19081.
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. Language Instructor
of Japanese (part time). 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, Assistant
Professor of English Literature. 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.
Elizabeth Joyce, B.S., Cornell University;
Ph.D., Tufts University, Visiting Professor of
Biology. Swarthmore College.
Pieter M . Judson, B.A., Swarthmore
College; M.A., Ph.D., Columbia University,
Professor of History and Chair. 3453 Midvale
Avenue, Philadelphia PA 19129.
Edward T. Kako, B.A., Brown University;
M.A., Ph.D., University of Pennsylvania,
Assistant Professor of Psychology. 230 W.
Albemarle Avenue, Lansdowne PA 19050.
Wol A Kang, B.A., Fu-Jen Catholic
University, Taipei, Taiwan; M.A., Peking
University, Beijing, China, Language
Instructor of Chinese (part time).
Swarthmore College.
Nicholas Kaplinsky, B.A., Reed College;
Ph.D. University of California at Berkeley;
Assistant Professor of Biology. Swarthmore
College.
Jennie Keith, B.A., Pomona College; M.A.,
Ph.D., Northwestern University, Centennial
Professor of Anthropology and Director of the
Eugene M. Lang Center for Civic and Social
Responsibility. Swarthmore College.
Charles F. Kelemen, B.A., Valparaiso
University; Ph.D., Pennsylvania State
University, Edward Hicks Magill Professor of
Computer Science. 776 Hillview Road,
Malvern PA 19355.
Deborah G. Kemier Nelson, B.A., M.A.,
Ph.D., Brown University, Centennial
Professor of Psychology. 211 Benjamin West
Avenue, Swarthmore PA 19081.
Mary K. Kenney, A.B., Chestnut Hill
College; M.A., Villanova University,
Language Instructor of Spanish (part time).
Swarthmore College.
Ronald I. Kim, A.B., Princeton University;
Ph.D., University of Pennsylvania, Visiting
Assistant Professor (part time). Swarthmore
College.
Mary Ann Klassen, B.A., Agnes Scott
College; M.S., University of Wyoming,
Lecturer of Physics and Astronomy.
Swarthmore College.
Eugene A . Klotz, B.S., Antioch College;
Ph.D., Yale University, Albert and Edna
Pownall Buffington Professor of Mathematics.
735 Yale Avenue, Swarthmore PA 19081.
Jonathan Kochavi, B.A., University of
Chicago; Ph.D., State University of New
York-Buffalo; Visiting Assistant Professor of
Music (part time). Swarthmore College.
Herbert R. Kohl, B.A., Harvard University;
M.A., Teachers College, Columbia University,
Eugene M. Lang Visiting Professor for Issues
of Social Change. Swarthmore College.
Hail! Kong, M.A., People’s University,
Beijing; Ph.D., University of Colorado at
Boulder, Associate Professor of Chinese.
Swarthmore College.
Allen Kuharski, B.A., University of
Wisconsin—Madison; M.A., Ph.D., University
of California, Berkeley, Associate Professor of
Theater. 317 N. 35th Street, Philadelphia
PA 19104.
Mark Kuperberg, B.A., Amherst College:
M.A., Ph.D., Massachusetts Institute of
Technology, Professor of Economics.
147 Park Avenue, Swarthmore PA 19081.
Benjamin A . Kuperman, B.S.E., University
of Toledo; M.S., Ph.D., Purdue University,
Visiting Assistant Professor of Computer
Science. Swarthmore College.
James R. Kurth, B.A., Stanford University;
M.A., Ph.D., Harvard University, Claude C.
Smith Professor of Political Science. 100
Rutgers Avenue, Swarthmore PA 19081.
Michael P. Lauzon, B.S., Harvey Mudd
College; M.S., Ph.D., Brown University,
Visiting Assistant Professor of Mathematics.
Swarthmore College.
Harleigh Leach, B.A., Trinity College; M.S.,
Smith College, Head Coach/Instructor,
Physical Education. 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. 241 Rutgers Avenue,
Swarthmore PA 19081.
Carolyn Lesjak, B.A., Swarthmore College;
M.A., Duke University; Ph.D., Duke
University, Associate Professor of English
Literature. 219 St. Mark’s Square,
Philadelphia PA 19104.
Gerald Levinson, B.A., University of
Pennsylvania; M.A., Ph.D., University of
Chicago, Jane Lang Professor of Music.
307 Maple Avenue, Swarthmore PA 19081.
Lillian M . Li, A.B., Radcliffe College; A.M.,
Ph.D., Harvard University, Professor of
History. 308 Chestnut Avenue, Swarthmore
PA 19081.
413
Faculty
Xiaorong Li, B.A., M.A., Peking University,
Michael Marissen, B.A., Calvin College;
Beijing, China, Ph.D., McGill University,
Canada, Instructor of Chinese. Swarthmore
College.
Jeremy Loomis, B.A., University of
Maryland, M.S., Miami University, M.B.A.,
University of Maryland, Head Coach/
Instructor, Physical Education. Swarthmore
College.
Tamsin Lorraine, B.A., Middlebury College;
Ph.D., University of Massachusetts, Associate
Professor of Philosophy. 314 N. Providence
Road, Wallingford PA 19086.
Jose-Luis Machado, B.S., Universidad
de Los Andes, Bogota; M.S., University of
Vermont; Ph.D., University of Minnesota,
Assistant Professor of Biology. Swarthmore
College.
Miiton R . Machuca, Licenciatura in
Psychology, Universidad Centroamericana,
San Salvador, El Salvador; M.A., Ph.D.,
Temple University, Visiting Assistant
Professor of Spanish (part time).
Swarthmore College.
Nelson A . Macken, B.S., Case Institute of
Technology; Ph.D., University of Delaware.
Howard N. and Ada J. Eavenson Professorship
in Engineering. 250 Haverford Avenue,
Swarthmore PA 19081.
Ellen B. Magenheim, B.A., University of
Rochester; M.A., Ph.D., University of
Maryland, Professor of Economics; Director for
Academic Relations, Eugene M. Lang Center
for Civic and Social Responsibility,
2005-2006. Swarthmore College.
James Magruder, B.A., Cornell University;
M.A., M.F.A., D.F.A., Yale University, Visiting
Assistant Professor of Theater (part time).
Swarthmore College.
Jonathan Hart Makwaia, Certifícate, Roy
Hart Centre, Visiting Instructor of Theater
(part time). Swarthmore College.
Baklrathi Man), B.S.F.S., Georgetown
University; M.A., Jawaharlal Nehru
University; Ph.D., Stanford University,
Assistant Professor of English Literature.
Swarthmore College.
Jeanne Marecek, B.S., Loyola University;
Ph.D., Yale University, William R. Kenan Jr.
Professor of Psychology. 325 S. Monroe Street,
Media PA 19063.
Ph.D., Brandéis University, Daniel Underhill
Professor of Music. Swarthmore College.
Jocelyne Mattei-Noveral, B.S., Orsay
University, Laboratory Instructor of Biology.
Swarthmore College.
Stephen B. Maurer, B.A., Swarthmore
College; M.A., Ph.D., Princeton University,
Professor of Mathematics. 206 Benjamin West
Avenue, Swarthmore PA 19081.
Bruce A . Maxwell, B.A., B.S., Swarthmore
College; M.Phil, Cambridge University;
Ph.D., Carnegie Mellon University, Associate
Professor of Engineering. 951 Beatty Road,
Springfield PA 19064.
Arthur E . McGarity, B.S., Trinity University;
M.S.E., Ph.D., Johns Hopkins University,
Henry C. and J. Archer Turner Professor of
Engineering. 135 Rutgers Avenue,
Swarthmore PA 19081.
Erin B. Mee, B.A., Harvard University;
M.A., Ph.D., New York University. Assistant
Professor of Theater. 2 Crum Ledge Lane,
Swarthmore PA 19081.
Lisa Meeden, B.A., Grinnell College; M.S.,
Ph.D., Indiana University, Associate Professor
of Computer Science. 12 Shepherds Lane,
Wallingford PA 19086.
Rachd A . Merz, B.A., Western New Mexico
University; M.S., University of Florida; Ph.D.,
University of Chicago, Professor of Biology.
401 Dickinson Avenue, Swarthmore PA
19081.
Brian A . Meunier, B.F.A., University of
Massachusetts-Amherst; M.F.A., Tyler School
of Art, Temple University, Professor of Studio
A rt and Studio A rt Coordinator. Swarthmore
College.
JaninC Mileaf, B.A., Wesleyan University;
M.A., Ph.D., University of Pennsylvania,
Assistant Professor of A rt History.
Swarthmore College.
Barbara Milewski, 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. Miller, A.B., Princeton
University; Ph.D., Harvard University,
Assistant Professor of Chemistry and
Biochemistry. 515 Elm Avenue, Swarthmore
PA 19081.
414
Lynne A . Molter, B.S., B.A., Swarthmore
College; S.M., Sc.D., Massachusetts Institute
of Technology, Professor of Engineering.
Swarthmore College.
Frank A . Moscatelli, B.S., c .w . Post
College; M.S., Ph.D., New York University,
Professor of Physics. 401 Rogers Lane,
Wallingford PA 19086.
George Moskos, 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 . Mullan, B•A., University
of California, Berkeley; M.Ed., Temple
University; Ph.D., University of Delaware,
Professor of Physical Education. Swarthmore
College.
Braulio Muñoz, B.A., University of Rhode
Island; M.A., Ph.D., University of
Pennsylvania, Eugene M. Lang Research
Professor of Sociology. 500 Harvard Avenue,
Swarthmore PA 19081.
Rosarla V. Munson, Laurea in Lettere
Classiche, Università degli Studi, Milano;
Ph.D., University of Pennsylvania, Professor
of Classics. Swarthmore College.
Jeffrey S. Murer, B.A., University of
Wisconsin; Ph.D., University of Illinois at
Chicago, Assistant Professor of Politicai
Science. Swarthmore College.
James Murphy, B.A., State University of
New York at Albany, Visiting Instructor of
Theater (part time). Swarthmore College.
Marjorie Murphy, B.A., Jersey City State
College; M.A., San Jose State University;
Ph.D., University of California, Davis,
Professor of History. Swarthmore College.
Carol Nackenoff, A.B., Smith College;
M.A., Ph.D., University of Chicago, Professor
of Political Science. 302 S. Chester Road,
Swarthmore PA 19081.
C. Kemal Nance, 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.
226 Park Avenue, Swarthmore PA 19081.
Carole Netter, Maitrisse and DEA,
University of Paris, Language Instructor of
French (part time). Swarthmore College.
Ursula Neuerburg-Denzer, B.A., Freie
Universität; M.A., New York University,
Visiting Instructor of Theater. 20 Oberlin
Avenue, Swarthmore PA 19081.
Tia Newhall, B.S.-SED, M.S., Ph.D.,
University of Wisconsin—Madison, Associate
Professor of Computer Science. Swarthmore
College.
Hans F. Oberdick, B.S. Ph.D., University of
Wisconsin, Henry C. and Charlotte Turner
Professor of Philosophy. 410 Dickinson
Avenue, Swarthmore PA 19081.
Stephen A . O’Connell, A.B., Oberlin
College; Ph.D., Massachusetts Institute of
Technology, Professor of Economics. 509
Harvard Avenue, Swarthmore PA 19081.
Virginia Adams O’Connell, B.A., Haverford
College; M.A., Ph.D., University of
Pennsylvania, Visiting Assistant Professor of
Sociology. 509 Harvard Avenue, Swarthmore
PA 19081.
Lizzie Olesker, B.A., Antioch College;
M.F.A., New York University, Visiting
Assistant Professor of Theater (part time).
Swarthmore College.
Frederick L . Orthlieb, B .s . M.S.,
Massachusetts Institute of Technology; Ph.D.,
Carnegie Mellon University, Professor of
Engineering. The Isaiah V. Williamson Chair
of Civil and Mechanical Engineering. 13
Green Valley Road, Wallingford PA 19086.
Robert S. Raley, B.S., McGill University;
M.S., Ph.D., University of Michigan, Professor
of Chemistry and Biochemistry. 602 Elm
Avenue, Swarthmore PA 19081.
Robert F. Pasternack, B.A., Ph.D., Cornell
University, Edmund Allen Professor of
Chemistry and Biochemistry. 800 Avondale
Road, Wallingford PA 19086.
Michael A . Pesenson, B.A., University
of Pennsylvania; Ph.D., Yale University,
Assistant Professor of Russian. Swarthmore
College.
Adrienne Petty, B.S., Northwestern
University; M.A., M.Phil., Ph.D., Columbia
University, Visiting Assistant Professor of
History and Scholar in Residence.
Swarthmore College.
Mary Phelan, B.s., College of Saint Rose;
M. A., University of Wisconsin, Visiting
Assistant Professor of Studio A rt (part time).
Swarthmore College.
415
Faculty
Steven I. Piker, B.A., Reed College; Ph.D.,
University of Washington, Professor of
Anthropology. 125 Rutgers Avenue,
Swarthmore PA 19081.
Michael J . Piovoso, B.S., University of
Delaware; M.S.E.E., University of Michigan;
Ph.D., University of Delaware, Visiting
Associate Professor of Engineering.
Swarthmore College.
Elke Plaxton, B.A., Brigham Young
University; M.A., University of Colorado,
Language Instructor of German (part time).
2022 Brandywine Street, Philadelphia PA
19103.
Helen Plotkin, B.A., Swarthmore College;
M.A., University of Michigan, Visiting
Instructor of Religion (part time).
Swarthmore College.
Colin Purrington, B.A., Reed College; Ph.D.,
Brown University, Associate Professor of
Biology. Swarthmore College.
Paul R. Rablen, B.A., Haverford College;
M.A., Columbia University; Ph.D., Yale
University, Associate Professor of Chemistry
and Biochemistry. 404 Elm Avenue,
Swarthmore PA 19081.
Charles Raff, B.A., University of Rochester;
M.A. and Ph.D., Brown University, Professor
of Philosophy. 214 Rutgers Avenue,
Swarthmore PA 19081.
Eric Raimy, B.A., University of Toronto;
Ph.D., University of Delaware, Visiting
Assistant Professor of Linguistics (part time).
46 Julie Lane, Newark DE 19711.
Keith Reeves, B.A., Swarthmore College;
Ph.D., University of Michigan, Associate
Professor of Political Science. 308 S. Chester
Road, Swarthmore PA 19081.
Patricia L . Reilly, B.A., University of
California; M.A., Bryn Mawr College; Ph.D.,
University of California, Assistant Professor of
A rt History. Swarthmore College.
Michele Reimer, B.A., Yale University;
M.S.W., Smith College School for Social
Work; Ph.D., Temple University, Assistant
Professor of Psychology (part time). 522 Valley
View Road, Merion Station PA 19066.
Celia R. Reisman, B.F.A., Carnegie Mellon
University; M.F.A., Yale University, Assistant
Professor of Studio Art (part time). 49
Merbrook Lane, Merion Station PA 19066.
416
K. Ann Renninger, B•A., University of
Pennsylvania; M.A., Ph.D., Bryn Mawr
College, Professor of Educational Studies.
Swarthmore College.
Micheline Rice-Maximin, 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. 525 Elm Avenue,
Swarthmore PA 19081.
Barbara Riebling, 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.
Victoria Rivera-Cordero, B.A., M.A.,
Sorbonne Nouvelle (Paris III), France,
M.A., Ph.D., Princeton University, Visiting
Assistant Professor of Spanish. Swarthmore
College.
Maria Teresa Rodriguez, B.A., University
of Virginia; M.F.A., Temple University,
Visiting Assistant Professor (part time).
Swarthmore College.
Marina Rojavin, B•A., Ukrainian Publishing
Institute, Kiev, Ukraine; Ph.D., A. Potebnia
Institute for Linguistics, National Academy of
Sciences of Ukraine, Kiev, Ukraine, Visiting
Assistant Professor of Russian. Swarthmore
College.
Barbara Romaine, B.A., M.A., University
of Massachusetts at Amherst, Visiting
Instructor of Arabic in Religion (part time).
Swarthmore College.
Ellen M . Ross, B.A., Princeton University;
M.A., Ph.D., University of Chicago, Associate
Professor of Religion. 604 Elm Avenue,
Swarthmore PA 19081.
Mary E . Roth, B.A., KenyonCollege; Ph.D.,
Massachusetts Institute of Technology,
Lecturer of Chemistry and Biochemistry.
119 Chapel Hill Drive, Newark DE 19711.
Richard L . Rubin, A.B., Brown University;
M.A., Ph.D., Columbia University, Professor
of Political Science and Public Policy (part
time). Swarthmore College.
Tomoko Sakomura, B.A., Keio University;
M.A., Columbia University, Instructor of Art
History. Swarthmore College.
Erin Sclllag, B.A., Colgate University; M.S.,
Jon Sherman, B.A., Temple University,
University of Maryland; Laboratory Instructor
in Biology. Swarthmore College.
Tomoko Sakomura, B.A., Keio University;
M.A., Columbia University, Instructor of Art
History. Swarthmore College.
Peter J . Schmidt, B.A., Oberlin College;
M.A., Ph.D., University of Virginia, Professor
of English Literature. 606 Elm Avenue,
Swarthmore PA 19081.
Allen M . Schneider, B.S., Trinity College;
Ph.D., Indiana University, Centennial
Professor of Psychology. 608 Elm Avenue,
Swarthmore PA 19081.
Susan Schnmburg, A.B., Wellesley College;
M.A., Ph.D., Harvard University, Visiting
Assistant Professor of Religion, 404 Elm
Avenue, Swarthmore PA 19081.
Prudence G. Schran, B.S., University of
Maine; M.A., West Chester University,
Lecturer of Physics and Astronomy.
Swarthmore College.
Richard Schuldenfrei, B.A., M.A.,
University of Pennsylvania; Ph.D., University
of Pittsburgh, Professor of Philosophy. 19
White Pine Lane, Rose Valley PA 19065.
Barry Schwartz, B.A., New York University;
M.A., Ph.D., University of Pennsylvania,
Dorwin P. Cartwright Professor of Social
Theory and Social Action. 279 S. Fifth Street,
Philadelphia PA 19106.
Peggy Ann Seiden, B.A., Colby College;
M.A., University of Toronto; M.L.I.S., Rutgers
University, College Librarian. Swarthmore
College.
Helene Shapiro, B.A., Kenyon College;
Ph.D., California Institute of Technology,
Professor of Mathematics. Swarthmore
College.
Kenneth E . Sharpe, B.A., Dartmouth
College; M.S., London School of Economics
and Political Science; Ph.D., Yale University,
William R. Kenan Jr. Professor of Political
Science. 521 Elm Avenue, Swarthmore PA
19081.
Mimi Sheller, A.B., Harvard University;
M .A ., Ph.D., New School for Social
Research; Visiting Associate Professor,
Swarthmore College.
Associate in Performance (Dance).
Swarthmore College.
Don H. Shimamoto, B.S., Stanford
University; M.A., Ph.D., Brandéis University,
Associate 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. 30 Waterford Way,
Wallingford PA 19086.
Sunka Simon, 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. 15 W hite Pine Lane, Media PA
19063.
Lee A . Smithey, B.A., Emory University;
M.A., Ph.D., University of Texas at Austin,
Assistant Professor of Sociology. Swarthmore
College.
Lisa Smulyan, B.A., Swarthmore College;
M.A.T., Brown University; Ed.D., Harvard
Graduate School of Education, Professor of
Educational Studies. Swarthmore College.
Lnri 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, Language
Instructor of Chinese (part time). 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. Flammons Professor of Chemistry
and Biochemistry. 737 Harvard Avenue,
Swarthmore PA 19081.
K. Elizabeth Stevens, B.A., Reed College;
M.F.A., Yale School of Drama, Assistant
Professor of Theater (part time). 4225 Qsage
Avenue, Philadelphia PA 19104.
Walter R. Stromquist, B.A., University of
Kansas; M.A., Ph.D., Harvard University,
Visiting Associate Professor of Mathematics.
Swarthmore College.
4 17
Faculty
I Nyoman Suadin, Associate in Performance
(Music and Dance). Swarthmore College.
Atsuko Sllda, B.A., Obirin University,
Tokyo, Japan; M.A., University of Arizona,
Language Instructor of Japanese (part time).
Swarthmore College.
Wil Swanson, Associate in Performance
(Dance), Swarthmore College.
Kail Swingle, B.A. M.A., University of
Minnesota, Instructor of Linguistics (part
time). 1511A Wallingford Road, Springfield
PA 19064.
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.
Eva F. Travers, B.A., Connecticut College;
M.A., Ed.D., Harvard University, Professor of
Educational Studies. Swarthmore College.
William N. Turpin, M.A., University of St.
Andrews; M.A., University of Toronto; Ph.D.,
Cambridge University, Professor of Classics.
7 Sylvan Avenue, Rutledge PA 19070.
Richard Valelly, B.A., Swarthmore College;
Ph.D., Harvard University, Professor of
Political Science. Swarthmore College.
Thomas Valente, B.S., Montana State
University, Laboratory Instructor of Biology.
Swarthmore College.
Elizabeth A . Vallen, B.A., Case Western
Reserve University; Ph.D., Princeton
University, Associate Professor of Biology.
Swarthmore College.
Patricia Vargas, M.A., Inca Garcilaso
de la Vega University, Lima, Peru, Language
Instructor of Spanish (part time). Swarthmore
College.
Amy Cheng Vollmer, B.A., William Marsh
Rice University; Ph.D., University of Illinois,
Professor of Biology. Swarthmore College.
Eric Wagner, B .A ., Connecticut College;
Head Coach/Instructor, Physical Education.
Swarthmore College.
Robin E . Wagner-Pacifici, B.A., Brown
University; M.A., Ph.D., University of
Pennsylvania, Professor of Sociology.
303 Elm Avenue, Swarthmore PA 19081.
418
Mark I. Wallace, B.A., University of
California at Santa Barbara; M. Div.,
Princeton Theological Seminary; Ph.D.,
University of Chicago, Associate Professor of
Religion. 604 Elm Avenue, Swarthmore PA
19081.
Steve C. Wang, B.S. Cornell University;
M.S., Ph.D., University of Chicago, Assistant
Professor of Statistics. Swarthmore College.
Andrew H. Ward, A.B., Harvard University;
Ph.D., Stanford University, Associate
Professor of Psychology. Strath Haven
Condominiums, 801 Yale Avenue,
Swarthmore PA 19081.
Martin 0. Warner, B.A., University of
N orth Carolina at Chapel Hill; M.A., Duke
University, Registrar. Swarthmore College.
Robert E . Weinberg, B.S., Cornell
University; M.A., Indiana University; Ph.D.,
University of California, Berkeley, Professor
of History. 940 Harvard Avenue, Swarthmore
PA 19081.
Philip M . Weinstein, B.A., Princeton
University; M.A., Ph.D., Harvard University,
Alexander Griswold Cummins Professor of
English Literature. 510 Ogden Avenue,
Swarthmore PA 19081.
Stephen Welsh, B.A., Swarthmore College;
M.F.A., Temple University, Associate in
Performance (Dance). Swarthmore College.
Hansjakob Werien, M.A., University of
Notre Dame; Ph.D., Stanford University,
Professor of German. 515 Elm Avenue,
Swarthmore PA 19081.
Larry E . Westphal, B.A., Occidental
College; Ph.D., Harvard University, J. Archer
and Helen C. Turner Professor of Economics.
Swarthmore College.
Patricia White, B.A., Yale University; Ph.D.,
University of California, Santa Cruz,
Associate Professor of English Literature.
Swarthmore College.
Tyrene White, B.A., Middle Tennessee
State University; M.A., Ph.D., Ohio State
University, Associate Professor of Political
Science. 4 W hittier Place, Swarthmore PA
19081.
Thomas Whitman, B.A., Swarthmore
College; Ph.D., University of Pennsylvania,
Associate Professor of Music. Swarthmore
College.
Richard Wicentowski, B.S., Rutgers
College, Rutgers University; M.S., University
of Pittsburgh; Ph.D., Johns Hopkins
University, Assistant Professor of Computer
Science. Swarthmore College.
Kelly Wilcox, B.A. , Swarthmore College,
M.S., University of Pennsylvania, Head
Coach/Instructor, Physical Education.
Swarthmore College.
Alexander Williams, B.A., Princeton
University, Visiting Instructor of Linguistics.
Swarthmore College.
Robert E . Williams, B.S., Delaware State
College; M.S., Rutgers University, Marian
Snyder Ware Professor of Physical Education
and Athletics. 507 Oak Crest Lane,
Wallingford PA 19086.
Craig Williamson, B.A., Stanford University;
M.A., Harvard University; Ph.D., University
of Pennsylvania, Professor of English
Literature. 501 Harvard Avenue, Swarthmore
PA 19081.
Sarah Willie, B.A., Haverford College; M.A.,
Ph.D., Northwestern University, Associate
Professor of Sociology. Swarthmore College.
Lee Wimberly, B.A. Stanford University;
J.D., University of California at Berkeley,
Professor of Physical Education. Swarthmore
College.
Carina Yervasi, B.A., Hofstra University;
Ph.D., City University of New York, Assistant
Professor of French. Swarthmore College.
Sarah Zwerling, B.A., San Francisco State
University; M.F.A., University of
Pennsylvania. Visiting Assistant Professor of
Studio Art. Swarthmore College.
419
Faculty
Divisions and Departments
I. DIVISION OF THE HUMANITIES
Nathaniel Deutsch, Chair
Linguistics
Donna Jo Napoli, Acting Chair
Mathematics and Statistics
Stephen B. Maurer, Chair
Art
Philosophy
Brian A. Meunier, Chair
Richard Eldridge, Chair
Tamsin Lorraine, Acting Chair
Asian Studies
Alan Berkowitz, Chair
Physics and Astronomy
Classics
Amy L.R. Bug, Chair
Rosaria V. Munson, Chair
Psychology
English Literature
Barry Schwartz, Acting Chair
Peter J. Schmidt, Chair
History
Pieter M. Judson, Chair
Mathematics and Statistics
III.
DIVISION OF THE SOCIAL SCIENCES
Carol Nackenoff, Chair
Stephen B. Maurer, Chair
Economics
Modern Languages and Literatures
John P. Caskey, Chair
John J. Hassett, Chair
Alan Berkowitz, Acting Chair, Fall 2005
Educational Studies
Lisa Smulyan, Chair
Music and Dance
Engineering
Thomas Whitman, Chair
Sharon E. Friedler, Director of Dance
Erik Cheever, Chair
Philosophy
Pieter M. Judson, Chair
Richard Eldridge, Chair
Linguistics
Psychology
Donna Jo Napoli, Acting Chair
History
Frank H. Durgin, Chair
Mathematics and Statistics
Religion
Stephen B. Maurer, Chair
Yvonne Chireau, C h air.
Philosophy
Theater
Richard Eldridge, Chair
Allen Kuharski, Chair
Political Science
Tyrene W hite, Chair
Psychology
II.
DIVISION OF THE NATURAL
SCIENCES AND ENGINEERING
Don Shimamoto, Chair
Biology
Kathleen Siwicki, Chair
Chemistry and Biochemistry
Barry Schwartz, Acting Chair
Sociology and Anthropology
Miguel Diaz-Barriga, Chair
Interdisciplinary Programs
Carr Everbach, Chair
Paul R. Rablen, Chair
Rose MaiO, Administrative Coordinator for
Computer Science
the Divisions of Humanities, Social Sciences,
and Natural Sciences and Engineering
Charles F. Kelemen, Chair
Engineering
Erik Cheever, Chair
42D
Standing Committees
of the Faculty
Academic Requirements
Assessment Planning Committee
Faculty Advisory Council to
Dean qf Admissions
College Information Security
Council on Educational Policy
Committee on Faculty Procedures
Computi!® Services
Cooper Foundation Committee
Curriculum Cominittee
Fellowships and Prizes
Foreign Stjudy 1
Health Sc ences Advisory
Lang Ceni er Advisory Board
Library
Physical E lucation and Athletics
Advise ry Committee
Promotiot and Tenure
Research ] ithics ,
Interdisciplinary Programs
Asian Studies
Black Studies
Cognitive Sciences
Comparative Literature
Environmental Studies
Film Studies
Francophone Studies
German Studies
Interpretation Theory
Latin American Studies
Medieval Studies
Peace and Conflict Studies
Public Policy
Teacher Education
Women’s Studies
Other Committees W ith
Faculty Representation
Advisory Council to the Dean
Ad Hoc Committee on ADA Planning
(as needed)
Ad Hoc Committee on Documented
Disabilities
Ad Hoc Committee on Web Site Redesign
Institutional Animal Care and Use Committee
College Budget Committee
College Jujdiciary Committee
Crum Wc^xis Stewardship Committee
Cultural Diversity
Equal Opportunity Advisory Committee
Faculty and Staff Benefits
Honorary Degrees
Howard Hughes Medical Institute
Provost Renewal/Search
Sager
Swarthmore Foundation
421
Administration
ADMINISTRATIVE DIVISIONS
OFFICE OF THE PRESIDENT
President
Vice President for College and
Community Relations and
Executive Assistant to the President
Equal Opportunity Office
Lang Center for Civic and
Social Responsibility
OFFICE OF THE PROVOST
Associate Provost
Executive Assistant to the Provost
Center for Social and Policy Studies
Foreign Study Office
Information Technology Services
Media Services
Libraries
Cornell Science and Engineering
Library
Friends Historical Library
McCabe Library
Swarthmore College Peace Collection
Daniel Underhill Performing Arts
Library
Physical Education and Athletics
OFFICE OF THE VICE PRESIDENT FOR
FINANCE AND TREASURER
Controller
Business Office
Office Services
Student Accounts
Institutional Research
Investment Office
OFFICE OF THE DEAN OF ADMISSIONS
AND FINANCIAL AID
Admissions
Financial Aid
OFFICE OF THE DEAN OF THE COLLEGE
Associate Dean for Academic Affairs
Associate Dean for Multicultural Affairs
Associate Dean for Student Life
Academic Support
Black Cultural Center
Career Services
Disability Services
Fellowships and Prizes
Gender Education
Health Sciences Office
Health Services
Intercultural Center
Psychological Services
Registrar’s Office
Residential Life
Student Activities
422
OFFICE OF THE VICE PRESIDENT FOR
ALUMNI, DEVELOPMENT, AND
PUBLIC RELATIONS
Advancement Services
Alumni and Gift Records
Events Planning
Information Systems
Research
Alumni Relations
Development
Alumni Development
Annual Giving
Development Communications
Corporate, Foundation, and
Government Relations
Leadership Giving
Capital Giving
Parents Programs
Planned Giving
Principal Giving
News and Information
Publications
OFFICE OF THE ASSOCIATE VICE
PRESIDENT FOR FACILITIES AND
SERVICES
Bookstore
Dining Services
Facilities Management
Environmental Services
Grounds
Maintenance
Planning and Construction
Lang Performing Arts Center
Occupational and Environmental Safety
Post Office
Public Safety
Risk Management
Scott Arboretum
Summer Programs
OFFICE OF THE ASSOCIATE VICE
PRESIDENT FOR HUMAN RESOURCES
Human Resources
Payroll
Administration
Alfred H. Bloom, B.A., Princeton University;
Ph.D., Harvard University, President and
Professor of Psychology and Linguistics.
PROVOST’S OFFICE
James L . Bock III, B.A., Swarthmore
Wellesley College; M.A., Ph.D., University
of Califomia-Berkeley, Provost and Mari S.
Michener Professor of A rt History.
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.
Robert J . GrOSS, B.A., Swarthmore College;
M.S.S., Bryn Mawr College Graduate School
of Social Work; M.A.T., Ed.D., Harvard
University, Dean of the College.
C. Stuart Hain, B.A., Roanoke College,
Constance Cain Hungerford, B.A.,
Sarah Willie, B.A., Haverford College; M.A.,
Ph.D., Northwestern University, Associate
Provost and Associate Professor of Sociology.
Marcia C. Brown, B.A., Villanova
University; M.Ed., University of Pennsylvania,
Executive Assistant to the Provost.
Cathy Pescatore, Administrative
Coordinator.
Joanne Kimpel, Administrative Coordinator.
Associate Vice President of Facilities and
Services.
Constance Cain Hungerford, B.A.,
DEAN’S OFFICE
Wellesley College; M.A., Ph.D., University
of Califomia-Berkeley, Provost and Mari S.
Michener Professor of A rt History.
Robert J . GrOSS, B.A., Swarthmore College;
M.S.S., Bryn Mawr College Graduate School
of Social Work; M.A.T., Ed.D., Harvard
University, Dean of the College.
Suzanne P. Welsh, B.A., B.S., University
of Delaware; M.B.A., University of
Pennsylvania, Vice President for Finance
and Treasurer.
Joy Charlton, B.A., University of Virginia;
M.A. and Ph.D., Northwestern University,
Associate Dean for Academic Affairs.
Dan C. West, B.A., Austin College; B.D.,
Darryl M . Smaw, B.S., Delaware State
Union Theological Seminary in Virginia;
D. Div., Vanderbilt University; Ed.D., Harvard College; M.Div., Crozer Theological
Seminary; M.Th., Colgate Rochester/Bexley
University, Vice President for Alumni,
Hall/Crozer; Ed.M., Harvard University;
Development, and Public Relations.
Ed.D., Harvard University, Associate Dean for
Melanie Young, B.A., Michigan State
Multicultural Affairs.
University; M.C., Arizona State University,
Rafael Zapata, B.A., Iona College, M.A.,
Associate Vice President for Human
Arizona State University, Assistant Dean of
Resources.
the College and Director of the Intercultural
Center.
PRESIDENT’S OFFICE
Alfred H. Bloom, B.A., Princeton University;
Ph.D., Harvard University, President and
Professor of Psychology and Linguistics.
Maurice G. Eldridge, B.A., Swarthmore
College; M.Ed., University of Massachusetts,
Vice President for College and Community
Relations and Executive Assistant to the
President.
Laura Moreno, Social Coordinator.
Laura K. Warren, Executive Coordinator.
Timothy E . Sams, 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.
Gloria Carey Evans, B.A., Western
Washington College of Education; M.S.,
University of Washington; Ph.D., Stanford
University, Adviser to International Students.
Myrt Westphal, A.B., Occidental College;
Ed.M., Boston University, Associate Dean for
Student Life.
423
Administration
Karen M . Henry, 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.
Angela “ Gigi” Simeone, A.B., Wellesley
College; Ed.M., Boston University; Ph.D.,
University of Pennsylvania, Health Sciences
Adviser and Prelaw Adviser.
Jenny H. Yim, B•A., Virginia Polytechnic
Institute and State University, M.A., Ball
State University, Coordinator of Student
Activities.
Elizabeth Derickson, B.A., Swarthmore
College, Housing Coordinator.
Thomas J . Elverson, B.A., Swarthmore
College; M.A., Villanova University,
Counseling Associate.
Patricia A . Coyne, Administrative
Coordinator.
Terri Borgese, B.S., Millersville University;
Kathleen Collins, B•A., Temple University,
Barbara HilShfeld, A.B., Cornell University;
Ruthanne Krauss; Devonia “ Bonnie” Lytle;
Joanna K. Nealon, A.B., immaculata
College; Diane E . Watson, Administrative
Assistants,
Hilbert Alex Cook, B.A., Carleton College,
Admissions Counselor.
Raissa Rosario Z . Diamante, B.A.,
University of California, Berkeley; M.A.,
Teacher’s College, Columbia University,
Admissions Counselor.
Jeffrey Glenn, B.A., Stanford University,
Admissions Counselor.
William C. Holley, B.A., Carleton 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.
Rhoni Ryan, B.S., Villanova University,
Admissions Information Specialist,
Operations Coordinator.
Yvetta Moat, Administrative Coordinator.
Bernadette Carroll; Catherine Mattus;
Maureen McKeon; Carolyn Moir; Dianna
Mullen, B.S., Millersville University; M.A.,
West Chester University; Janet Sadler;
Stephanie Smith, B.A., Widener University;
Diane Stasiunas, Administrative Assistants.
Arlene K. Mooshian, B.S., West Chester
University; Jeanette Richardson, B.S.,
Drexel University, Receptionists.
ADMISSIONS OFFICE
James L . Bock III, B.A., Swarthmore
College; M.Ed., University of Virginia, Dean
of Admissions and Financial Aid.
Maltha E . Allen, A.B., Smith College,
Associate Dean of Admissions.
Kennon L . Dick, B.A., College of William
and Mary; M.A., Drexel University, Associate
Dean of Admissions.
Slizi Nam, B.A., The College of New Jersey;
M.A., University of Chicago, Associate Dean
of Admissions.
Stacey Kutish, A.B., Hamilton College,
ALUMNI, DEVELOPMENT, AND
PUBLIC RELATIONS
Dan C. West, B.A., Austin College; B.D.,
Union Theological Seminary in Virginia;
D.Div., Vanderbilt University; Ed.D., Harvard
University, Vice President for Alumni,
Development, and Public Relations.
Lisa C. Smith, B.S., University of Oregon;
M.P.A., Harvard University, Special
Consultant.
Connie Baxter, Administrative Coordinator.
Assistant Dean of Admissions.
ADVANCEMENT SERVICES
Hilary J . Rice, B.A., Swarthmore College,
Alexis McCann, B.A., University of
Assistant Dean of Admissions.
Pennsylvania, Director.
424
Alumni and Q ift Records
DEVELOPMENT
Ruth Krakower, b .F.A., University of
A lumni D evelopment
Hartford, Hartford School of Art, Director.
Jane Pedrick, B.A., Franklin & Marshall
College, Records Information Specialist.
Diane Fritz, Gift Information Specialist.
Marianne Kennedy, Gift Recorder.
Stephanie Specht, Alumni Recorder.
Catherine Napoline, B.S., Rosemont
College, Alumni Recorder.
Elizabeth Young, B.S., University of
Kentucky, Administrative Assistant.
Events Planning
Millie Dappollone, A.A.S., Community
College of Philadelphia, Administrative
Assistant.
Patricia A . Laws, B.A., Lehigh University,
Director.
A nnual Qiving
Mary Beth Mills, B.A., Pennsylvania State
University; M.S., Drexel University, Director.
Craig Waltman, B.A., Elizabethtown
College, Marketing Manager.
Dennis Archey, A. A., University of
Maryland; B.A., Penn State, Assistant
Director.
Deborah J . Mulligan, Class Agent
Administrator.
Marie Kirlin, Administrative Assistant.
D evelopment Communications
Information Systems
Susan Clarey, B.A., Syracuse University,
Mimi GeiSS, Manager, Information Systems.
Director.
Barbara Mann, B.S., West Chester
University, Manager, Advancement Data and
Technology.
C orporate, F oundation , and
G overnment R elations
Kenneth Dinitz, B.A., Swarthmore College;,
Research
M.A., New School for Social Research,
Director.
Florence Ann Roberts, B.A., Gettysburg
College; M.S., University of Pennsylvania,
Director.
Nadine Kolowrat, Associate Director.
Tania Johnson, B.A., M.A., University of
Kay Draper, B.S.Ed., Northwestern
University; J.D., University of Illinois, Senior
Research Associate/Writer.
Linda McCiOSkey, B.A., Widener University,
Pennsylvania, Grants Administrator.
Leadership G iving
Stephen D. Bayer, B.A., Tufts University;
Research Associate/Writer.
J.D., Emory University School of Law,
Director.
Barbara Fleming, B.A., Tufts University,
Research Associate/Writer.
Capital Qiving
Kay WatSOn, A.A.S., Pennsylvania State
Anne Bonner, B.A., University of Wyoming;
University, Administrative Assistant.
M.A., University of Washington, Acting
Director, Capital Giving.
ALUMNI RELATIONS
Susan Lathrop, B.A., Wellesley College;
Lisa Lee, B.A., Swarthmore College; M.Ed.,
M.Ed., Smith College; B.S., University of
Delaware, Associate Director.
Boston University, Director.
Astrid Devaney, Associate Director.
Patricia Maloney, B.A., Pennsylvania State
University, Associate Director.
Nathan Stazewski, B.A., Gettysburg
College, Assistant Director.
Katherine Watts, B.A., Goucher College,
Administrative Assistant.
AniSha Desai, B.Com., Bombay University,
India, PGDBM, Sydenham Institute of
Management, Bombay, India, Administrative
Assistant.
Geoff Semenuk, B.A., University of
Delaware, Assistant Director.
425
Administration
Parents Programs
Tarsia Duff, A.A.S., Delaware County
Community College; Nancy Kane, B.A.,
Eastern University, Administrative Assistants.
Planned Qiving
Patti Bandar, B.S., University of Minnesota,
M.A., St. Mary’s University, Associate
Director.
Amanda M . Hrincevich, B.A., Marist
Phillip Stern, B.A., Swarthmore College;
M.F.A., University of Pennsylvania, Graphic
Designer.
Eleftherios Kostans, A.S., A rt Institute of
Philadelphia, Photographer (part time).
Janice Merrill*ROSSi, Administrative
Assistant.
College, Planned Giving Administrator.
BOOKSTORE
Principal Qiving
Kathleen K. Grace, B.S., Elizabethtown
College; M.B.A., Philadelphia University,
Director.
Flnrence Ann Huberts, B.A., Gettysburg
College; M.S., University of Pennsylvania,
Coordinator of Principal Gifts.
Steve Levin, B.A., Temple University, Book
Sandy Byers, Administrative Assistant.
Manager.
NEWS A N D INFORM ATION
Linda Bordley, Office Coordinator.
Michael Harper and Martha Townsend,
Tam Krattenmaker, B.A., University of
Minnesota; M.L.A., University of
Pennsylvania, Director.
Marsha Nishi Mullan, B.A., Washington
State University, Associate Director.
Alisa Giardinelli, B•A., Pennsylvania State
University; M.A., Temple University,
Assistant Director and Publications Staff
Writer.
Steven Lin, B.A., University of Maryland,
World Wide Web Editor/Intemet
Coordinator.
Anita Pace, Administrative Assistant.
PUBLICATIONS
Jeffrey B. Lott, B.A., Middlebury College;
Bookstore Assistants.
CAREER SERVICES
Nancy Burkett, B.A., M.A., University of
Tennessee, Ed.S., College of William and
Mary, Director.
Jennifer Barrington, B.A., Gettysburg
College; M.Ed., University of Delaware,
Assistant Director, Alumni Relations (job
share).
Laura Sibson, B.S., Drexel University, M.S.
Ed., University of Pennsylvania, Assistant
Director, Alumni Relations (job share).
M.A.T., Rhode Island School of Design,
Director; Editor of the Swarthmore College
Bulletin.
Erin O’Connell, B.A., Kuiztown University;
M. Ed., Widener University, Assistant
Director, Employer Relations..
Andrea K. Hammer, B.A., Franklin &
MariSSa Deitch, B.S., St. Joseph’s University;
M.S., Villanova University, Career Counselor.
Marshall College, Associate Director;
Managing Editor of the Swarthmore College
Bulletin.
Carol Brevart-Demm, b •A., University
College, London, Assistant Director; Class
Notes Editor of the Swarthmore College
Bulletin.
Audree Penner, B.A., University, of
Missouri-Columbia, Desktop Design
Specialist.
426
Lisa Maginnis, Administrative Assistant.
CENTER FOR SOCIAL AND POLICY STUDIES
Keith W. Reeves, B.A., Swarthmore College;
Ph.D., University of Michigan, Director.
Cathy Wareham, A.S., Wesley College,
Administrative Assistant.
DINING SERVICES
Gudmund R. Iversen, M.A., University of
Linda McDougall, B.A., Temple University,
Michigan; Ph.D., Harvard University,
Professor Emeritus of Statistics, Former
Director and Resident Statistician.
Director of Dining Services.
Janet A. Kassab, Director of Purchasing and
Kristin Davis, Siduri Haslerig, James
Madden, Benjamin Schwartz, Rebecca
Strauss, Danielle Toaltoan, Student
Research Assistants.
Augustine Ruhri, Cash Operations Manager.
Therese Hopson, Front-of-House Manager.
Jamar Jones, Utility Manager.
Barbara Boswell, Catering Manager.
Lisa Scolaro, Culinary Institute of America,
CONTROLLER’S OFFICE
Catering Chef.
Business Office
Christina M .T. Mahoney, B.S., Pennsylvania
State University; C.P.A., M.B.A., Drexel
University, Controller.
Joseph Cataidi, 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,
Budget Analyst.
Robert Lopresti, B.S., Rutgers, C.P.A.,
Manager of Financial Information Systems.
Menu Planning.
Lynn Grady, Administrative Assistant.
EQUAL OPPORTUNITY OFFICE
Sharmaine B. LaMar, B.S., St. Joseph’s
University; J.D., University of Richmond,
Equal Opportunity Officer.
FACILITIES AND SERVICES
Restricted Funds Accountant.
C. Stuart Hain, B.A., Roanoke College,
Associate Vice President for Facilities and
Services.
Nancy E . Sheppard, Manager, Business
Joan Berry, A.S., Widener University,
Office Operations.
Administrative Coordinator.
Denise A. Risoli, B.S., LaSalle University,
Jean English, Administrative Assistant.
Catherine Cinquina, Purchasing
Coordinator.
Deborah McGinnis, Accounts Payable Clerk.
Office Services
Cheryl Robinson, A.A.S., Delaware County
Community College, Manager.
FACILITIES MANAGEMENT
Claire Ennis, Facilities Management
Coordinator.
Alice Balbierer, Director of Special Projects.
Barbara Tumolo, Facilities Coordinator and
Joann M . Massary, Administrative
Director of Summer Programs.
Assistant.
Steve Borger, Crew Leader, Support
Student Accounts
Linda Weindel, Student Accounts Manager.
Maria McBride, Student Accounts Assistant.
Services Crew.
Environm ental Services
Patti Shields, Manager.
Don Bankston, Supervisor.
Judy Majors, Supervisor.
427
Administration
Alvin Miser, Supervisor.
FINANCE AND TREASURER’S OFFICE
Qrounds
Suzanne P. Welsh, B.A., B.S., University of
Jeff Jabco, B.S., Pennsylvania State
Delaware; M.B.A., University of
Pennsylvania, Vice President for Finance and
Treasurer.
University; M.S., North Carolina State
University, Director of Grounds/Coordinator
of Horticulture.
LoiS L . FalZOne, Administrative Coordinator.
Paul Eriksen, B.S., University of Delaware,
Garden Supervisor.
Chuck Hinkle, B.S., Temple University,
Garden Supervisor.
FINANCIAL AID OFFICE
Jim McKenna, Motor Pool Foreman.
Laura Talbot, B.A., W heaton College,
Bill COStellC, A.S., Temple University and
A.S., Pennsylvania State University, I.P.M.
Coordinator/Gardener II.
Judith A . Strauser, B.S., B.A., Gannon
Sue Stark, B.A., Lafayette College; M.L.A.,
University of Pennsylvania, Volunteer
Coordinator/Gardener II.
Maintenance
Ralph P. Thayer, Director of Maintenance.
Bill Maguire, Foreman, Maintenance/Trades.
Gary Morrissey, Painter Foreman/Work
Coordinator, Faculty Housing.
Planning and Construction
Director of Financial Aid.
University, Associate Director of Financial
Aid.
Sydney Pasternack, B.A., State University
of New York at Cortland, Associate Director.
Kristin Moore, B.S., St. Francis University;
M.A., Indiana University of Pennsylvania,
Assistant Director.
Joanne Barracliff, Loan Coordinator.
Catherine Custer, B.S., Lock Haven
University; Gina FlttS, Administrative
Assistants.
Janet M . Sender, B.S., Pennsylvania State
University; M.S., Drexel University, Director
of Planning and Construction.
FOREIGN STUDY OFFICE
Michael Boyd, Senior Project Manager.
Tom Cochrane, Senior Project Manager for
Steven I. Piker, B.A., Reed College; Ph.D„
Engineering Systems.
Paula Dale, B.A., Wake Forest University;
M.A., University of N orth Carolina at Chapel
Hill, Contracts Manager.
Woodford Frazier, Facilities Information
University of Washington, Professor óf
Anthropology, Foreign Study Adviser.
Rosa M. Bernard, B.S., Pace University,
Foreign Study Coordinator.
Diana R. Malick, B.S., Neumann College,
Foreign Study Assistant.
Manager.
Mary K. Hasbrouck, B.A., Oberlin College,
Technology Coordinator.
Susan Sayer, B.S., Cornell University,
Planner/Project Manager.
HEALTH SCIENCES ADVISORY PROGRAM
Gigi Simeone, A.B., Wellesley College;
Ed.M., Boston University; Ph.D., University
of Pennsylvania, Health Sciences Adviser.
Barbara Hirshfeld, A.B., Cornell University,
Administrative Assistant.
428
HEALTH SERVICES
Linda Echols, R.N., c .r .n .p.; Diploma,
Hospital of the University of Pennsylvania;
B.S.N., M.S.N., Ph.D., University of
Pennsylvania;
W harton School; N.P.
Certificate, Johns Hopkins Hospital, Director
of Worth Health Center.
Geraldine Cole, R.N., c .r .n .p.; A.S.,
Delaware County Community College;
B.S.N., M.S.N., and F.N.P. Certificate,
Widener University, Nurse and Nurse
Practitioner.
Constance C. Jones, R.N.C.; Diploma,
Hospital of the University of Pennsylvania,
Nurse.
Ethel Kaminski, R.N.; A.S., Mt. Aloysius
Junior College; B.S.N., Gwynedd Mercy
College; M.S.N., University of Pennsylvania,
Nurse.
Christine Johnston, M.D., B.A.,
Georgetown University; M.D., Thomas
Jefferson University School of 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.
Carolyn D. Evans, A.A., Neumann College;
B.S., Neumann College, Administrative
Assistant.
Barbara Krohmer, 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 LaBoo, B.A., Swarthmore
College; M.A., Pennsylvania State University,
HIV Test Counselor.
James E . Clark, M.D.; B.A., West Virginia
University; M.D., Jefferson Medical College,
Director of Medical Education, Crozer Chester
Medical Center, Consultant.
Rima Himelstein, M.D.; B.S., University of
HUMAN RESOURCES
Melanie Young, B.A., Michigan State
University; M.C., Arizona State University,
Associate 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 Cormican, b •A., Widener University;
M.S.T., Widener University; J.D., Widener
University, Associate Director.
Pennsylvania; Consultant, Adolescent
Medicine.
Mildred L . Connell, Manager, Human
Resources Information Systems.
Charles D. Hummer III, M.D.; B.A., M.A.,
Theresa Handley, Benefits Administrator.
Carole Forsythe, Senior Human Resources
Amherst College; M.D., Jefferson Medical
College; Fellowship, The Christ Hospital,
University of Cincinnati; Consultant,
Orthopedic Medicine.
Assistant.
JanlS Leone, Administrative Coordinator.
Arthur Laver, M.D.; B.A., Swarthmore
College; M.D., Hahnemann University,
Consultant, Obstetrics and Gynecology.
Haney Horvitz, M.D., B.S.N., University of
Delaware; M.D., Temple University School of
Medicine.
INFORMATION TECHNOLOGY SERVICES
Judy R. Downing, Director.
Administration
Eric Behrens, B.A., Swarthmore College,
Associate Director, Academic Computing.
Ketie Bourne, B.A., Lock Haven University;
M.S., Drexel University, Banner Application
Support Analyst.
Lisa Brunner-Bireley, A.A.S., Delaware
County Community College, Business
Manager.
Mark J . DuffliC, B.A., M.B.A., University of
Bonald TedeSCO, B.A., Rutgers University,
Systems Analyst.
Robert Velez, B.S., Liberty University,
Network Administrator.
Boug Willen, B.A., Princeton University;
Ph.D., University of California, Academic
Computing Coordinator.
Media Services
Rochester, Associate Director, Networking
and Systems.
Michael Patterson, B.A., Temple
University, Media Services Manager.
Heather Bumigan, Client Services
Michael Bednarz, B.A., Pennsylvania State
University, Media Services Technician.
Coordinator.
Elizabeth Evans, B.A., Bennington College;
Ph.D., Cornell University, Academic
Computing Coordinator.
Bavid T. Neal J r ., B.A., Temple University,
Media Services Technician.
Seth Frisbie-Fulton, B.A., Antioch College,
Client Services Coordinator.
Thomas Horton, B.S., Thomas Jefferson
University; M.B.A., La Salle University,
Business Systems Analyst.
Robin JaCObSen, B.B.S., Temple University,
Associate Director, Client Services.
Jane F. James, B.S., State University of New
York at New Paltz, Academic Computing
Coordinator.
Marc Lewis, Web Developer.
Frank Milewski, B.S., St. John’s University,
Associate Director, Application Support.
Kenneth Collins, B.A., Temple University,
Client Services Coordinator.
Vincent Chambers, B.A., Swarthmore
College, Client Services Coordinator.
Fran Gelfand, M.S., Michigan State, UNIX
System Manager.
Michael W. Rapp, Hardware Support
Technician.
Bavid Robinson, B.B.M., Widener
University, Computer Operator.
R. Glenn Stauffer, B.B.A., Temple
University, Associate Director, Database
Management.
Edward Siegie, B.A., West Chester
University, Banner Application Support
Analyst.
INSTITUTIONAL RESEARCH OFFICE
Robin H. Shores, B.A., M.A., Ph.D.,
University of Delaware, Director of
Institutional Research.
Deborah L . Thompson, B.S., Kutztown
University, Institutional Research Assistant.
INVESTMENT OFFICE
Mark C. Amstutz, B.A., College of William
and Mary; M.A., University of Virginia,
C.F.A., Director of Investments.
Lori Ann Johnson, B.A., Rutgers University;
M.B.A., Villanova University, Assistant
Treasurer.
Louisa C. Ridgway, B•A., Vassar College;
M.B.A., University of Pennsylvania, Senior
Investment Officer.
Carmen Duffy, Treasury Operations
Assistant.
LANG CENTER FOR CIVIC AND SOCIAL
RESPONSIBILITY
Jennie Keith, B.A., Pomona College; M.A.
and Ph.D., Northwestern University,
Executive Director.
Cynthia Jetter, B.A., Swarthmore College,
Acting Director, 2005-2006.
Annette Newman, B.A., Evergreen State
Ellen B. Magenheim, b .a . University of
Kiana T. Nesbitt, B.S., Widener University,
Rochester; M.A., Ph.D., University of
Maryland, Professor of Economics; Director
for Academic Relations, 2005-2006.
Reference and Bibliographic Instruction
Patricia James, B.A., Colorado College;
M.Ed., Temple University, Associate
Director for Student Programs and Training.
Debra Kardon-Brown, B.S., Pennsylvania
State University, Assistant to the Executive
Director and Programs Coordinator.
Delores Robinson, Administrative
Assistant.
Upward Bound
Cynthia Jetter, B.A., Swarthmore College,
Interim Director.
Lang Visiting Professor for Issues of
Social Change, 20 05 -2 00 6
Herbert R. Kohl, B.A. Harvard University;
M.A. Teachers College, Columbia
University, Eugene M. Lang Visiting
Professor for Issues of Social Change.
Swarthmore College.
College, Assistant to the College Librarian.
Financial Administrator.
Anne Garrison, B.A., Drew University;
M. A., University of Washington; M.L.S.,
University of Washington, Head of
Reference Services and Humanities
Librarian.
Megan Adams, B.A., College of St.
Benedict; M.L.S., Syracuse University,
Social Sciences Librarian.
Pam Harris, B.A., Mary Washington
College; M.L.S., Drexel University,
Outreach, Instruction, and Reference
Services Librarian.
Edward H. Fuller, B.A., Widener College;
M.L.S., Drexel University, Reference/Video
Resources Librarian.
Technical Services
Barbara J- Weir, B.S., Pennsylvania State
University; M.L.S., Drexel University,
Assistant Director for Acquisitions, Systems,
and Data Management.
Amy McColl, B.A., University of Delaware;
LANG PERFORMING ARTS CENTER
James P. Murphy, B.F.A., State University
M.L.S., Drexel University, Assistant Head of
Technical Services for Monographs, Special
Collections, and Preservation.
of New York at Albany, Acting Managing
Director.
Justin Clarke, B.A., Oberlin College,
Nick KourtideS, Acting Manager of
Susan Dreher, B.A., Wesleyan University;
Operations.
Technical Services Assistant.
M.L.I.S. Drexel University, Digital
Resources Digitization Coordinator.
So-Young Junes, B.A., Euha Women’s
LIBRARIES
University, Korea; M.L.S., Simmons
College, Technical Services Specialist.
COLLEGE LIBRARY
Peggy Ann Seiden, B.A., Colby College;
Melinda Kleppinger, B.S., Lebanon Valley
College, Technical Services Assistant.
M.A., University of Toronto; M.L.I.S.,
Rutgers University, College Librarian.
David A . Lnynds, B.S., Swarthmore
College, Technical Services Assistant.
Kelly A . Mueller, B.A., Bryn Mawr
College; M.L.I.S., University College,
London, Digital Information Services
Coordinator.
Jacqueline Magagnosc, b .a ., University
of California, Berkeley; M.S., Drexel
University, Government Documents
Specialist.
431
Administration
Mary Marissen, B.A., Calvin College;
M.M., Catholic University of America,
Technical Services Specialist.
LOIlise Petrilla, A.A., Delaware County
Community College, Technical Services
Specialist.
Netta Shinbaum, B.A., State University of
New York at Oswego, 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.
Kate Carter, B.F.A., New York University,
Access and Lending Services Specialist.
Tricollege Library Consortium
Adam Brin, B.A., Brown University,
Systems Coordinator.
Greg Posey, Web Developer.
Patrick J . Keenan, Book Van Driver.
FRIENDS HISTORICAL LIBRARY
Christopher Densmore, B.A., Oberlin
College; M.A., University of Wisconsin,
Curator.
Patricia Chapin O’Donnell, B.A., M.A.,
University of Pennsylvania; M.A.,
University of Delaware, Archivist.
Barbara E . Addison, B.S., University of
Wisconsin-Milwaukee; M.S.L., University
of Wisconsin-Madison, Technical Services
Coordinator.
Susanna K. Morikawa, B.A., Dickinson
College; M.F.A., Ph.D., Syracuse University,
Archival Specialist.
Charlotte A . Blandford, Administrative
Linda Hunt, B.A., West Chester University,
Access and Lending Services Specialist.
Assistant.
Candace C. Jacobs, B.A., Mount
Honorary Curators of the Friends
Historical Library
Holyoke, Weekend Access and Lending
Services Specialist.
Mary Ann Wood, B.S., Pennsylvania State
University; M.Ed., Temple University,
Evening Access and Lending Services
Supervisor.
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.
Daniel Underhill Performing A rts Library
Donna Fournier, B .A ., Connecticut
College; M.L.S., Southern Connecticut
State University; M.A., West Chester
University, Performing Arts Librarian.
432
Margaret Hope Bacon, Esther Leeds
Cooperman, Mary R. Dunlap, Philip L.
Gilbert, Valerie Gladfelter, James E.
Hazard, Howard T. Hallowell III, Adalyn
Purdy Jones, Elizabeth H. Moger, Jane
Rittenhouse Smiley (emerita), Robert C.
Turner, Nancy V. Webster, Signe
Wilkinson, and Harrison M . Wright.
Swarthmore College Peace Collection
Wendy E . Chmielewski, B.A., Goucher
College; M.A., Ph.D., State University of
New York at Binghamton, George Cooley
Curator.
Darbara E . Addison, B.S.," University of
Wisconsin-Milwaukee; M.S.L., University
of Wisconsin-Madison, Technical Services
Coordinator.
Mary Deth Sigado, B.A., Temple
University, Technical Services Specialist.
Anne Yoder, B.A., Eastern Mennonite
College; M.L.S., Kent State University,
Archivist.
Advisory Council of the Swarthrnore
College Peace Collection
Harriet Hyman Alonso, Irwin Abrams
(emeritus), Katherine Camp, Kevin
Clements, Hilary Conroy (emeritus), John
Dear, Donald D. Lippincott, Hannah and
Felix Wasserman.
Paula S. Rosen, B.A., University of
Rochester; M.S.S., Bryn Mawr College;
Ph.D., Bryn Mawr College Graduate School
of Social Work and Social Research, Senior
Clinical Social Worker.
Kim 0. Grant, B.S., Purdue University;
Ph.D., University of South Carolina,
Clinical Psychologist.
Joseph C. Hewitt, B.A., University of
LIST GALLERY
Andrea Packard, B.A., Swarthmore
College; Certificate, Pennsylvania Academy
of the Fine Arts; M.F.A., American
University, Director.
OCCUPATIONAL AND ENVIRONMENTAL
SAFETY
Paul T. Rodgers, B.S., Millersville
University; M.S., Indiana University of
Pennsylvania, Occupational and
Environmental Safety Officer.
PAYROLL
Karen Phillips, Payroll Director.
Kathryn Timmons, Payroll Assistant.
Donnie Gasperetti, Payroll Clerk.
Catherine Wilson, Payroll Clerk.
POST OFFICE
Vincent J . Vagnozzi, B.S., West Chester
University, Supervisor.
Charles Stasiunas, Assistant Supervisor.
John Quinn, Mary Hamilton, John Steel,
Earl Leight, and Russ Quann, Clerks.
PSYCHOLOGICAL SERVICES
David Ramirez, B.A., M.A., Ph.D.,
University of Texas, Director.
Pennsylvania; D.O., University of Medicine
and Dentistry, New Jersey School of
Osteopathic Medicine; Fellow, Child and
Adolescent Psychiatry, Jefferson Medical
College, Consulting Psychiatrist.
Alex Cogswell, B.A., Wake Forest
University; M.A., Northern Arizona
University; Doctoral Candidate, Temple
University Clinical Psychology Program,
Psychology Intern.
Leslie C. Hempling, B.A., Oberlin College;
Master’s Candidate, Bryn Mawr College
Graduate School of Social Work and Social
Research, Psychology Intern.
Robert M . Holaway, B.S., California
Polytechnic State University; M.A., Temple
University; Doctoral Candidate, Temple
University Clinical Psychology Program,
Psychology Intern.
Jordan F. Lief, B.A., Middlebury College;
M.A., Widener University; Doctoral
Candidate, Widener University Institute of
Graduate Clinical Psychology, Psychology
Intern.
Robin M . Ward, B.S., Grand Valley State
University; M.A., Duquesne University;
Doctoral Candidate, Widener University
Institute of Graduate Clinical Psychology,
Psychology Intern.
Birgitte Haselgrove, Administrative
Assistant.
PUBLIC SAFETY
Owen Redgrave, B.S., West Chester
University; A.A.S., Delaware County
Community College, Director of Public
Safety.
433
Administration
Herbert Barron, Lieutenant, B.A., Cheyney
State College.
Brian Harris, Dominick Martino, Patrol
Rebecca Wehry, B.S., M.S., Pennsylvania
State University, Member and Visitor
Programs Coordinator.
Sergeants.
JaCQUi West, Administrative Coordinator.
Jim Ellis, Joe Louderback, Bob
Stephano, and Rob Warren, Kathy
AgOStinelii, Public Safety Officers.
Ray Stiles and Joe Forgacic, Patrol
Jody Downer, A.A.S., Drexel University,
Corporals.
ACADEMIC ADMINISTRATIVE ASSISTANTS
AND TECHNICIANS
Ellie Jamison, George Darbes, Fire
Protection Engineering, A.A.S., Safety
Management, Delaware Technical
Community College; and Megan Berry,
A.S. in ECE, Delaware County Community
College, Communications Center Staff.
Terri Narkin, Sally Coultes,
Administrative Assistants.
Administrative Assistants.
Art: June V. Cianffana, A.A.S., Delaware
County Community College,
Administrative Assistant; Stacy Bomento,
B.A., LaSalle University, Slide Curator;
Douglas Herren, B.F.A., W ichita State
University; M.F.A., Louisiana State
University, Studio Technician.
Asian Studies: Jenny Gifford,
REGISTRAR’S OFFICE
Martin 0 . Warner, B.A., University of
North Carolina at Chapel Hill; M.A., Duke
University, Registrar.
Diane M . Codings, B.A., Smith College,
Associate Registrar.
Dorothy Kunzig, Assistant Registrar.
Janet McSwiggan, Assistant Registrar.
THE scon ARBORETUM
Administrative Assistant.
Biology: Matt Powell, B.S., Central
Michigan University, Administrative and
Technology Manager; Maria E. Musika,
Administrative Coordinator; John Kelly,
A. A.S., Community College of
Philadelphia; B.S., W harton 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.
Black Studios: Jenny Gifford,
Administrative Assistant.
Claire Sawyers, B.S., M.S., Purdue
University; M.S., University of Delaware,
Director.
Melanie Blandford, B.A., James Madison
University, M.S., University of Tennessee,
Educational Program Coordinator.
Chemistry and Biochemistry: 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..
Andrew Bunting, A.A.S., Joliet Junior
Classics: Deborah Sloman, Administrative
College; B.S., Southern Illinois University,
Curator.
Assistant.
Jeff JabCO, B.S., Pennsylvania State
University; M.S., N orth Carolina State
University, Horticultural Coordinator.
Rhoda Maurer, B.A., University of
Washington, Plant Records Supervisor.
434
Computer Science: Bridget M. Rothem,
Administrative Assistant; Jeffrey M. Knerr,
B. S., College of William and Mary; M.S.,
Ph.D., University of N orth Carolina,
Lab/System Administrator.
Economics: Nancy Carroll, B.A., Barat
College, Administrative Assistant.
Educational Studies: Kae Kalwaic, b .s .,
Shippensburg University; M.Ed., Temple
University, Administrative Assistant.
Engineering: 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.
English Literature: Carolyn Anderson,
Administrative Coordinator; Nancy Bech,
Administrative Assistant.
Environmental Studies: Donna Mucha,
Administrative Assistant.
Film and Media Studies: Carolyn
Anderson, Administrative Coordinator;
Nancy Bech, Administrative Assistant.
Francophone Studies: Eleonore Baginski,
B.S., St. Joseph’s University, Administrative
Coordinator; Anna Everetts, Administrative
Assistant.
German Studies: Eleonore Baginski, B.S.,
St. Joseph’s University, Administrative
Coordinator; Anna Everetts, Administrative
Assistant.
History: Theresa Brown, A.A.S., Delaware
County Community College; B.B.A.,
Temple University, Administrative
Assistant.
Latin American Studies: jenny Gifford,
Administrative Assistant.
Linguistics: Bill Reynolds, Administrative
Assistant.
Dance Program Accompanist; Bernadette
Dunning, Administrative Coordinator.
Peace and Conflict Studies: jenny
Gifford, 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, Assistant Director
of Athletics; Marian Fahy, Administrative
Assistant; Sharon J. Green, Administrative
Assistant; Ray Scott, Equipment/Facilities
Manager; Larry Yannelli, Equipment/
Facilities Manager; Marie Mancini, A.T., C.,
B.S., West Chester University, Rob Roche,
M.S., University of Illinois; B.S., West
Chester University.
Physics and Astronomy: Carolyn Warfel,
A.S., Widener University, Administrative
Assistant; James Haldeman, Instrumentation/Computer Technician; Steven
Palmer, Machine Shop Supervisor;
Christopher D. Cothran, B.S., Stanford
University; Ph.D., University of Virginia,
Postdoctoral Research Scientist; Christopher
Bums, B.S., Bishops University; M.S., Ph.D.,
University of Toronto, Postdoctoral
Research Scientist.
Political Science: Kathleen Kerns, B.A.,
University of Pennsylvania; Deborah
Sloman, Administrative Assistants.
Psychology: Joanne M. Bramley,
Administrative Coordinator; Julia L.
Welbon, B.A., William Smith College,
Academic Coordinator; Donald Reynolds,
Instrumentation Technician.
Mathematics and Statistics: Stephanie j.
Specht, Administrative Assistant; Steve
Amgott, B.A., University of Pennsylvania;
Ph.D., Rutgers University, Computer
Laboratory Coordinator.
Public Policy: Catherine Wareham, A.S.,
Wesley College, Administrative Assistant.
Modern Languages and Literatures:
Assistant.
Eleonore Baginski, B.S., St. Joseph’s
University, Administrative Coordinator;
Michael Jones, B.A., State University of
New York at Buffalo, Language Resource
Center Director; Anna Everetts,
Administrative Assistant.
Music and Dance: Hans Boman, B.M.,
Religion: Eileen McElrone, Administrative
Sociology and Anthropology: Rose Maio,
Administrative Coordinator.
Theater: Felicia Leicht, Arts
Administration Intern.
Women’s Studies: jenny Gifford,
Administrative Assistant.
Philadelphia College of Performing Arts,
435
Visiting Examiners 2005
ART
Sarah Cohen, SUNY-Albany
Roger Rothman, Bucknell University
Stefanie Solum, Williams College
Laurence Seidman, University o f Delaware
Charles Stone, US Congress-Joint Economic
Committee
Kishor Thanawala, Villanova University
BIOLOGY
EDUCATIONAL STUDIES
Christopher Cratsley, Firchburg State College
Joan Ehrenfeld, Rutgers University
Sidney Gauthreaux, Clemson University
Martha Grossel, Connecticut College
Rober Jinks, Franklin & Marshall College
Nancy Love, Virginia Tech-College o f Engineering
Sharon Lynn, College erf Wooster
Scott McRobert, St. Joseph’s University
Jeffrey Rosen, University o f Delaware
Mitchell Singer, University of California- Davis
Joseph Thompson, St. Joseph’s University
Rocky Tuan, National Institutes of Health
Kenneth Weiss, Pennsylvania State University
David White, University erfPennsylvania
Juliette Winterer, Franklin & Marshall College
Sigal Benporath, University of Pennsylvania
Cynthia Lightfoot, Pennsylvania State University
Chris Roelke, Vassar College
Kathy Schultz, University of Pennsylvania
CHEMISTRY & BIOCHEMISTRY
Tony Arrington, Furman University
Karen Fleming, Johns Hopkins University
Jon Lorsch, Johns Hopkins University
Timo Ovaska, Connecticut College
CLASSICS—GREEK
Carolyn Dewald, Bard College
Ralph Rosen, University o f Pennsylvania
Victoria Wohl, The Ohio State University
CLASSICS—LATIM
T. Corey Brennan, Rutgers UniversityNew Brunswick
Joseph Farrell, University erf Pennsylvania
COMPARATIVE LITERATURE
Roger Allen, University o f Pennsylvania
Stacey Schlau, West Chester University
ECONOMICS
Edward Buffie, Indiana University
David Chapman, Boston College
Saul Hoffman, University o f Delaware
Christiaan Hogendom, Wesleyan University
Michael Kuehlwein, Pomona College
Karen Pence, Federal Reserve—Board of
Governors
436
ENGINEERING
Maurice Aburdene, Bucknell University
Amir Roth, University o f Pennsylvania
William Smart, Washngton University
Camillo Taylor, University o f Pennsylvania
Amy Zander, Clarkson University
ENGLISH LITERATURE
Susan Benston, Haverford College
Hester Blum, Pennsylvania State University
Woon Ping Chin, Dartmouth College
Gregory Dobbins, University of Califomia-Davis
Jonathan Harris, George Washington University
Martin Hipsky, Ohio Wesleyan University
Cassandra Laity, Drew University
Gustavus Stadler, Haverford College
Katherine Stubbs, Colby College
FILM & MEDIA STUDIES
Anna McCarthy, New York University
HISTORY
Misty Bastían, Franklin and Marshall College
Doris Bergen, University of Notre Dame
Carol Bresnahan, University of Toledo
Janet Golden, Rutgers University-Camden
Dorothy Ko, Barnard College
Regina Kunzel, Williams College
JohnLear, University of Puget Sound
Nelson Lichtenstein, University of
California-Santa Barbara
Gary Marker, SUNY—Stony Brook
Richard Pierce II, University of Notre Dame
Larry Simon, Western Michigan University
Richard White, Stanford University
LINGUISTICS
Joshua Katz, Princeton University
Phyllis Perrin Wilcox, University of New Mexico
MATHEMATICS & STATISTICS
Edward Mosteig, Loyola Marymount University
Ayse Arzu Sahin, George Washington University
Jim Stasheff, University of Pennsylvania
I Robert Weiss, University of California—
Los Angeles
MODERN LANGUAGE—CHINESE
Robert Cutter, University ofWisconsin-Madison
Nicole Huang, University ofWisconsin-Madison
Yingjin Zhang, University o f CaliforniaSan Diego
MODERN LANGUAGE—FRENCH
Koffi Anyinefa, Haverford College
Alexandre Dauge-Roth, Bowdoin College
Natasha Lee, Bryn Mawr College
MODERN LANGUAGE—SPANISH
Renee Marlin-Bennett, American UniversitySch. International Service
Robert Mickey, University of Michigan
James Murphy, Dartmouth College
Patricia Thornton, Trinity College
Dominic Tierney, The Olin InstituteHarvard University
Thomas Wilson, SUNY-BingJtamtcm
PSYCHOLOGY
John Abela, McGill University
Dov Cohen, University o f Illinois
Alexander Huk, University ofTexas-Austin
Maria LaRusso, University of Pennsylvania
Kenneth Short, Neurobehavioral Res. LabVA Medical Center
David Sobel, Brown University
Leaf Van Boven, University of Colorado-Boulder
Agnes Money, Temple University
RELIGION
MUSIC
John Lardas, Haverford College
Sean McCloud, University of North
Carolina-Charlotte
Gerald McKenny, University o f Notre Dame
Michael Sells, Haverford College
Gregory Spinner, Central Michigan University
Joseph Thometz, Stanford University
Larry Nelson, West Chester University
PEACE & CONFLICT STUDIES
Tara Zahra, University o f Michigan
PHILOSOPHY
Otavio Bueno, University o f South Carolina
Robert Dostal, Bryn Mawr College
Malcolm Forster, University of Wisconsin
John Gibson, Temple University
Aryeh Kosman, Haverford College
Arthur Ripstein, University o f Toronto
PHYSICS & ASTRONOMY
Nancy Brickhouse, Harvard University
Eric Carlson, Wake Forest University
Marc Gagne, West Chester University
David Griffiths, Reed College
Geoffrey Nunes, DuPont de Nemours
Mark Taylor, Hiram College
POLITICAL SCIENCE
Max Cameron, University of British Columbia
Joshua Dienstag, University of Virginia
Cecil Hale, City College o f San Francisco
Janet Johnson, University of Delaware
Kenneth Kersch, Princeton University
Robert Lieberman, Columbia University
SOCIOLOGY & ANTHROPOLOGY
Nancy Abelmann, University of Illinois-Urbana
Paul Brodwin, University ofW isconsinMilwaukee
Patrick Coy, Kent State University
Hocine Fetni, University o f Pennsylvania
Kathryn Geurts, Hamline University
Wendy Griswold, Northwestern University
Karen Hill, Pennsylvania State U niv.Delaware Co.
May Joseph, Pratt Institute, New York
Paul Silverstein, Reed College
Gregory Starrett, University o f North
Carolina-Charlotte
Pauline Strong, University ofTexas-Austin
Stuart Youngner, Case Western Reserve Univ. of
Medicine
Abiola Irele, Harvard University
THEATER STUDIES
Kym Moore, Sarah Lawrence College
Maria Vail, Ramapo College of New Jersey
437
Degrees Conferred
May 29, 2005
BACHELOR OF ARTS
Hanifa Abdul Sabur, Sociology and Anthropology
Muhsin Kasheef Abdur-Rahman, Economics
Yubraj Acharya, Economics
Begum Adalet, Political Science
James Peter Addona, English Literature
Nicole Lauren Adelman, Biology
Jorge Luis Aguilar, Biology
Abena Tutuwa Ahwoi, Economics and
Political Science
Emily Bergeron Allen, Political Science
Joseph John Paul Altuzarra, Art
Kira Glorya Bozena Alvarez, Religion
Elizabeth Lynn Anderson, Special Major in
Christian History and Theology
James Wright Andrews, Political Science
Santiago Augusto Andujar, Spanish
Cara Angelotta, History
M. Palmer Armstrong, Religion
Aviva Ronit Aron-Dine, Philosophy
Dina Aronzon, Special Major in
Chemical Physics
Made Renee Arvin, English Literature
Garrett Igo Ash, Chemistry
Vidette Eve Asher, Biology
Alexander Rene Atanasiu, Physics
Christian George Atanasiu, English Literature
Katherine Mary Athanasiades, Sociology
and Anthropology
Michael David Auerbach, Political Science
Tanya Sara Aydelott, Special Major in
Theories o f Identity
Madalyn Paige Baker, Religion
Carmen Jean Barron, Linguistics
Megan Aimee Bartges, Psychology
Mariska Priya Batavia, Sociology and
Anthropology and Biology
John Robert Beauregard, English Literature
Jake Seaton Beckman, Art
Samuel Asher Bell, Political Science
Justin Michael Belmont, Art History
Jacob Frederick Berger, Philosophy
Samuel Kryzan Berger, Philosophy
Robert Michael Berman, Physics
Joshua Forrest Bemey, Economics and
Computer Science
Davide Berretta, Political Science
Katherine Elizabeth Berry, Special Major
in Biochemistry
438
Mary Elizabeth Blair, Biology and Sociology
and Anthropology
Matthew Neill Fuerst Block, Sociology and
Anthropology
Brendan Brett Cochran Bond, Economics
Robert Edward Boostrom, Political Science
Ivan Maxfield Boothe, Special Major in Peace
and Conflict Studies
Alexandra Lynn Bradbury, Sociology and
Anthropology
Johanna Leah Braff, Greek
Alexander Fredric Braunstein, Special Major
in Applied Mathematics
Samuel Francis Breckenridge, History
Katherine Frances Bridges, Art
Lindsay Devon Brin, Biology
Amy Esther Brustein Brisson, Special Major
in African Studies
Jason Zachary Bronstein, English Literature
Casey Jameson Brown, Special Major in
Biochemistry
Sarah Payne Bryan, History
Robert William Buechner Jr., Psychology
Thu-An Thi Bui, Sociology and Anthropology
Amber Agnes-Chhay Cameron, Mathematics
and Psychology
Benjamin Merrill Camp, Theater
Addie Helen Candib, History
Laura Carballo Sayao, Biology
Benjamin Robert Booth Carlisle, Chemistry
and Religion
Hannah Murdock Carney, Political Science
Francisco Javier Castro, Biology
Arthur Trapp Chalmers, Psychology
Stephanie Lisa Chapell, Economics
Alena Ai Hui Chen, Economics and Special
Major in Chinese Language and Literature
Lulu Chen, Art
Lauren Chiang, History |
Marjan Gol Chittaee, English Literature
Sherry Sunghee Choe, Psychology
Timothy James Chryssikos, Biology and Sociology
and Anthropology
Paul Yongsuk Chung, Sociology and
Anthropology
Jedd Isaac Keller Cohen, Philosophy
Michael Stewart Cohen, Special Major in
Psychobiology
Sarah Rose Cohodes, Economics
Timothy Isaac Lobban Colman, History
Jacob Josiie Cortes, Political Science
Thomas Richard Coughlin, Economics
and History
Jeremy Dov Cristol, English Literature
Ryan Matthew Croken, Engjish Literature
Brian Alexander Cronin, Mathematics
Elena Clare Cuffari, Philosophy and Linguistics
Katharine Margaret Marchi Davenport, Biology
Leah Claire Davis, A rt
Rebecca Judith Anne Davis, Biology and
Sociology and Anthropology
My Huyen Do, Asian Studies and Chinese
Jeffrey Michael Donlea, Special Major in
Psychobiology
Matthew Knight Draper, Special Major in
Education and Sociology and Anthropology
Kathrinne Van Wagner Duffy, English Literature
Natalie Blair Dunphy, Special Major in
Psychobiology
Krisna Chan Duong-Ly, Special Major in
Biochemistry
Justin Vale Durand, Economics
Erin Margaret Dwyer-Frazier, Political Science
Kirk Carr Ellison, Economics
Elizabeth Marion Engelhardt, Greek
Ryan Magadan Esquejo, Biology
Laurel Elizabeth Evans, Mathematics and
Psychology
Ekua Sarah Sarsa Ewool, Special Major in
Education and Psychology
William Kenny Farrell, English Literature
Matthew David Fedak, Art
Chelsea Marshall Ferrell, Political Science
Jonathan Daniel Fisher, Philosophy
Alexander Joshua Fishman, Astronomy
and Religion
Ian Christian Flora, Philosophy
Jonathan Gabriel Chaim Fombonne,
Political Science
Eleanor Margot Forbes, English Literature
and Political Science
Edward Tran-Tai Fu, History and Asian Studies
Sarah Catherine Gaertner, English Literature
Rebecca liana Galaski, Special Major in
Education and Mathematics
Salid Elizabeth Garcia, Art
Elizabeth Maureen Gardner, Mathematics
Doru Gavril, Political Science and Economics
David Gordon Gentry, Economics
Kerstin Gentsch, Economics and Special Major in
Linguistics and Language
Adam Wallace Gerber, Mathematics
Andrew Joel Gisselquist, Economics
Sarah Louise Gladwin, Dance
Sarah Rachel Goldberg, Political Science
Randy Davis Goldstein, Economics
Eric Michael Golynsky, Economics
Chelain Rae Goodman, Biology
Jonathan George Gorman, Sociology and
Anthropology
J. Martin Griffith, Asian Studies
Kathryn Yntema Groner, Religion and Biology
Nicholas James Guerette, Computer Science
Jyoti Gupta, Sociology and Anthropology
Matthew Todd Lange Gustafson, Economics
Youngmee Christina Hahn, German
Tanya Gene Hahnel, Mathematics and
Economics
Sarah Kathleen Hall, Economics
Mark Edward Handler, Music
Mark Hanis, Political Science
Mary Harrison, English Literature
Hannah Sophia Harvester, Theater
Meika Hashimoto, English Literature
Joshua Kautsky Hausman, Economics
Blair Remley Haxel, Economics
Frederick William Poe Heckel, Computer
Science and Political Science
Joanna Rebecca Hess, Political Science
Cameron Taylor Higby-Naquin, Special Major in
Astrophysics
Caitlin Marissa Abascal Hildebrand, Psychology
Geoffrey Anton Hollinger, Philosophy
America Linnette Holloway, Mathematics and
Computer Science
Gregory Ham Holt, linguistics
Stephen Ralph Holt, German
Jennifer Merri Holzer, Religion
Sonya Yi-Yi Hoo, Economics
Viva Rose Horowitz, Physics
Bo Hu, Physics
Bojun Hu, Psychology
Joshua David Hudner, Political Science
Alex Lane Valera Hudson, English Literature
Carla Elena Humud Lopez, Political Science
Rachel Marie Huneryager, Biology
Mohammed Jawaad Hussain, Biology
Brian Yu Jin Hwang, Biology
439
Degrees Conferred
Maria Anna Hy, Asian Studies
Adriana Victoria Hyams, Art History
Britta Elisabeth Ingebretson, Sociology
and Anthropology and Chinese
Omolola Folashade Irele, Sociology and
Anthropology and French
Rachel Augusta Jacobs, Economics
Kathryn Mederise Jantz, English Literature
Ante Jelcic, Economics and Mathematics
Melanie Elizabeth Johncilla, Biology
Jennifer Elizabeth Johnson, Biology
Sheena Sherrell Johnson, Political Science
Benjamin Berk Kabak, Political Science
and History
Matthew Eugene Kaelin, Psychology
Raghu Amay Kamad, Political Science
Timothy Joseph Kelliher, Biology
Sarah Elizabeth Kelly, History
Lauren Rebecca Kett, Biology and Economics
Daniel Jaffer Keys, Psychology and Mathematics
Evelyn Yilin Khoo, Political Science
Heather Jean Kilmartin, English Literature
Brandon Russell King, Economics and Special
Major in Chinese Language and Literature
Apama Kishor, Special Major in Biochemistry
Sehnaz Kiymaz, Biology and Sociology and
Anthropology
Kelly Joanna Kleinert, Biology and Spanish
Susan Joan Klostermann, Psychology
Carey Jason Kopeikin, Economics
Delia Jenny Kulukundis, Political Science
Stella Kyriakopoulos, Art
Andrew Hatfield Lacey, Computer Science
Chunmei Lam, Psychology and Special Major
m Chinese Language and Literature
Monica Jean Larimer, History
Jamie Tranter Larsen, Biology and Spanish
Ernest Thanh-Tam Le, Political Science
Casey Mansum Lee, Special Major in Chinese
Language and Literature
Chung Jin Lee, Political Science
Kristen Marie Lee, Special Major in Education
and Sociology and Anthropology
SooKyoung Lee, English Literature
Jared Theodore Leiderman, Religion
Chloe Marie Cecile Le Pichon, Art
Ryan C. Lewis, Economics
Shavaugn Irene Lewis, Political Science
Qian Li, Music
440
Yijun Li, Economics
Sonam Liberman, Political Science
Andrew Ye-Jun Lim, Political Science
Julia Snow Lindenberg, Biology
Joanne Elizabeth Lipson, English Literature
Stephanie Edith Losq, Biology
Mathew Solomon Louis-Rosenberg,
Mathematics
Shreya Mahajan, Special Major in Education
and Sociology and Anthropology
Andrew Elliott Main, Political Science
Devasish Majumdar, Mathematics and Economics
Nicholas Vladimir Malakhow, English Literature
David Harry Mann, Religion
Marie Mark, English Literature
Valerie Shannon Marone, Chemistry and English
Literature
Jessica Lee Martin, Biology
Paul Luigi Maurizio, Religion and Special Major
in Biochemistry
Gregory Scott Maxwell, History
Katherine Anne McAlister, Biology
David Martin McCandlish, Biology and
Mathematics
Daniel Christopher McCarthy, English
Literature
Elizabeth Anne McDonald, Biology
Neil Jagdish Mehta, Philosophy
Kathleen Nicole Merrick, Biology
Constantinos Ioannou Michaelidis, Biology
and History
Ian Matthew Miller, History
Louisa Elizabeth Miller, History
May Miller-Ricci, Spanish
Joy Isabelle Milk, Theater and Psychology
Mary Elizabeth Mintel, Biology and English
Literature
Benjamin Rees Mitchell, Computer Science
Emily Gerson Mollenkopf, Biology
Rebecca Monarrez, Art
Benjamin Larson Morgan, History
Wheeler Whitcomb Morgan, Economics
Katherine Bishop Morrison, Mathematics
and Psychology
Tafadzwa Muguwe, Biology
Jason Mui, Asian Studies
Jose Antonio Muñoz, Biology and Economics
Patrick Harrington Murray, History
Dylan Blake Myles-Primakoff, Special Major
in Russian Studies
Jyothi Murali Natarajan, Special Major in
Education and English Literature
Erica Leigh Newton, Psychology
Hang Le Ngo, Psychology
Brian Edward Nolan, Chemistry
Adil Nure, Psychology
Ricardo Ocampo, Sociology and Anthropology
Adam Seth Oleksa, English Literature and
Medieval Studies
Aongus Starbuck O Murchadha, Physics
Kelly Ann Singleton O ’Neil, Psychology
Javier Francis ONeil-Ortiz, Special Major in
Film and Media Studies
Elisabeth Mary Oppenheimer, History
Lee Allison Paczulla, Psychology
Adam Alfred Paiz, Chemistry
Eugene Lomarda Palatulan, Biology
Celia Catherine Paris, Special Major in
Education and Philosophy
Lilian Vieira Pascone, Special Major in
Chinese Language and Literature
Darshan Ashvin Patel, Biology
Jennifer Eveliz Perez, Economics
Jason Joseph Perini, Computer Science and
English Literature
Joanna Rachel Pemick, Greek
George Emil Petel, Economics
Elsa Miranda Peters, Astronomy
Zachary Abraham Pezzementi,
Computer Science
Bpantamars Phadungchob, Biology
Christina Elizabeth Pina, Sociology and
Anthropology and Spanish
Julia Sherman Pompetti, English Literature
Jessica Leigh Pope, Sociology and Anthropology
Keerthi Choudary Potluri, Religion
Patrick Donovan Quinn, Psychology
Joseph Emmanuel Raciti, Art
Katherine Elizabeth Randle, Biology
Clarissa Kathleen Rappoport-Hankins,
Political Science
Lillian Singerman Ray, Mathematics
Elizabeth Helen Redden, English Literature
Andrew Eric Reed, History and Psychology
Catherine Lois Reed, Psychology
Katherine Payne Reid, Psychology
Lang Woodward Reynolds, Biology
Chiara Teresa Ricciardone, History
Paul Nicholas Riccio, Biology
Zac William Rider, Computer Science
Emiliano Rodriguez, Political Science
Gabriel Rogers, Religion
Jeffrey Pela Rogg, Latin
Anne Elizabeth Ronan, A rt History
Christopher William Rose, Economics
Jordan Harrison Rosen, Mathematics
Christopher Jacob Ross, Asian Studies
Reynetta Patrice Sampson, Spanish
Cristina Margarita Sandoval Chicas,
Political Science
Alexandra Sastre, A rt History
Christopher Jeffrey Schad, Special Major in
Linguistics and Languages
Evan Shuman Schaffer, Psychology
Maya Sofi Schenwar, English Literature
Katharine Johanna Schlesinger, Special Major
in Astrophysics
Jeffrey Andrew Schneider, History
Jonathan Schneider, Mathematics
Casey Todd Schroeder, English Literature
William Matthew Schwarz, Political Science
Rachel Norling Scott, Political Science
Rebecca Glenn Scott, Religion
Shea David Claxton Scruggs, English Literature
Christopher Edwin Segal, History
Esha Pralay Senchaudhuri, Philosophy and
Economics
Sonal Shah, Sociology and Anthropology
Jordan Shakeshaft, French
Kaiko Shimura, Political Science and History
Jiwon Shin, Computer Science
Matthew John Shiroma, English Literature
Nathan Cooper Shupe, Special Major in
Astrophysics
Supreet Kaur Sidhu, Astronomy
Erica Brooke Siegel, Sociology and Anthropology
Alfonso Silva, Political Science
Victoria Leigh Silvera, A rt
Jacqueline Christine Simonet, Biology
Lauren Michelle Sippel, Psychology
Mali Skotheim, Latin
Joseph David Small, Dance
Alan Reid Smith, English Literature and History
Caitlin Elizabeth Smith, Biology
Troy Wellington Smith, History and
English Literature
441
Degrees Conferred
Virginia A nn Smith-Bronstein, Biology
Matthew Wymer Sollenberger, Political Science
Joseph Hwanyoo Song, Biology
Megan Elizabeth Speare, Biology
Roy Sriwattanakomen, Biology
Edward Anthony Stehlik, Religion
Victoria Stem, Chemistry
Katie Elisabeth Stockhammer, Art
Ian Charles Sulam, Political Science and
Philosophy
Ai Sumida, Biology
Charles Timblin Sussman, Economics
Emily Coyle Szydlowski, Economics
Emily Katherine Tancredi-Brice, Special Major
in Education and Sociology and Anthropology
Joanna Leigh Taylor, History
Tam Taylor, Philosophy
Daren Justin Tedeschi, Political Science and
Economics
Shiva Thiagarajan, Physics and Economics
Rachel Lee Thomas, Mathematics
Jared Jones Thompson, Biology
Christie Kimberly Tomm, Economics and
History
Olivia Kim Toro, Political Science and Psychology
Linda Tsui, Religion and Special Major in
Chinese Language and Literature
Michael Yu-Hemg Tu, History
John Edward Turcik, Economics
Alexis Ross Turner, Economics
Samantha Sue Uslan, Economics
Anand Prabhakar Vaidya, Biology and
Sociology and Anthropology
Myra Katherine Vallianos, Special Major in
Education and English Literature
Milena Aurora Velis, History
Anton Alexey Voinov, Economics
Susannah Diamond Volpe, Sociology and
Anthropology
Jacob W itt Samuel Wallace, Economics
Sarah Walsh, Special Major in Education
and History
Derrick Chate Wansom, Biology and Special
Major in Chinese Language and Literature
Christopher Douglas Ward, Special Major in
Francophone Studies
Nicolas Cameron Ward, Computer Science
Aaron Samuel Wasserman, History
Nicola Marie Wells, Political Science
442
Christopher Underwood White,
English Literature
Micah Moran White, Philosophy
Susan Jennifer Wilker, Sociology and
Anthropology
Lauren Ja Yung Willis, Mathematics and
Special Major in Astrophysics
Thomas Harrison Winner, Psychology
Alison Christen Wolff, Economics
Roxanne Yaghoubi, History
Dan Yue, Physics
Jessica Aya Zagory, Biology and Religion
Jiaxun Zhou, Economics
Bachelor of Science
Muhsin Kasheef Abdur-Rahman, Engineering
Alexander Rene Atanasiu, Engineering
Brendan Brett Cochran Bond, Engineering
Samantha Rachel Brody, Engineering
Kirk Carr Ellison, Engineering
Alexander David Flurie, Engineering
David Gordon Gentry, Engineering
James Robert Golden, Engineering
Nicholas James Guerette, Engineering
Mark Edward Handler, Engineering
Jesse Martin Hartigan, Engineering
Geoffrey A nton Hollinger, Engineering
Bo Hu, Engineering
Stephen Yusuan Huang, Engineering
Emery Mayon Ku, Engineering
Yue Li, Engineering
Brandon John Luzar, Engineering
Peter Anthony McKee, Engineering
Zachary Abraham Pezzementi, Engineering
Alexis Benavides Reedy, Engineering
Maila Sepri, Engineering
Jiwon Shin, Engineering
Charles Timblin Sussman, Engineering
Michael Yu-Hemg Tu, Engineering
Alexis Ross Turner, Engineering
William Kaguru Wanjohi, Engineering
Nicolas Cameron Ward, Engineering
Jesse Alexander Young, Engineering
Awards and Distinctions
HONORS AWARDED BY THE
VISITING
HIGHEST HONORS
Elizabeth Lynn Anderson, M. Palmer
Armstrong, Aviva Ronit Aron-Dine, Katherine
Elizabeth Berry, Ivan Maxfield Boothe,
Timothy Isaac Lobban Colman, Elizabeth
Marion Engelhardt, Ian Christian Flora,
SooKyoung Lee, Celia Catherine Paris, Maya
Soft Schenwar, Sonal Shah
HIGH HONORS
James Peter Addona, Emily Bergeron Allen,
Made Renee Arvin, Megan Aimee Bartges,
Jacob Frederick Berger, Samuel Kryzan Berger,
Davide Berretta, Amy Esther Brustein Brisson,
Casey Jameson Brown, Addie Helen Candib,
Lauren Chiang, Marjan Gol Chittaee, Elena
Clare Cuffari, Jeffrey Michael Donlea, Krisna
Chan Duong-Ly, Erin Margaret Dwyer-Frazier,
Eleanor Margot Forbes, Doru Gavril, Mary
Harrison, Hannah Sophia Harvester, Meika
Hashimoto, Joshua Kautsky Hausman,
Cameron Taylor Higby-Naquin, Geoffrey
Anton Hollinger, Jennifer Merri Holzer, Sonya
Yi-Yi Hoo, Joshua David Hudner, Mohammed
Jawaad Hussain, Maria Anna Hy, Britta
Elisabeth Ingebretson, Ante Jelcic, Jennifer
Elizabeth Johnson, Raghu Amay Kamad, Sarah
Elizabeth Kelly, Lauren Rebecca Kett, Daniel
Jaffer Keys, Heather Jean Kilmartin, Casey
Mansum Lee, Jared Theodore Leiderman,
Yijun Li, Andrew Ye-Jun Lim, Joanne Elizabeth
Lipson, Andrew Elliott Main, Devasish
Majumdar, Constantinos loannou Michaelidis,
Ian Matthew Miller, Aorigus Starbuck 0
Murchadha, Christina Elizabeth Pina, Keerthi
Choudary Potluri, Elizabeth Helen Redden,
Andrew Eric Reed, Emiliano Rodriguez,
Katharine Johanna Schlesinger, Mali
Skotheim, Matthew Wymer Sollenberger,
Ian Charles Sulam, Emily Coyle Szydlowski,
Joanna Leigh Taylor, Daren Justin Tedeschi,
Michael Yu-Herng Tu, Jacob W itt Samuel
Wallace, Aaron Samuel Wasserman,
Christopher Underwood White, Susan
Jennifer Wilker
HONORS
Yubraj Acharya, Begum Adalet, Dina Aronzon,
Garrett Igo Ash, Samuel Asher Bell, Justin
Michael Belmont, Robert Edward Boostrom,
Sarah Payne Bryan, Robert William Buechner
Jr., Thu-An Thi Bui, Jeremy Dov Cristol, Ryan
Matthew Croken, My Huyen Do, Kathrinne
Van Wagner Duffy, Justin Vale Durand,
Chelsea Marshall Ferrell, Alexander David
Flurie, Jonathan Gabriel Chaim Fombonne,
Andrew Joel Gisselquist, Sarah Rachel
Goldberg, Randy Davis Goldstein, Eric
Michael Golynsky, Viva Rose Horowitz, Carla
Elena Humud Lopez, Evelyn Yilin Khoo,
Apama Kishor, Delia Jenny Kulukundis, Ryan
C. Lewis, Sonam Liberman, Daniel Christopher
McCarthy, Joanna Rachel Pemick, Julia
Sherman Pompetti, Clarissa Kathleen
Rappoport-Hankins, Katherine Payne Reid,
Paul Nicholas Riccio, Jeffrey Pela Rogg, Evan
Shuman Schaffer, William Matthew Schwarz,
Rachel Norling Scott, Rebecca Glenn Scott,
Christopher Edwin Segal, Esha Pralay
Senchaudhuri, Nathan Cooper Shupe, Derrick
Chate Wansom, Christopher Douglas Ward,
Lauren Ja Yung Willis, Roxanne Yaghoubi,
Dan Yue, Jiaxun Zhou
ELECTIONS TO HONORARY SOCIETIES
PHI BETA KAPPA
Elizabeth Lynn Anderson, M. Palmer
Armstrong, Aviva Ronit Aron-Dine, Megan
Aimee Bartges, Mariska Priya Batavia, Jacob
Frederick Berger, Samuel Kryzan Berger,
Katherine Elizabeth Berry, Mary Elizabeth Blair,
Katherine Frances Bridges, Addie Helen
Candib, Benjamin Robert Booth Carlisle,
Lauren Chiang, Elizabeth Marion Engelhardt,
Matthew David Fedak, Ian Christian Flora,
Kerstin Gentsch, Sarah Rachel Goldberg,
Youngmee Christina Hahn, Jesse Martin
Hartigan, Joshua Kautsky Hausman, Geoffrey
Anton Hollinger, Joshua David Hudner, Britta
Elisabeth Ingebretson, Ante Jelcic, Lauren
Rebecca Kett, Daniel Jaffer Keys, Heather Jean
Kilmartin, Andrew Hatfield Lacey, Chloe
Marie Cecile Le Pichon, Yijun Li, Julia Snow
Lindenberg, Joanne Elizabeth Lipson, Mathew
Solomon Louis-Rosenberg, Devasish
Majumdar, Gregory Scott Maxwell, Katherine
Anne McAlister, David Martin McCandlish,
Neil Jagdish Mehta, Emily Gerson Mollenkopf,
Rebecca Monarrez, Tafadzwa Muguwe,
Elisabeth Mary Oppenheimer, Celia Catherine
Paris, Lillian Singerman Ray, Elizabeth Helen
Redden, Chiara Teresa Ricciardone,
443
Awards and Distinctions
Christopher Jeffrey Schad, Maya Soft
Schenwar, Rachel Norling Scott, Maila Sepri,
Mali Skotheim, Shiva Thiagarajan, Rachel Lee
Thomas, Jared Jones Thompson, Jacob W itt
Samuel Wallace, Susan Jennifer Wilker
FELLOWSHIPS
Jorge Luis Aguilar, Dina Aronzon, Garrett
Igo Ash, Vidette Eve Asher, Alexander Rene
Atanasiu, Megan Aimee Bartges, Mariska
Priya Batavia, Katherine Elizabeth Berry, Mary
Elizabeth Blair, Alexander Fredric Braunstein,
Casey Jameson Brown, Francisco Javier Castro,
Katharine Margaret Marchi Davenport,
Rebecca Judith Anne Davis, Jeffrey Michael
Donlea, Natalie Blair Dunphy, Krisna Chan
Duong'Ly, Ryan Magadan Esquejo, Laurel
Elizabeth Evans, James Robert Golden, Chelain
Rae Goodman, Nicholas James Guerette, Jesse
Martin Hartigan, Meika Hashimoto, Frederick
William Poe Heckel, Cameron Taylor HigbyNaquin, Geoffrey Anton Hollinger, America
Linnette Holloway, Viva Rose Horowitz, Bo
Hu, Joshua David Hudner, Rachel Marie
Huneryager, Mohammed Jawaad Hussain,
Brian Yu Jin Hwang, Jennifer Elizabeth
Johnson, Lauren Rebecca Kett, Daniel Jaffer
Keys, Apama Kishor, Susan Joan Klostermann,
Yijun Li, Yue Li, Julia Snow Lindenberg,
Stephanie Edith Losq, Devasish Majumdar,
Paul Luigi Maurizio, Katherine Anne
McAlister, Constantinos Ioannou Michaelidis,
Benjamin Rees Mitchell, Tafadzwa Muguwe,
Jose Antonio Muñoz, Brian Edward Nolan,
Aongus Starbuck O Murchadha, Kelly A nn
Singleton O ’Neil, Adam Alfred Paiz, Darshan
Ashvin Patel, Zachary Abraham Pezzementi,
Bpantamars Phadungchob, Katherine Payne
Reid, Paul Nicholas Riccio, Zac William Rider,
Evan Shuman Schaffer, Katharine Johanna
Schlesinger, Jonathan Schneider, Jiwon Shin,
Nathan Cooper Shupe, Supreet Kaur Sidhu,
Jacqueline Christine Simonet, Caitlin Elizabeth
Smith, Joseph Hwanyoo Song, Ai Sumida,
Rachel Lee Thomas, Nicolas Cameron Ward,
Lauren Ja Yung Willis, Jessica Aya Zagory
The Susan P. Cobbs Prize Fellowship to
Katherine Berry ’06, Abraham Howland ’06,
Marianne Klingaman ’07, Renee Sevier ’08,
David Stifler ’08, and Lucy VanEssenFishman ’08
The Sarah Kaighn Cooper Scholarship to Matthew
Fiedler ’06
The Hannah A. Leedom Fellowship to Octavio
Gonzalez ’97, Kira Alvarez ’05, Sarah Goldberg
’05, Aryani Manring ’01, Eugene Palatulan ’05,
Sachie Uchimaru ’03, and Roxanne Yaghoubi ’05
The Joshua Uppincott Fellowship to Jennifer
Callaghan ’01, Steve Fameth ’00, Julie
Gregorio ’03, Lais Jan ’00, Jerry Melichar ’00,
Benjamin liv en ’01, and Jaime Yassif ’02
The John Lockwood Memorial Fellowship t o ,
Malado Baldwin ’97, Benjamin Camp ’05, and
Greg Holt ’05
The Thomas B. McCabe Jr. and Yvonne Motley
McCabe Memorial Fellowship t o , Brian
Bumheter ’01, Jeremy Mathias ’00, Brendan
Pablo Montagnes ’02, Alma Ortiz-Mathias ’00,
Douglas Rouse ’98, Nathanael Stulman ’01, and
David Zipper ’00
The Mellon Mays Undergraduate Fellowship to
Saed Atshan ’06, Ahmmad Brown ’07,
Rhiannon Graybill ’06, Jayanti Owens ’06, and
Lisa Ubelaker Andrade ’06
The Lucretia Mott Fellowship, Emma Benn ’04,
Ilinesa Hendrickson ’97, Rochelle Laws ’01,
Emily Marston ’97, Joy Mills ’05, Bpantamars
(Sang) Phadungchob ’05, and Tuyet-Trinh
(Trini) Truong ’04
The J. Roland Pennock Undergraduate Fellowship
in Public Affairs (not awarded this year)
The David G. Smith Internship in Health and
Social Policy to Gian Vinelli ’06
The Martha E. Tyson Fellowship to , Jenna
Bondsmith ’97, Hofan Chau ’03, Christina
Hinton ’04, and Erica Turner ’99
The Hans Wallach Research Fellowship to David
J. Chudzicki ’07
TAU BETA PI
AWARDS AND PRIZES
James Robert Golden, Mark Edward Handler,
Geoffrey Anton Hollinger, Yue Li, Maila Sepri,
Nicolas Cameron Ward
The Adams Prize in Econometrics to Devasish
Majumdar ’05
The Stanley Adamson Prize in Chemistry to
Robert Dorkin ’06
The Jonathan Leigh Altman Summer Grant to
Katia Lom ’06
SIGMA XI
PENNSYLVANIA TEACHER CERTIFICATION
Samuel Francis Breckenridge, Sarah Catherine
Gaertner, Rebecca liana Galaski, Sarah Walsh
444
The American Chemical Society Scholastic
Achievement Award to Katherine Berry ’05
The American Chemical Society Undergraduate
Award in Analytical Chemistry to Emily S.
Ullman ’06
The American Chemical Society Undergraduate
Award in Organic Chemistry to Benjamin
Thuronyi ’07
The American Institute of Chemists Student
Honor Award to Casey Brown ’05
The Solomon Asch Award in Psychology to
Daniel Keys ’05
The Boyd Barnard Prize to Tamara Ryan ’06
The James H. Button '72 Award to Maceray
Sesay ’07
The Pad H . Beik Prize in History to Louisa
Miller ’05 and Elisabeth Oppenheimer ’05
The Tim Berman Memorial Award to ] ared
Leiderman ’05
The Black Alumni Prize to Jordanne Owen ’06
The Brand Blanshard Prize in Philosophy to Aviva
Aron-Dine ’05
The Sophie and William Bramson Prize to Mariska
Batavia ’05 and Alexandra Bradbury ’05
The Daniel Walter Brenner Memorial Scholarship
to Adam Roddy ’06
The Heinrich W. Brinkmann Mathematics Prize to
Devasish Majumdar ’05 and Rachel Thomas ’05
The Chemistry Department Service Awards to
Krisna Duong-Ly ’05 and Brian Nolan ’05
The Susan P. Cobbs Award to Lisa Hunter ’06
for Latin and Jennifer Peck ’06 for Greek
The CRC Press Freshman Chemistry Achievement
Award to Hyoung Tae Kwon ’08
The Alice L. Crossley Prize in Asian Studies to
Emma Kalb ’06; honorable mention to Martin
Griffith ’05, Casey Lee ’05, and Christopher
Schad’05
The Deans’ Awards to ’05 graduates Jorge
Aguilar, Emily Allen, Tanya Aydelott, Sarah
Goldberg, Jyoti Gupta, Jawaad Hussain, Valerie
Marone, Paul Maurizio David McCandlish,
Brian Nolan. Celia Paris, Emiliano Rodriguez,
Myra-Kate Vallianos, Susannah Volpe,
Nicola Wells
The Robert Dunn Award to Vernon Chaplin ’07
The Eastern Analytical Symposium Award
Nominee from Swarthmore College to Xin Wu ’06
The William C . Elmore Prize in Physics to Shiva
Thiagarajan ’05
The Lew Elverson Trophy to Matt Gustafson ’05
The Robert Eiders Field Research Award James
Kreft ’06, Margaret Perry ’08, and Jacob
Brunkard ’08
The Robert Enders Memorial Scholarship to Julia
Lindenberg ’05
The Friedman Field Research Award to Paul
Riccio ’05
The Dorothy Ditter Gcmdos Award to Anne
Fredrickson ’07
The GonzaleZ'Vdaplana Prize for Outstanding
Achievement in Chemistry to Katherine E. Berry
’05 and Casey J. Brown ’05
The Hay-Urban Award in Religious Studies to
Amanda Winters ’08
The John Russell Hayes Poetry Prizes to Caitlin
Hildebrand ’05 and Siyuan Xie ’06
The Samuel Hayes III Research Grant (not
awarded this year)
The Eleanor Kay Hess Award to Lindsay Roth ’07
The Philip M . Hicks Prize for Literary Criticism
Essay to Anne Fredrickson ’07, Kathryn
Goddard ’06, Rhiannon Graybill ’06, and Willa
Kramer ’07
The Jesse H. Holmes Prize in Religion to Delia
Kulukundis ’05
The Gladys Irish Award to Alison Wolff ’05
The Ivy Award to Tafadzwa Muguwe ’05
The Naomi Kies Award to Samuel Bell ’05
The Kwirik Trophy to Nathan Shupe ’05
The Olga Lamkert Memorial Fund Scholarship to
Jillian G. Waldman ’06
The Lande Field Research Award to Elsita
Kiekebusch ’07, Cara Tigue ’06, Ben EwenCampen ’06
The Lang Award to Aviva Aron-Dine ’05
The Leo M. Leva Memorial Prize in Biology to
Mariska Batavia ’05, Katie Davenport ’05, Mary
Blair ’05, Jennifer Johnson ’05, Brian Hwang
’05, Taki Michaelidis ’05, Eugene Palatulan ’05,
and Jared Thompson ’05
The Linguistics Prize to Kerstin Gentsch ’05
The McCabe Engineering Award to Maila Sepri ’05
The Norman Meinkoth Field Biology Award to
John Tuthill ’06
445
Awards and Distinctions
The Norman Meinkoth Memorial Scholarship to
Stephanie Losq ’05
The Morris Monsky Prize in Mathematics to
Rebecca Black ’07
The Lois Morrell Poetry Award to Emily
Regier ’06
The Morrell-Potter Summer Stipend in Creative
Writing to Caroline Carlson ’06 and Micah
Horwith ’06
The A . Edward Newton Student library Prizes to
Katherine Bridges ’05 (first prize), Anna Elena
Torres ’07 (second prize), and Liza Anderson
’05 (third prize)
The Helen F. North Award to Michael Predmore
’06, Sally O ’Brien ’07, and Nathaniel ErbSatullo ’07
The Oak Leaf Award to Celia Paris ’05
The Mark Osterweil Prize John Williams ’06
The May E. Parry Award to Mary Mintel ’05
The Drew Pearson Prize to Benjamin Kabak ’05
The Perdue Award to Paul Azunre ’07
The William Plumer Potter Prizes in Fiction to
Maya Schenwar ’05 (first prize), Sonia Vallabh
’06 (second prize), and Tim Colman ’05
(third prize)
The Ernie Prudente Sportsmanship Award to Lang
Reynolds ’05 and Maila Sepri ’05
The Dinny Rath Award to Natalie Dunphy ’05
The Rockefeller Brothers Fund Fellowships for
minority students entering the teaching profession
to Ja’Dell Davis ’06 and Patrice Berry ’06
The Judith Polgar Ruchkin Prize to Emiliano
Rodriguez ’05
The James H . Scheuer Environmental Fellowship
to Sonia Vallabh ’06
The Frank Solomon Jr. Student A rt Prize to Stella
Kyriakopoulos ’05, Chloe LePichon ’05, and
Katie Stockhammer ’05
The Hally Jo Stein Memorial Award for Dance to
Joseph Small ’05
The Karen Dvonch Steinmetz '76 Memorial Prize
to Brian Hwang ’05 and Edwin Nam ’04
The Peter Gram Swing Prize (not awarded
this year)
The Melvin B. Troy Award to Katia Lorn ’06
(dance) and Greg Holt ’05 (dance)
The Vollmecke Service Award to Emery Ku ’05
446
The Eugene Weber Memorial Fund Scholarship
to Scott Young ’06
The Jerome H. Wood Prize in Latin American
Studies (not awarded this year)
Enrollment Statistics
ENROLLMENT OF STUDENTS BY CUSSES (Fall 2004)
MEN
185
175
167
178
WOMEN
191
182
191
190
TOTAL
376
357
358
368
705
754
1,459
0
8
0
7
0
15
713
TOTAL
Note: These counts include 82 students studying abroad.
761
1,474
Seniors
Juniors
Sophomores
Freshmen
Graduate students
Special students
GEOGRAPHIC DISTRIBUTION OF STUDENTS (Fall 2004)
Alabama............................... 7
Alaska....................................1
Arizona................................. 6
Arkansas............................... 5
Army Post Offices.................1
California...........................105
Colorado..............................11
Connecticut........................ 46
Delaware..............................13
District of Columbia............15
Rorida................................. 39
Georgia................................17
Guam........ ............................2
Hawaii................................... 8
Illinois................................ 37
Indiana.................................. 4
Iowa...................................... 5
Kansas................................... 3
Kentucky............................... 5
Louisiana............................... 5
Maine...................................19
Maryland...........................104
Massachusetts.................... 95
Michigan..............................15
Minnesota........................... 20
Mississippi..............................1
Missouri.................................7
Montana............................... 3
Nebraska............................... 3
Nevada.......... ..................„...3
New Hampshire..................13
New Jersey.........................134
New Mexico......................... 7
New York.......................... 217
North Carolina....................19
North Dakota............. :.........2
O hio..... ;.......,.;....................36
Oklahoma............................. 3
Oregon.....................
22
Pennsylvania.....................145
Puerto Rico............................1
Rhode Island......................... 7
South Carolina..................... 6
South Dakota....................... 3
Tennessee.............................. 6
Texas................................... 36
Utah...................................... 2
Vermont................................ 9
Virgin Islands.........................1
Virginia............................... 47
Washington........................ 22
West Virginia........................ 3
Wisconsin.............. ;............12
Wyoming.............................. 2
Total United States...... 1360
Argentina..............................1
Australia................................1
Bolivia....................................1
Brazil......................................1
Bulgaria................................. 3
Canada.......................... y..... 5
Costa R ica............................ 3
Croatia...................................1
Denmark................................1
Ecuador..................................1
France................................... 6
Germany............................... 2
G hana................................... 5
Hong Kong........................... 5
Hungary.................................1
India...................................... 5
Ireland....................................1
Israel.............
1
Italy......... ...........
1
Jamaica.................................. 2
Japan..................................... 7
Luxembourg...........................1
Malaysia................................ 2
Mexico...................................1
Myanmar...............
1
Namibia.................................1
N epal.............................
6
Pakistan................................ 3
Palestine.................................1
People’s Republic of China ...5
Qatar......................................1
Romania................................1
Rwanda..................................1
Saudi Arabia..........................1
Singapore.............................. 4
Slovak Republic....................1
South Korea.........................11
Switzerland........................... 2
Taiwan.................................. 2
Trinidad and Tobago............ 2
Tunisia...................................1
Turkey.................
7
United Kingdom...................1
Venezuela...............................1
Vietnam.................................1
Zimbabwe............................. 2
Total From A broad.......... 114
GRAND TOTA L.........1,474
447
Index
Absence from examinations, 83
Academic misconduct, 53
Academic support, 65
Administration and staff, 422
Administrative divisions, 422
Admissions, 27
Admissions procedure, 27
Application dates, 28
Scholastic Aptitude and Achievement
Tests, 27
School subjects recommended, 27
Advanced degrees, 88
Advanced Placement, 29
Advanced standing, 29
Advancement Information Systems, 422,425
Advancement Services, 422, 424
Advising, 65
Alumni and Gift Records, 422,425
Alumni Association officers, 403
Alumni Council, 403
Alumni Relations, 69,422,425
Alumni, total, 70
Ancient history, 136
Annual Giving, 422, 425
Art, 100
A rt history, 101
Arts, studio, 106
Asian studies, 110
Associate dean for academic affairs, 422,423
Associate dean for multicultural affairs, 422,
423
Associate dean for student life, 422, 423
Associate provost, 422,423
Astronomy, 326,332
Athletics, 68, 324
Attendance at classes, 83
Auditing courses, 84
Automobiles, regulations, 60
Awards and distinctions, awarded, 443
Awards and prizes, described, 90
Bachelor of arts degree, 88
Bachelor of science degree, 88
Bequests, 11
Biochemistry, 127
Biology, 117
Black Cultural Center, 63,422,423
Black studies, 124
Board of Managers,
committees of, 401
Bookstore, 14, 422, 426
Botany, see biology, 117
Business Office, 422,427
448
Calendar, College, 5
Calendar, yearly, 4
Capital Giving, 422,425
Career Services, 422, 426
Center for Social and Policy Studies, 14,422,
426
Chemistry and Biochemistry, 127
Chester, Pa., outreach, 68
Chinese, 265
Classics, 133
Cocurricular activities, 66
Code of Conduct, 52
Cognitive science, 140
College entrance examinations, 27
College jobs, 34
Community-based learning, 69
Comparative literature, 142
Comprehensive examinations, 72, 74, 88
Computer science, 145
Computing services, see Information Technolo
gy Services, 14,422, 429
Controller’s Office, 422, 427
Cooper (William J.) Foundation, 17
Cooperation with neighboring institutions, 80
Cornell Science and Engineering Library, 12,
422,432
Corporate, Foundation, and Government Rela
tions, 422,425
Corporation, officers of, 399
Course-numbering system, 99
Courses of instruction, 99
Creative arts, 80
Credit/no credit, 83
Cross-listed course rules, 73
Curriculum, 71
Dance, 292,301
Degree requirements, 88
Degrees conferred, 438
Degrees offered, 88
Development, 422, 425
Dining hall, 62
Dining Services, 422,427
Directed reading, 78
Directions for correspondence, 2
Directions for reaching the College, 454
Disability services, 422
Distribution requirements, 72
Divisions and departments, 420
Divisions for distribution requirements, 73
Domestic exchange, 81
Drama, 67, 305, 386
Drop/add, see registration, 84
Economics, 153
Education abroad, 81
Educational Studies, 159
Emeriti faculty, 405
Endowed chairs, 23
Endowment, 11
Engineering, 167
English literature, 180
Enrollment in courses, see registration, 84
Enrollment statistics, 447
Environmental Services, 422,427
Environmental studies, 201
Equal Opportunity Office, 422,427
Equal Opportunity statement, 2
Examination regulations, 85
Exceptions to the four-year program, 76
Exchange programs, 81
Exclusion from the College, 87
Executive assistant to the provost, 422,423
Expenses, 31
Extracurricular activities, 68
Facilities management, 422, 427
Faculty advisers, 65
Faculty members, 405
Faculty regulations, 83
Fees (tuition, residence, etc.), 31
Fellowships, 96
Fellowships and prizes, 422, 443
Film and media studies, 204
Final examinations, 85
Financial aid, 33
Fine arts, see art history, 101
Footnote key, 99
Foreign language requirement, 88
Foreign students, 29,447
Foreign study (see study abroad), 31, 81,171,
388,422,428
Foreign Study Office, 422, 428
Formats of instruction, 77
Francophone studies, 207
Fraternities, 63
French, 254, 270
Friends Historical Library, 12, 422,432
Gender education, 57,422,424
Geographical distribution of students, 447
German, 254, 276
German studies, 210
Ghana Program, 305
Gifts, 2,11
Grades, 83
Graduate study, 88
Graduation requirements
(see also distribution requirements), 72, 88
Greek, 134
Grenoble Program, 81
Grounds, 15,16,422,428
Health care, 63
Health Sciences Advisory Program, 80,428
Health Sciences Office, 422,428
Health Services, 64,422,429
History, 212
Honors examiners, 75, 76,436
Honors Program, 75
Housing, 61
Human Resources, 422, 429
Incomplete grade policies, 83
Independent study, 78
Information Technology Services, 14, 422,429
Institutional research, 422,430
Insurance, 64
Intercultural Center, 63,422, 423
Interdisciplinary work, 79
International admissions, 29
Interpretation theory, 228
Investment Office, 422,430
Japanese, 280
Judicial bodies, 60
Kohlberg Hall, 13
Lang Center for Civic and Social Responsibili
ty, 68,69,422,430
Lang Music Building, 14
Lang Performing Arts Center, 14, 422,431
Latin, 135
Latin American studies, 231
Leaves of absence, 85
Libraries, 11,422,431
Linguistics, 233
List Gallery, 15,100,422,433
Literature (see comparative literature), 142
Loans to students, 34
Madrid Program, 82
Maintenance, 422,428
Map of College grounds, 452
Master’s degrees, 88
Mathematics and statistics, 241
McCabe Library, 11,422, 431,432
Media Services, 422, 430
Medieval studies, 252
Modem languages and literatures, 254
449
Index
Music, 292
Music, performance, 295,300
Nason fellowships, 97
News and Information Office, 70,426
Normal course load, 77
Observatory, 13
Occupational and environmental safety, 422,
433
Office of Institutional Research, 422, 430
Office of the Associate Vice President for
Human Resources, 422,429
Office of the Dean of Admissions and Finan
cial Aid, 422,423,424
Office of the Dean of the College, 422,423
Office of the President, 422,423
Office of the Provost, 422,423
Office of the Vice President for Alumni,
Development, and Public Relations, 422,
424
Office of the Vice President for Finance and
Treasurer, 422,423
Office Services, 422,427
Orchestra, 67
Outreach programs, 68
Papazian Hall, 13
Parents programs, 422,426
Parrish Hall, 13
Pass/fail, see credit/no credit, 83
Payroll, 422,433
PDC, primary distribution courses, 72
Peace and conflict studies, 315
Philosophy, 318
Physical Education and Athletics, 324
Physical education requirements, 86,324
Physics and Astronomy, 326
Plagiarism, 53
Planned Giving, 422,426
Planning and Construction, 422,428
Poland Program, 171, 203, 305,388
Political science, 334
Post office, 422,433
Practical work, 77
Premedical advising, 80
President, 422,423
Primary distribution courses (PDC), 72
Prizes, awarded, 443
Prizes, described, 90
Program of study, 72
First-year and sophomore students, 72
Honors Program, 75
Juniors and seniors, 74
450
Psychological Services, 64, 422,433
Psychology, 345
Public policy, 355
Public Safety, 422,433
Publications, College, 68
Publications Office, 70,422,426
Publications, student, 68
Quaker matchbox, 70
.
Readmission to the College, 85
Registrar’s Office, 84,422,434
Registration, 84
Religion, 359
Religious advisers, 63
Religious life, 10
Repeated course rules, 84
Requirements for admission, 27
Requirements for graduation
(see also distribution requirements), 72, 88
Research, 75, 76, 77, 78
Research Office, 422, 425
Residence halls, 61
Residence, regulations, 61
Residential life, 61, 422
Risk management, 422
Russian, 254, 282
Scholarships, 34
Scholastic Assessment Test, 27
Scott Arboretum, 15, 422,434
Security policies and procedures, 66
Senior-year residency requirement, 88
Sharpies Dining Hall, 62
Social Affairs Committee, 62
Social centers, 62
Social coordinator, 423
Sociology and anthropology, 370
Spanish, 254, 287
Special major, 75
Sproul Observatory, 13
Standing committees of the faculty, 421
Statistics, 241
Student accounts, 31, 422,427
Student activities, 66,422,424
Student conduct, 52
Student Council, 66, 68
Student employment, 34
Student exchange programs, 81
Student judicial system, 60
Student Right to Know, 82
Student rights, 52
Student-run courses, 78
Study abroad, 31, 81, 171,388
Submission of the same work in more than one
course, 54
Summer programs, 422, 427
Summer school work, 86
Swarthmore College Peace Collection, 12, 422,
432
Swarthmore Foundation, 69
Tarble Social Center, 62
Teacher certification, 160
Theater, 67,305,386
Transfer, application for, 29
Transfer credit (see work done elsewhere), 86
Tuition and other fees, 31
Twenty-course credit rule, 72,168
Underhill Performing Arts Library, 12,422,
432
Upward Bound, 69, 431
Venture Program, 86
Vice president for college and community rela
tions and executive assistant to the presi
dent, 2,422,423
Visiting examiners, 75, 76,436
Vocational advising, 65
Withdrawal from the College, 85
Withdrawal from courses, 84
Women’s Resource Center, 62
Women’s studies, 395
Work done elsewhere, 86
Worth Health Center, 63
Writing Center, 65
451
Mary-LyonHall {detail)
Lang Music Building
Cornell Science and
Engineering Library
Science Center
Parking (Visitors)
Beardsley Hall
Hicks Hall
Papazian Hall
Kyle House
North Entrance
Swarthmore Friends
Meetinghouse
...
17
18
19
20
21
22
23
24
25
26
47 Service Building
48 South Entrance
49 Lang Center for Civic and
Social Responsibility
50 Swarthmore SEPTA Train
27 Women's Resource Center
Station (R3 Media/Elwyn)
and Olde Club
51 Alice Paul Hall
28 Faulkner Tennis Courts
52 Mertz Hall
29 Wharton Hall
53 Old Tarble
30 Scott Amphitheater
54 Worth Health Center
31 Crum Woods
55 Benjamin West House
32 Hallowell Hall
56 Benjamin West Parking
33 Dana Hall
(Visitors)
34 Squash Court Building
57 Cunningham Field
earson Hall
35 Ware Pool
58 Cunningham Parking
.rotter Hall
36 Mullan Tennis and Fitness 59 Main Entrance
Dean Bond Rose Garden
Center
60 Worth Hall
Cunningham House (Scott 37 Clothier Fields
61 Bond Memorial Hall
Arboretum Offices)
38 Lamb-Miller Field House
62 Willets Hall
McCabe Library
39 Heat Plant
63 Robinson House (Black
Sharpies Dining Hall
40 Tarble Pavilion
Cultural Center)
Clothier Memorial Hall
41 Mary Lyon Hall
64 Courtney Smith House
Phi Omicron Psi House
42 Roberts Hail
65 Ashton House
Sproul Alumni House
43 Pittenger Hall
66 Woolman Hall
Sproul Observatory
44 Palmer Hall
67 Water Tower Parking
Delta Upsilon House
45 Barn
(Faculty-Staff)
Kitao Student Art Gallery
46 Field House Parking
68 Hicks Parking (Faculty(Visitors)
Staff)
453
Directions for Reaching
Swarthmore College
DRIVING
From the Pennsylvania Turnpike, Going East
From Exit 326 (Valley Forge) take 1-76 East (Schuylkill Expressway) about 2 1/2
miles to 1-476 South. Take 1-476 approximately 13 miles to Exit 3, Media/
Swarthmore. A t the bottom of the exit ramp, follow the sign for Swarthmore by
turning left onto Baltimore Pike. (See below for “Rest of the Way.”)
From the Pennsylvania Turnpike, Going West
Take Exit 20 (1-476 South). Stay on 1-476 approximately 17 miles to Exit 3,
Swarthmore/Media. A t the bottom of the exit ramp, follow the sign for Swarthmore
by turning left onto Baltimore Pike. (See below for “Rest of the Way.”)
From the New Jersey Turnpike
Take Exit 6 (to Pennsylvania Turnpike) and proceed as directed above “From the
Pennsylvania Turnpike, Going West.”
From the South
Traveling north on 1-95, pass the Chester exits and continue to Exit 7, 1-476
North/Plymouth Meeting. Take 1-476 to Exit 3, Media/Swarthmore. A t the bottom
of the exit ramp, follow the sign for Swarthmore by turning right onto Baltimore
Pike. (See below for “Rest of the Way.”)
Rest of the Way
O n Baltimore Pike, stay in the right lane. In less than 1 mile, turn right onto Route
320 South. (At the next light, Route 320 turns right.) Proceed through the light at
College Avenue to the first driveway on the right to visitor parking at the Benjamin
West House (the College’s Visitor’s Center).
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 approximate
ly 23 minutes to reach the Swarthmore station, which is adjacent to campus.
AIR
A n 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. The combined fare is about $11, and the trip requires
about one hour. Taxi service is also available. The fare is approximately $30, and
the trip requires about 20 minutes. By car from the airport, take 1-95 South to Exit
7,1-476 North/Plymouth Meeting. Take 1-476 North to Exit 3, Media/Swarthmore.
A t the bottom of the exit ramp, follow the sign for Swarthmore by turning right
onto Baltimore Pike. (See above for “Rest of the Way.”)
454
276 /
EXIT 24/326
Periodical Postage Paid
Swarthmore PA 19081 -1390 I
and Additional Mailing Office!
ISSN 0888-2126
n
Swarthmore College
500 C ollege Avenue
Swarthmore PA 19081-1390
Swarthmore College Catalogue, 2005-2006
A digital archive of the Swarthmore College Annual Catalog.
2005 - 2006
460 pages
reformatted digital